LibGuides: PED618A_v2: Home

Module 1

Week 1

School Psychology Handbook
For candidates that have started the program after August 2022
Clinical Practical Handbook

The Professional Standards of the National Association of School Psychologists

Practicum Experience Checklist

Week 2

Time2Track Training Manual
The Time2Track tool will be used to track your practicum work hours. Please familiarize yourself with it. We suggest having a firm understanding before starting Module 1. Log in, navigate the primary functions, and ask your instructor for support if you get stuck. Good luck with the first of three practicum courses!

Week 3

A Deliberate Framework for Supervision in School Psychology
Justice, Murphy, J. M., & Newman, D. S. (2018). A Deliberate Framework for Supervision in School Psychology. Communiqué. National Association of School Psychologists, 47(2), 8–11.
Supervision in School
Supervision in School Psychology

Supervision in School Psychology: The Developmental/Ecological/Problem-solving Model
Simon, Cruise, T. K., Huber, B. J., Swerdlik, M. E., & Newman, D. S. (2014). Supervision in school psychology: The developmental/ecological/problem-solving model. Psychology in the Schools, 51(6), 636–646. https://doi.org/10.1002/pits.21772

Week 4

Diversity or Desegregation? Implications of Arguments for Diversity in K-12 and Higher Education
McDermott. (2001). Diversity or Desegregation? Implications of Arguments for Diversity in K-12 and Higher Education. Educational Policy (Los Altos, Calif.), 15(3), 452–473. https://doi.org/10.1177/0895904801015003006.
The effectiveness of formative assessment for enhancing reading achievement in K-12 classrooms: A meta-analysis
Xuan, Cheung, A., & Sun, D. (2022). The effectiveness of formative assessment for enhancing reading achievement in K-12 classrooms: A meta-analysis. Frontiers in Psychology, 13, 990196–990196. https://doi.org/10.3389/fpsyg.2022.990196

Module 2

Week 5

Week 6

ABCs of Special Education Acronyms
Fagen Friedman & Fulfrost LLP (2022, January). ABCs of Special Education Acronyms. F3 Law. https://www.f3law.com/insights/abcs-of-special-education-acronyms
IEP Lessons Learned Since Endrew F – SES Fall 2020
Fagen Friedman & Fulfrost LLP (2020, November). IEP Lessons Learned Since Endrew F – SES Fall 2020. F3 Law. https://www.f3law.com/insights/iep-lessons-learned-since-endrew-f-ses-fall-2020/

Understanding the characteristics and predictors of student involvement in IEP meetings
Anderson, K. A., & Goldman, S. E. (2022). Understanding the Characteristics and Predictors of Student Involvement in IEP Meetings. Journal of Special Education, 56(1), 3–13.

Week 7

The Difference Between Accommodations and Modifications
Understood.org (n.d). The difference between accommodations and modifications. https://www.understood.org/en/articles/the-difference-between-accommodations-and-modifications
What is Instructional Intervention?
Understood.org (n.d.). What is instructional intervention? https://www.understood.org/en/articles/instructional-intervention-what-you-need-to-know

Week 8

Generalizability of Classroom Behavior Problem and On-Task Scores from the Direct Observation Form
Volpe, R. J., McConaughy, S. H., & Hintze, J. M. (2009). Generalizability of Classroom Behavior Problem and On-Task Scores from the Direct Observation Form. School Psychology Review, 38(3), 382–401.
A Randomized Control Trial on the Effects of MoBeGo, a Self-Monitoring App for Challenging Behavior
Bruhn, A., Wehby, J., Hoffman, L., Estrapala, S., Rila, A., Hancock, E., Van Camp, A., Sheaffer, A., & Copeland, B. (2022). A Randomized Control Trial on the Effects of MoBeGo, a Self-Monitoring App for Challenging Behavior. Behavioral Disorders, 48(1), 29–43. https://doi.org/10.1177/01987429221093987

Module 3

Week 9

What a Specific Learning Disability Is Not: Examining Exclusionary Factors

IDEA Basics: Eligibility and Diagnosis
Your Special Education Rights. (2012). IDEA Basics: Eligibility and Diagnosis [Video]. Your Special Education Rights.
13 Categories of Disability Under IDEA Law
CALPADS Primary Disability Category Codes

Week 10

California MTSS Framework

Week 11

Textbook from PED616

Sattler, J. M., (2018). Assessment of children cognitive foundations and applications sixth edition. La Mesa, CA.: Jerome M. Sattler Publisher, Inc. ISBN: 9780986149917

Read:

Chapter 4: A Primer on Statistics and Psychometrics

Textbook from PED610

Cohen, R. J., Schneider, W. J., & Tobin M. R. (2021). Psychological Testing and Assessment: An Introduction to Tests and Measurement (10th ed.). McGraw Hill LLC.

Read:

Chapter 3: A Statistics Refresher

Week 12

Textbook from PED616

Sattler, J. M., (2018). Assessment of children cognitive foundations and applications sixth edition. La Mesa, CA.: Jerome M. Sattler Publisher, Inc. ISBN: 9780986149917

Read:

Chapter 6: Role of the Evaluator in Assessment Process
Chapter 7: Historical Survey and Theories of Intelligence
Chapter 8: Correlates of Intelligence

Module 4

Week 13

A C.L.E.A.R. Approach to Report Writing: A Framework for Improving the Efficacy of Psychoeducational Reports
Mastoras, Climie, E. A., McCrimmon, A. W., & Schwean, V. L. (2011). A C.L.E.A.R. Approach to Report Writing: A Framework for Improving the Efficacy of Psychoeducational Reports. Canadian Journal of School Psychology, 26(2), 127–147. https://doi.org/10.1177/0829573511409722
This article reviews an evidence-based strategy to improve the efficacy of report writing in school-based settings. Specifically, the C.L.E.A.R. method of report writing will be reviewed to as a method to assist school psychologists in writing user-friendly psychoeducational reports.
Improving readability of psychological reports.
Harvey, V. S. (1997). Improving readability of psychological reports. Professional Psychology: Research and Practice, 28(3), 271–274. https://doi.org/10.1037/0735-7028.28.3.271
This article offers simple techniques to improve record writing for school psychologists. Examples of revisions to increase simplicity are presented and ideas on periodic evaluation of readability are discussed.
Teaching Psychological Report Writing: Content and Process
Wiener, & Costaris, L. (2012). Teaching Psychological Report Writing: Content and Process. Canadian Journal of School Psychology, 27(2), 119–135. https://doi.org/10.1177/0829573511418484
This article reviews best practices in teaching report writing. While the intended audience is graduate school instructors, the article provides clear and concise explanations as to how to increase readability of reports and dispels common misinterpretations and assumptions trainees may have about report writing.

Week 14

Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Systematic Review and Meta-Analysis
Dietrichson, Bøg, M., Filges, T., & Klint Jørgensen, A.-M. (2017). Academic Interventions for Elementary and Middle School Students with Low Socioeconomic Status: A Systematic Review and Meta-Analysis. Review of Educational Research, 87(2), 243–282. https://doi.org/10.3102/0034654316687036.
Academic interventions are a vital part of delivering accurate support. This case study dives into academic interventions in low socio-economic communities.

Week 15

Assessing Children's Perceptions of Academic Interventions: The Kids Intervention Profile
Eckert, Hier, B. O., Hamsho, N. F., & Malandrino, R. D. (2017). Assessing Children’s Perceptions of Academic Interventions: The Kids Intervention Profile. School Psychology Quarterly, 32(2), 268–281. https://doi.org/10.1037/spq0000200

Week 16

Enhancing home-school partnerships: how school psychologists can help.
Graham-Clay. (1999). Enhancing home-school partnerships: how school psychologists can help. Canadian Journal of School Psychology, 15(1), 31.
This article provides an overview of research on parental involvement and offers strategies to school psychologists to help increase effective home-school collaboration. Barriers to parent involvement are discusses.
A Qualitative Analysis of the Experiences of Minority Parents of Children with Autism Spectrum Disorder
Hall, Fruh, S., Zlomke, K., & Swingle, H. (2017). A Qualitative Analysis of the Experiences of Minority Parents of Children with Autism Spectrum Disorder. Advances in Neurodevelopmental Disorders, 1(2), 79–88. https://doi.org/10.1007/s41252-017-0015-7