NASP is fortunate to have presenters from all over the United States who have prerecorded instructive 30-minute On-Demand Sessions. They cover a wide range of topics related to the profession of school psychology across all domains of the NASP Practice Model.
Executive functioning difficulties are evident in most conditions cared for by school psychologists. It is critical to have a firm foundation in the topic. This discussion will include recent progress in our understanding of EF including concepts and theory, assessment approaches, and most importantly, evidence-based methods of interventions for improving EF. This workshop will answer the following questions about EF: What is it? How do I assess for it? What can I do about it?
Attentional functioning, and the likelihood of ADHD diagnosis, is one of the most common referral questions for school-based practitioners. Although there are many tools available to assist in measuring attention, few offer an Evidence-Based Assessment approach to identifying the likelihood of ADHD diagnosis in a student. In this skills based workshop, participants will learn an Evidence-Based Assessment model with the BRIEF2 to identify students with ADHD subtypes and to write clear, concise results and impressions.
With the expanding toolkit for evaluating students’ executive functions, practitioners may choose from a variety of rating scales and/or performance tests. Often these different assessment approaches offer disparate, and sometimes conflicting, views of students’ self-regulation. In this data-driven workshop, we review multiple lines of evidence for valid use of both tests and scales, present a best practice model for integrating results, and teach participants how to clearly and efficiently convey their findings in writing.
This session reviews the literature on acculturation, ethnic identity, and dual cultural adaptation among Native American and Latinx students, and these factors' impact on mental health outcomes. Using the LaFromboise, Coleman, and Gerton (1993) model of biculturalism as a framework, environmental factors, identity, and experiences emerge as potential mediators on mental health and academic outcomes. This literature review concludes with practice recommendations for school psychologists and future research directions. Implications for social justice and equity are discussed.
Group contingencies are effective in reducing disruptive behavior and reinforcing appropriate behavior (Gresham & Gresham, 1982). These interventions are associated with positive short-term and long-term outcomes for students. This study systematically reviews how group contingencies in the literature have evolved over time, regarding various intervention characteristics such as criterion to reinforcement, type of reinforcement, feedback, and rules and expectations, among others. A discussion on the implications of these changes and future directions will occur.
Does a confirmation bias based on referral information differ on whether evaluation results represent average, learning disability, or ambiguous performance? The results from an experimental study will illustrate how school psychologists process through data profiles adequately and protected from bias. Practitioners will learn how biases and heuristics impact assessment practices, how to protect from possible errors in reasoning, and how these cognitive factors may interact with the patterns of data presented to school psychologists.
The profession of school psychology has changed; what does it look like in 2020? Find out in this overview of the NASP Membership Survey! Every 5 years, NASP conducts an extensive survey of its members to better understand the demographics, employment conditions, and professional practices of the profession. In 2020, NASP conducted its most recent survey. This presentation will detail preliminary results from the 2020 NASP Membership Survey, including data on race, gender, job positions, work settings, salaries, and various aspects of professional practices. Presenters also will detail the implications of these results for NASP’s Strategic Goals and its promotion of the Model for Comprehensive and Integrated School Psychological Services (i.e., the NASP Practice Model).