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.
The achievement gap between privileged and minoritized children exists both for math and language arts. Dialogic reading is a strategy that can be used to improve both of these academic skills by addressing the math language necessary for the development of critical thinking skills. Attendees will learn how to employ a range of consultation strategies to help teachers and parents find math language in commonly used storybooks to promote early math success.
Participants will learn the essential components of ASD evaluations, including which assessment procedures do not always need to be included. Through discussion and applied activities, participants will reflect on their own processes and learn new strategies for conducting evidence-based evaluations of students suspected of having ASD. Tools used in the presenters' practice will be shared, analyzed, and discussed.
The English language learner (EL) student population is rapidly increasing in the U.S., while the teaching force remains predominantly White and monolingual. Latinx ESOL paraprofessionals are underutilized educators that are uniquely qualified to bridge these cultural gaps and promote positive outcomes for ELs. This qualitative study explores various perceptions regarding the role of Latinx ESOL paraprofessionals in schools. Attendees will learn how to better partner with these professionals through consultative strategies to support their students.
An expanding internship program benefits from a collaborative and supportive supervision model that relies on shared, cosupervision and supervision of supervisors. Positive outcomes are evident with possibilities to provide a broader range of field experiences and multicultural engagement, enrich supervisors' competencies, maintain consistency in supervision methods, and better allocate district resources. This model responds to supervision challenges, reduces supervision stress, and adapts to remote practice. Monitoring tools, safeguards, and findings will be shared.
This 1.5-year longitudinal study analyzed teacher-reported social skills and internalizing behaviors for 177 students with ASD ages 4–7. Cross-lagged panel analyses indicated an association between earlier internalizing behaviors and later social skills; lower internalizing problems predicted greater social skills from one school year to the next. An interaction with intellectual disability (ID) was observed; for children with both ASD and ID, social skills predicted change in internalizing behaviors. Evidence-based recommendations for practice will be discussed.
This presentation is intended to introduce school psychologists to the Circle of Security (CoS) model, and explore its adaptation for classroom use. COS is an evidence-based reflective caregiving model, with a goal of cultivating secure attachments by improving caregiver (educator) reflective capacity, specifically when confronted with challenging behavior. Participants will leave with an understanding of the CoS model and how it may be utilized in classrooms for consideration in their practice.
Researchers have reported disparities in autism diagnosis for Hispanic children when compared to their peers. After diagnosis, their parents have difficulties navigating the complexities of life with autism. Parents report gaps in service delivery and knowledge. The current paper reviews previous literature stating the needs of Spanish-speaking parents of children with autism and reviews recent needs assessment interviews. The authors also provide recommendations for school psychologists to act on these needs to support students and parents.
Schools’ need for highly trained school psychologists and behavior analysts continues to grow, and training programs need to prepare school psychologists and behavior analysts who can effectively collaborate to support students in need of significant behavior support. This study will explore the current practices of school psychologists and BCBAs on collaborating with each other in schools, their training in interprofessional collaboration, and perceptions of factors that promote or inhibit collaboration.
Come learn how the DEP model of supervision is being used to support development of cultural humility in school psychology practicum students. Structured assignments bridging the gap from university classroom to field to create intentional spaces for critical conversations will be shared. Discuss the successes and challenges of this pilot project exploring the impact of centering school psychologist identity development around the question of what does it mean to be school psychologists doing antiracist work.
While the diversity of families in North America is growing, there are limited literature and studies on the effective communication of psychologists with immigrant parents. The purpose of this presentation is to study the communication between immigrant families and psychologists in an assessment feedback session using a critical discursive psychology approach. This presentation will reveal some of the ways immigrant families and psychologists use emotion talk to construct different identities in their interactions.