Six Presentations from Educational and School Psychology Faculty and Students at National School Psychology Conference

Posted on 2/11/2014 9:58:29 AM

Students and faculty from the Department of Educational and School Psychology are contributing six presentations at the National Association of School Psychologists (NASP) conference in February 2014, underscoring IUP’s leadership in the field.

Faculty and students are presenting on topics that include assessment, mental health services, and school-wide positive behavior and intervention support.

The NASP conference will be held in Washington, D.C. on February 18–22.

NASP’s mission is to empower school psychologists by advancing effective practices to improve students’ mental health, behavior, and learning.

Determining Special Education Eligibility using Students’ Rate of Improvement Data

Boneshefski, M. & Kovaleski, J. F. (2014, February). Paper presented at the National Association of School Psychologists convention, Washington, DC.

Determining rate of improvement (ROI) is a key feature of using RTI to determine SLD eligibility. Using progress-monitoring data, a student’s current ROI can be extrapolated into the future and compared to a needed ROI to achieve at a minimal level of proficiency. Practitioners will learn how ROI projections may be used to make more informed eligibility decisions.

Practical Uses of Curriculum-Based Measurement in Written Expression

Edman, E., & Runge, T. (2014). Presentation at the annual meeting of the National Association of School Psychologists, Washington, DC.

This session will help participants develop practical skills in administering and scoring CBM-WE probes, as well as developing local norms. Recent research will be shared on predictive validity of CBM-WE scores with high-stakes writing assessments and student performance patterns. Specific recommendations will be given for administration of CBM-WE at the upper elementary level.  Participants should be able to independently perform skills learned, with practice. 

Using Response to Instruction and Intervention for SLD Determination

Hall, R. E., Kovaleski, J. F., Schonour, B., & Brady, K. (2014, February). Mini-skills session presented at the National Association of School Psychologists convention, Washington, DC.

This mini skills session will describe the status of RtI in Pennsylvania. We will review the four criteria for SLD determination and provide rationales for using the RtI framework for eligibility decisions. A brief review of the RtI framework used in one Pennsylvania school district will be offered. We will specifically describe how data are harvested from a student’s history of response to instruction and interventions through the three tiers of increased instruction and intervention intensity. The discussion will describe how these data are used within a comprehensive multidisciplinary evaluation (MDE) to make the eligibility decision. We will outline how the RtI data are used to address the four criteria used for determining SLD eligibility in Pennsylvania. The process will be illustrated using two case studies.

The Missing Link? SWPBIS and Academic Performance

Hall, T., & Runge, T. ( 2014). Poster presentation at the annual meeting of the National Association of School Psychology, Washington, DC.

Preparedness of School Psychology for Counseling and Intervention

Lattanzio, L. S., McLaughlin, C. L, & Braithwaite, R. L. (2014) Poster Presentation at the annual meeting of the National Association Of School Psychologists, Washington, DC.

The purpose of this poster is to provide information about ongoing research regarding the preparedness of school psychologists to provide counseling and intervention services in the schools to children in need. Online surveys have been disseminated to state school psychologist associations, and data is currently being collected. Participation in the survey will assist in determining correlational relationships between the following: participants’ report of counseling experiences in their internship and their engagement in counseling services within their current jobs; and, between university training for delivery of counseling services and delivery of those services within participants’ current jobs. Information gathered from the surveys may potentially influence the future structure of training programs for school psychologists. 

Mental Health Systems Change: It Starts with the School Psychologist

McLaughlin, C. L. (2014). Poster presentation at the annual meeting of the National Association of School Psychology, Washington, DC.

Many school professionals see the vast amount of need for increased mental health supports and services within the school systems.  Due to a variety of barriers, too often the mental health needs of children and adolescents go unmet.   During this presentation, attendees will be able to identify an initiative they can take towards the development of a more comprehensive model of mental health service delivery.

Educational and School Psychology