The activity of educational psychologists' (EPs') statutory psychological assessment continues to be viewed critically within literature. The current research explores the understanding of EPs and special educational needs and disability (SEND) officers in this activity, considering the 2014/2015 policy reforms. Semi-structured interviews were…

Special education laws set clear and stringent deadlines for school psychologists to complete eligibility or reevaluation assessments that are valid and comprehensive. Prior to the COVID-19 pandemic, these assessments primarily took place face-to-face and aligned with standardized assessment practices. School closures and virtual learning…

Internal validity and measurement invariance of the Counseling Center Assessment of Psychological Symptoms-62 item (CCAPS-62) was examined via confirmatory factor analytic models among autistic (n = 1,268) and non-autistic (n = 3,776) college students. Findings reviewed the CCAPS-62 had a strong model fit and was invariant across groups.

This article explores the limitations of traditional maximum performance tests in psychological assessments within educational settings, highlighting the need for efficiency assessments to better understand students' real-world capabilities. While maximum performance tests like IQ and achievement tests reveal peak abilities under optimal…

To improve the validity of self-report measures, researchers should control for response style (RS) effects, which can be achieved with IRTree models. A traditional IRTree model considers a response as a combination of distinct decision-making processes, where the substantive trait affects the decision on response direction, while decisions about…

"The Scales for Assessing Emotional Disturbance--Third Edition Rating Scale" (SAED-3 RS; Epstein et al.) is a standardized, norm-referenced measure designed to aid in the identification process by providing useful data to professionals determining eligibility of students with an emotional disturbance (ED). Three studies are reported to…

The acronym R.I.O.T., record review, interview, observation, and test, is a well-known tool for conceptualizing a comprehensive assessment. With COVID-19 and the need to provide school psychological services virtually, it is important to reconsider R.I.O.T. in light of the limitations of virtual assessment. We describe the limitations of virtual…

Individuals often vary in how they display signs and symptoms of personality disturbances and psychopathology. As such, comprehensive assessments of these signs and symptoms ought to capture how they manifest within and across time and contexts (e.g., community, home, work). Contexts may vary in the degree to which they influence personality and…

The purpose of this dissertation is to describe a doctoral research study that comprehensively investigated school psychologists' record review practices. Record reviews are part of the psychoeducational evaluation process, and there is relatively little previous research literature on this topic. The current study aimed to investigate the…

The mental health and psychological crisis of college students has aroused the attention of all walks of life. College students are unable to cope with various pressures, and crisis situations such as suicide are not uncommon. Solving the psychological crisis of college students is urgent. The psychological crisis of college students is a major…

We investigated the validity and screening effectiveness of the PHQ-2 and PHQ-9 scores in 229 college students in a cross-sectional design. PHQ associations with Minnesota Multiphasic Personality Inventory-3 internalizing scales suggest PHQ scores are effective screening tools for college students and may aid in effective triage and service needs.

At last, a comprehensive guide that meets psychologists and other social scientists' growing need to master the tools of statistical prediction. "Prediction Statistics for Psychological Assessment," by R. Karl Hanson, is the first book to teach students and practitioners the nuts and bolts of prediction statistics, while illustrating the…

The field of school psychology, built on a foundation of evidence-based practice, has produced an abundance of research to inform school-based practice. However, this empirical tradition has not been applied to the predominant activity in which school psychologists are engaged: psychoeducational assessment. Despite numerous critiques and proposed…

The purpose of this study was to see how contemplation in the context of Theravada Buddhist teachings benefit schoolteachers to reduce burnout and improve well-being in their daily lives. Research on schoolteachers' burnout in Sri Lanka has been carried out for different purposes. No research has attempted to investigate Theravada contemplation to…

The process of conducting child and adolescent psychoeducational assessments has changed over the past 2 decades (Shapiro & Heick, 2004). In the past, the school psychologists commonly concentrated on behavioral, achievement, and projective assessments and usually did not include systematic multi-rater observation rating scales of behavior.…