Michael Hass

Validating the BASC-TRS for Use With Children and Adolescents With an Educational Diagnosis of Autism

Accurate diagnosis and treatment planning for children with autism are a growing concern. This study sought to address two questions: (a) Which domains of the of the Behavior Assessment System for Children (2nd ed.) Teacher Rating Scales (BASC-TRS) are most effective in discriminating students diagnosed with higher functioning autism from children and youth who do not have a disability or psychiatric diagnosis? and (b) Are there noteworthy differences in BASC-TRS domain scores between children and adolescents with autism? The results indicated that children and adolescents with an educational diagnosis of autism were given significantly higher ratings in the domains of Developmental Social Disorders and Withdrawal and significantly lower ratings in Functional Communication. These scales appear to discriminate best between those students with autism and their nondisabled peers. In addition, the results suggest that the differences between students with autism and students without clinical problems may become less pronounced as they grow into adolescence.

Critical Issues in Specific Learning Disability Identification What We Need to Know About the PSW Model

As a result of the upcoming Federal reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA), practitioners and researchers have begun vigorously debating what constitutes evidence-based assessment for the identification of specific learning disability (SLD). This debate has resulted in strong support for a method that appraises an individual’s profile of cognitive test scores for the purposes of determining cognitive processing strengths and weaknesses, commonly referred to as patterns of strengths and weaknesses (PSW). Following the Fuchs and Deshler model, questions regarding the psychometric and conceptual integrity of the PSW model are addressed. Despite the strong claims made by many PSW proponents, the findings by this review demonstrate the need for additional information to determine whether PSW is a viable alternative to existing eligibility models and worthy for large scale adoption for SLD identification. Implications for public policy and future SLD research are also discussed.

The Role of International Accreditation in Promoting Academic and Professional Preparation in School Psychology

The development of rigorous and universally respected quality assurance procedures that monitor and recognize the delivery of effective and ethically responsible public services has become increasingly evident in many countries. However, within professional psychology, these developments generally are located in individual countries. With a few notable exceptions, progress in developing international quality assurance standards and procedures that reflect the global nature of the discipline of psychology and that can be applied to psychologists universally has been limited. Efforts by the International School Psychology Association (ISPA) underscore the importance of promoting quality assurance by developing and promulgating accreditation standards and procedures for the professional preparation for school psychologists along with standards and procedures for the accreditation of school psychology programs. This paper discusses the rationale for strengthening international quality assurance procedures in school psychology, provides an outline of the ISPA accreditation standards and procedures, and reflects on their outcomes in light of our accreditation experiences. It concludes by offering some reflections on further developments in the international accreditation of training programs in school psychology.

Using a Formative Program Portfolio to Enhance Graduate School Psychology Programs

This article examines the implementation of a program portfolio in a graduate program in school psychology. This effort had two broad goals: (a) to diversify the assessment of student outcomes and (b) to enhance students’ ability to reflect on their graduate professional education and how their experiences, both intellectual and practical, have shaped their professional evolution. The portfolio process described in this article was influenced by the work of Donald Schön on the reflective practitioner and the notion that professional knowledge and practice is enhanced by making what is tacit, explicit. Connecting students with the broader standards of the profession and guiding them in the selection of supporting documentation related to these standards were major concerns in developing the assessment model described. Incorporating the standards set by the National Association of School Psychologists (NASP), the program portfolio was designed to facilitate this process of reflective professional development. Ultimately, the portfolio served to strengthen the graduate program while developing students’ higher level thinking skills and critical evaluation of their skill development. Student response to the process is incorporated in the discussion.

The Role of School Psychologists In Meeting the Mental Health Needs of Children and Youth

This is the second of two volumes of Contemporary School Psychology devoted to the role school psychologists play in meeting the social and emotional needs of children and youth. As discussed in the spring 2012 issue, this theme is in part driven by the legislative changes that ended the long-standing partnership between County Departments of Mental Health and Local Education Agencies and shifted the responsibilities for these services to the schools. Although this is a situation distinctive to California, the challenge of meeting the mental health needs of children and youth is a national concern.

The California School Psychologist Supports School Psychologists in Meeting the Mental Health Needs of Children and Youth

This is the first of two volumes of Contemporary School Psychology that will devote special sections to the key role school psychologists play in meeting the social and emotional needs of children and youth. In the past year, broad legislative changes have compelled many school districts in California to reexamine how they will deliver mental health services. Partnerships between County Departments of Mental Health and Local Education Agencies have shifted such that schools are fully assuming the legal and ethical responsibilities to provide counseling, case management, and parent education. Challenges in the provision of comprehensive mental health service delivery are far from statespecific, however. Several well-designed epidemiological studies have found that over the course of a calendar year; about 20% of children suffer from a diagnosable mental health disorder (e.g., Burns, Costello, Angold, Tweed, et al., 1995; Costello, et al. 1989; Shaffer et al. 1996). While these data have flaws (Center for Mental Health in Schools at UCLA, 2005) and these risks are not evenly distributed across communities, even a conservative interpretation suggests that there are large unmet needs in any school across the nation. These needs invite us, as change agents, to critically examine current practices and consider alternative perspectives in supporting the social and emotional well-being of our students. The notion that systematic change invites both risk and opportunity is perhaps cliche but still fitting, as the transition away from clinic or community-based services toward school-based service delivery becomes more widespread. Many school districts believe they lack sufficient systems to coordinate these services and many school psychologists contend they do not feel adequately prepared to step into the role of mental health service provider. Perhaps the most significant risk in this transition is that childrens needs will go unmet, leading to an even greater social and financial cost to families, schools, and society. Yet, we offer the interpretation this transition is also ripe with opportunity. As Adelman and Taylor point out in their introduction to the special section, schools provide an excellent point of access for students and families who may benefit from mental health services. Given this, one positive outcome is that more children will receive the services they need to be successful in school. Additionally, school psychologists are embedded in childrens broader educational ecosystem. Their familiarity with childrens educational needs, the services they receive to meet those needs and the people who work with those children provide a fundamental advantage in providing more integrated and responsive services. The California Association of School Psychologists (CASP) has argued that school psychologists have the training, expertise and legal authority to deliver these services (Beam, Brady, & Sopp, 2011). We would add to this argument that the broad training of school psychologists in consultation, behavioral interventions, and academic interventions, in addition to individual and group counseling, makes them uniquely qualified to provide mental health services in the schools. This issue of CSP demonstrates those unique qualifications and the breath of services provided by school psychologists. The special section on School Psychologists Meeting the Mental Health Needs of Children and Youth begins with a commentary by Howard Adelman and Linda Taylor from the Center for Mental Health in Schools. They argue convincingly that in addition to effective approaches to dealing with specific problems, mental health and psychosocial concerns need to be included in a comprehensive approach to school improvement. …

Many voices: Medical anthropologists explore the meaning of health, illness, and cure

Lindenbaum, Shirley and Margaret Lock, eds. Knowledge, Power and Practice: The Anthropology of Medicine in Everyday Life. Berkeley: University of California Press, 1993. xvii + 242 pp. including no...