The visual analysis of data presented in time-series graphs are common in single-case design (SCD) research and applied practice in school psychology. A growing body of research suggests that visual analysts' ratings are often influenced by construct-irrelevant features including Y-axis truncation and compression of the number of data points per…

This dissertation is prepared to explain the research conducted to study the extent of instruction that school psychology graduate students are receiving on strengths-based assessment in their training programs. Strengths-based assessment is the process of intentionally measuring strengths rather than solely measuring deficits. The positive…

Special education assessment has a significant impact on the lives of children with disabilities and their families. However, traditional assessment practices have been critiqued as being deficit-based, overly focused on "labeling" students, and failing to provide a holistic understanding of the student. Assessment models such as…

"Evaluation" under the Individuals with Disabilities Education Act (IDEA) is among the major responsibilities of school psychologists. This concluding article in the series on evaluation under the IDEA provides legal analysis and professional recommendations related to procedural appropriateness. Specifically, it addresses notices,…

Children and adolescents with autism have a higher likelihood of being exposed to bullying, abuse, and sexual assault which, through repeated exposure, has been demonstrated to impede academic, social, and physical functioning among this population. However, the complexity of unpacking the characteristics of autism and trauma can pose a challenge…

Despite a call for evidence-based practice in school psychology, limited research on the topic of evidence-based assessment exists. To begin to address this gap in the research, a modified version of Jenson-Doss and Hawley's (2010) Attitudes Toward Standardized Assessment (ASA) scale was administered to 371 U.S. school psychologists. Examination…

It has been known for several years that there are shortages of school psychologists. Effects of these shortages include unmanageable caseloads, the inability of school psychologists to provide prevention and intervention services or to regularly consult with school personnel and families, limited access to mental and behavioral health services…

School psychologists play an essential role in the provision of school-based mental health services yet continue to spend the majority of their time conducting psychoeducational assessments. In California, changes in law regarding the provision of mental health services have increased the tension around the role of school psychologists and led to…

The primary purpose of this study was to systematically review the literature regarding the characteristics, use, and implementation of an emerging assessment methodology, "SRL microanalysis." Forty-two studies across diverse samples, contexts, and research methodologies met inclusion criteria. The majority of studies used microanalysis…

The National Association of School Psychologists champions the use of evidence-based approaches to support all children and families, especially those belonging to historically marginalized groups. To ensure the protection and success of the most vulnerable students, practitioners must dedicate themselves to continually developing their ability 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…

While the field advocates for a diversified and comprehensive professional role (National Association of School Psychologists, 2020), school psychologists have long spent most of their time in assessment-related activities (Farmer et al., 2021), averaging about eight cognitive evaluations monthly (Benson et al., 2020). Assessment practices have…

In Part 1 of this series, the authors briefly reviewed some challenges inherent in using standardized tools with students who are not well represented in norming data. To help readers clearly conceptualize the framework steps, the authors present two case studies that showcase how a nonstandardized approach to assessment can be individualized to…

School psychologists familiar with the autism evaluation process have an awareness of the complexity of this school-based process. This paper provides school clinicians with an introduction to a visual framework and descriptive language to think and talk about the complex students they evaluate in positive, nuanced, and accessible terms. This…

Assessment is one of the five functions of the educational psychologist's (EP's) role, yet there is a dearth of research exploring its distinctive contribution to school-based practice, and a lack of definition about what it is. In this study, the assessment practices of EPs were compared with those of other educational professionals who had…