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Direct linkBenno, Maria Tina; Griger, Cassondra; Tracy, Braelyn; Nayyar, Akshita; Conaway, R. Brandon; Franklin, Kirsten; Schmitt, Ara J. – Communique, 2021
Pediatric chronic illnesses are characterized as conditions that last one year or more, require continuous medical intervention, and have implications for the overall functioning, including neuropsychoeducational functioning, of a child. Students with chronic illnesses are at risk for compromised cognitive and physical functioning, resulting in a…
Descriptors: Child Health, Chronic Illness, At Risk Students, Special Needs Students
VanDerHeyden, Amanda M.; Codding, Robin S. – Communique, 2020
Many school psychologists work in schools that have low proficiency rates on the year-end test of mathematics, which is concerning because math proficiency is a powerful indicator of long-term academic success. Addressing math instructional problems is not easy work. One reason the authors examine is that the work is so challenging for school…
Descriptors: School Psychologists, Mathematics Instruction, Evidence Based Practice, Beliefs
Bella, Zachary A. – Communique, 2022
Early identification of ASD allows for clinical intervention through mental and behavioral health supports, potentially providing individualized services in the educational setting. This article highlights the research-to-practice gap that exists within evaluations for ASD in schools. Lack of training, variability in assessment guidelines,…
Descriptors: Autism Spectrum Disorders, Disability Identification, Intervention, Students with Disabilities
Castillo, Jose M.; Curtis, Michael J.; Gelley, Cheryl – Communique, 2012
Every 5 years, the National Association of School Psychologists (NASP) conducts a national study of the field. Surveys are sent to randomly selected regular members of NASP to gather information on school psychologists' demographic characteristics, context for professional practices, and professional practices. The latest iteration of the national…
Descriptors: School Psychology, School Psychologists, Surveys, Eligibility
Harlacher, Jason E.; Siler, Chelsea E. – Communique, 2011
A recent movement in schools is the implementation of multitiered models of service delivery. Known as response to intervention (RTI), multitiered systems of support (MTSS), or instructional decision making (IDM), these models refer to a tiered framework of services in which research-based instruction is matched to the "data-based needs of…
Descriptors: Delivery Systems, Identification, Prevention, Response to Intervention
Wilczynski, Susan M. – Communique, 2010
In September 2009, the National Autism Center announced the completion of its multiyear National Standards Project. The National Standards Project serves to support parents and professionals and answers one of the most pressing questions asked by school psychologists: "How do school psychologists effectively treat the growing number of students…
Descriptors: Autism, School Psychologists, National Standards, Pervasive Developmental Disorders
