Unlocking the Mystery: MISINTERPRETATIONS OF COGNITIVE TESTS...

We can all agree that the interpretation of cognitive test scores mostly leads to decisions concerning the diagnosis, educational placement, and types of interventions used for children. Knowing this fact, it is absolutely necessary for us, as future school psychologists, to administer and score cognitive tests without any errors.

A recent study published in Psychology in the Schools (Graduate students’ administration and scoring errors on the Woodcock-Johnston III Tests of Cognitive Abilities, vol.46, issue 7, pgs. 650-657, July 2009) looked at the frequency and the types of errors that occurred during administration and scoring of Woodcock Johnston III Tests of Cognitive Abilities (WJ III COG). Data from 36 graduate students across 108 test records revealed a total of 500 errors across all records!!!! Three frequently occurring errors included the use of incorrect ceilings, failure to record errors, and failure to encircle the correct row for the total number correct.

Can we avoid making scoring errors on cognitive tests and if so how? Are these errors more likely to occur on WJ III or they happen regardless of the test used? Are we properly trained to administer cognitive tests? Do you think that wrong scores may result in some children being placed in the wrong settings?

And finally…What can our graduate programs do to ensure that we are all properly trained to administer cognitive tests?

Posted by Tjasa Korda.

Missing the Bigger Picture

As school psychologists, we are always concerned with the well-being of our students. I think this especially holds true when the student is suspected of abusing alcohol or drugs. And with SACs becoming less and less of a presence in the school systems, substance abuse counseling for all students will likely fall to the school psychologist.

It is the job all school personnel to ensure the safety of all students. However, when does protecting students from the harm of drugs or alcohol cross the line into invasion of privacy?

In a recent decision, the Supreme Court ruled that an 8th grade student who was stripped searched for suspicion of possession of prescription ibuprofen indeed suffered a violation of her right to privacy. (Safford Unified School District v. Redding (Case No. 08-479) )

Is it okay to strip-search our students in the name of safety? Should a 13 year old girl be subject to slipping her bra and underwear out of her clothes for inspection, or are we missing the bigger picture here?

Posted by Jessica Szybowski.

I'm Sending Out an S.O.S.

The following article was written by a school psychologist as his message to teachers in his school:

http://www.newsday.com/opinion/opinion-teachers-it-all-comes-down-to-you-1.1417759

As future school psychologists, what do you feel your obligations are when dealing with situations

of difficult students? Do you feel that giving information and guidance to teachers on how to treat children or adolescents and handle these situations is enough? Sometimes teachers are very quick to refer students for evaluation, but how much are they doing in their classrooms before resorting to this? As school personnel as a whole, we should be treating each and every student with the idea that he or she needs that extra care to succeed. The article said:
"This type of caring extends beyond a call home to parents when homework or papers aren't completed. It's the quality of caring that challenges us to look beyond the traditional markers of educational excellence. It invites us to try and connect with the humanity in even the most difficult of students."

How do we, then, deal with teachers that do not put forth as much effort as we would like? How can we make up for this in another way?

Posted by Susan Bartolozzi.

Beyond Logical...

While completing my practicum hours as a school psychology candidate, I've found my placement district to be a very punitive environment. I think the logic behind the discipline policies is that consistency, clearly defined consequences, and regiment will yield desirable behavioral results. However, there is a plethora of research to suggest that using punishment to shape behavior is ineffective and often yields the opposite of the desired result. Clearly, their policies are ineffective because their rate of suspensions is near surpassing the state average. So, how do we as school psychologists, being familiar with empirical data on discipline, persuade our schools to change their policies?

Posted by Jessica Szybowski

Will the Real School Psychologist Please Stand Up?!?

Some people don't know the role of a school psychologist, and when they hear the term they automatically think of them as a typical "psychologist." It has been proposed by the APA to change the title of school psychologists in order to eliminate that confusion. As future school psychologists, what is your opinion on this topic? Do you feel that there should be a new title or term given for us or that it should be left alone? How do you feel this will impact our future careers?

The proposed changes would allow any licensed doctoral level psychologist to use the title “school psychologist” and work in public schools, even though they have no training in school psychology and are less qualified than we will be to perform school psychological services. How will this impact students? Will students receive competent care from unqualified doctoral level psychologists with no training in psycho educational evaluation and assessment? At a time when there is a shortage of school psychologists and an increased need for school psychological services, does it make sense for the APA to advocate these changes and limit current school psychologists from engaging in work they are qualified and trained to do?

Check out these links to find out more about the APA Model Act Revisions
http://njasp.org/notes/APA%20MODEL%20LICENSURE%20ACT%20UPDATE.pdf

http://www.nasponline.org/standards/apamla_previous.aspx

This blog was created by Laura Martino and Susan Bartolozzi

A Change is Coming...

We are approaching a new wave in school psychology.

The change has been a long time coming! Decades of blind support for fashionable interventions and instructional techniques have utilized precious resources and failed to create any significant effects in our student's ultimate trajectories. Our goals for our schools, whether focused on academic growth or a decline in substance abuse, were often undefined and progress went unmeasured. Did we know whether these programs were effective?!

The answer is a resounding, "NO!"

There is a new movement. A movement encouraging us to bridge the gap between research and practice. Clearly the question becomes, "How?" What is your mission statement? In what aspect of your practice do you envision yourself making the strongest commitment to making empirically driven, data-based decisions?

This blog was created by Roxane Nassirpour and Tjasa Korda

Improving the Evidence-Based Practice Movement

We know that a problem solving approach is outcome-focused, data-driven, integrally linked to intervention, and context-specific.

Evidenced-Based Practice (EBP) as a problem solving approach “refers to a body of scientific knowledge, defined usually by reference to research methods or designs, about a range of service practices (e.g., referral, assessment, case management, therapies, or support services)”. It is directly related to applying data-orientated problem solving to students’ mental health and social-emotional needs. When deciding which type of EBP is appropriate in the school setting, we can take into consideration some of the most effective strategies:

· Parent Management Training (PMT)
· Cognitive Behavioral Therapy (CBT)

(For additional information on PMT and CBT please see the link below:)
http://draweb.njcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=ccp-60-5-733&site=ehost-live
· Psychopharmacology (using psychostimulants/medication)

These are only three of many new approaches developing among contemporary literature. With all the different types of methods of intervention and prevention under the EBP umbrella, how do we decide which one will work best for us? Seeing that this method of practice is fairly new, how can we begin to shift the paradigm from traditional to an EBP approach? Do you agree that practicing school psychologists traditionally trained (i.e., relying on clinical judgment rather than the scientific method or the empirical literature) are the primary offenders of underidentification and misidentification of mental health problems in school settings?

This blog was created by Jamie Cowan and Tahina Reyes