Data-Based Decision Making & Accountability
School psychologists have knowledge of varied models and methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes (NASP, 2010).
"Making good decisions is a crucial skill at every level."
- Peter Drucker
"Making good decisions is a crucial skill at every level."
- Peter Drucker
Course Work
APSY 652: Academic and Learning Assessment
This course focused on developing an understanding of the principles and methodological guidelines for assessing a broad range of academic achievement and language skills. Incorporating evidence-based approach with assessment for educational planning and decision-making process is emphasized.
EDPS 657: Cognitive and Neuropsychological Assessment
This course focused on the empirical underpinnings and practice of a wide range of assessments including cognitive, neuropsychological and memory measures. Employing a multi-method approach that combines information from a variety of sources is emphasized. This course focused on comprehensive assessment and interventions for children and youth referred for social, emotional, and/or behavioral concerns and was based on a bioecological systems perspective and developmental systems model as currently endorsed by NASP. Awareness of assessment practices instilling sensitivity in the contextual and cultural factors, strengths and weaknesses, and risks and resiliency factors of children and youth through multimodal, multisource, and multidisciplinary assessment practice was stressed.
ASPY 656: Practicum in Academic and Language Assessment and Intervention
EDPS 675: Practicum in Cognitive and Neuropsychological Assessment and Intervention
EDPS 676: Practicum in Social, Emotional and Behavioural Assessment and Intervention
The three practicum experiences provided me with an opportunity to experience in data-based decision-making processes while working with clients who are seeking questions regarding their child's academic, cognitive, and social, emotional and behavioural needs. This information provided me the foundation to select and research evidence-based interventions and services. The evaluation process also allowed me to reflect on the effectiveness of my own services and collaborate with other students and professionals in the field of school psychology.
APSY 652: Academic and Learning Assessment
This course focused on developing an understanding of the principles and methodological guidelines for assessing a broad range of academic achievement and language skills. Incorporating evidence-based approach with assessment for educational planning and decision-making process is emphasized.
EDPS 657: Cognitive and Neuropsychological Assessment
This course focused on the empirical underpinnings and practice of a wide range of assessments including cognitive, neuropsychological and memory measures. Employing a multi-method approach that combines information from a variety of sources is emphasized. This course focused on comprehensive assessment and interventions for children and youth referred for social, emotional, and/or behavioral concerns and was based on a bioecological systems perspective and developmental systems model as currently endorsed by NASP. Awareness of assessment practices instilling sensitivity in the contextual and cultural factors, strengths and weaknesses, and risks and resiliency factors of children and youth through multimodal, multisource, and multidisciplinary assessment practice was stressed.
ASPY 656: Practicum in Academic and Language Assessment and Intervention
EDPS 675: Practicum in Cognitive and Neuropsychological Assessment and Intervention
EDPS 676: Practicum in Social, Emotional and Behavioural Assessment and Intervention
The three practicum experiences provided me with an opportunity to experience in data-based decision-making processes while working with clients who are seeking questions regarding their child's academic, cognitive, and social, emotional and behavioural needs. This information provided me the foundation to select and research evidence-based interventions and services. The evaluation process also allowed me to reflect on the effectiveness of my own services and collaborate with other students and professionals in the field of school psychology.
Work Samples
This document is my personal reflection on a parent interview I completed to demonstrate one method of gathering data on the ecological factors and client background information to aid in the decision-making processes of addressing a child's or adolescent's need. As I have gained more experience in parent interviews throughout my third practicum, I have adapted my interview style and questions since completing this assignment. This will be an ongoing process as I gain more experience as a school psychologist.
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This paper is a section of a psycho-educational report that I completed in my Cognitive and Neuropsychological course. My report style was still in it's beginning stages, and I can see how it has evolved since this time. As I prepare to work with a client on my own in the upcoming week, I feel more confident in my ability to conceptualize the data information and results to address the needs of the 'whole child', and provide client specific interventions that will assist the client with addressing their needs. |
Developing effective services and programs, and measuring progress and outcomes is one of the roles a school psychologist can fulfill. It is essential that school psychologists and other educational professionals be cognizant of the effects disorders may have on the neurological, learning abilities, emotional and behavioural regulations, and family functioning. This paper is an example of how best practices in the design, implementation, and evaluation of empirically-based interventions can be put in place to support students upon their return to school after treatment for Anorexia Nervosa (AN).
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Level of Competence
Rating: Medium
Reflection:
The courses and assignments provided me with an opportunity to develop a problem-solving framework for assessments and intervention processes for children and adolescents struggling with a variety of disorders in academics, cognitive, neuropsychological, an social/emotional/behavioural domains. My experience as a Learning Assistance Teacher (LAT) and my experiences through my practicums allowed me to explore a variety of assessment measures and the examination of intervention effectiveness. What has changed in my transition from a LAT to school psychologist is that I am now more aware of which interventions are evidence-based, the reliability and validity of assessment measures and interventions, and a stronger sense of interpretation of assessment and intervention results.
An area I'm still working on is conceptualizing cases with confidence. Currently, I refer to the same resources to assist me with interpreting and conceptualizing assessment results. The availability of peers and supervising school psychologists to 'bounce ideas off' has been extremely beneficial; however, I recognize that this assistance will be less available to me in the near future. I intend to collect the resources that will assist me in conceptualizing cases as possible throughout my final practicum and upcoming internship.
Rating: Medium
Reflection:
The courses and assignments provided me with an opportunity to develop a problem-solving framework for assessments and intervention processes for children and adolescents struggling with a variety of disorders in academics, cognitive, neuropsychological, an social/emotional/behavioural domains. My experience as a Learning Assistance Teacher (LAT) and my experiences through my practicums allowed me to explore a variety of assessment measures and the examination of intervention effectiveness. What has changed in my transition from a LAT to school psychologist is that I am now more aware of which interventions are evidence-based, the reliability and validity of assessment measures and interventions, and a stronger sense of interpretation of assessment and intervention results.
An area I'm still working on is conceptualizing cases with confidence. Currently, I refer to the same resources to assist me with interpreting and conceptualizing assessment results. The availability of peers and supervising school psychologists to 'bounce ideas off' has been extremely beneficial; however, I recognize that this assistance will be less available to me in the near future. I intend to collect the resources that will assist me in conceptualizing cases as possible throughout my final practicum and upcoming internship.
Annotated Bibliography
Flanagan, D. D. & Harrison, P. L. (2005). Contemporary Intellectual Assessment: Theories, Tests, and Issues (2nd edition). New York, NY: Guilford Press.
This text provides information on theories of intelligence, including Cattell-Horn-Carroll theory, and information on specific cognitive assessment measures and methods. I found the model very beneficial in understanding how to assess and diagnose learning disorders.
McConaughy, S. H. (2005). Clinical Interview for Children and Adolescents. New York, NY: Guilford Press.
This text provides guidance on how to conduct clinical interviews with children, adolescents, parents, and teachers. Samples of semi-structured and structured interviews, as well as background and developmental history questionnaires are provided. This text was an excellent reference for me as I developed my own interview questions and forms.
Mash, E. J., & Barkley, R. A. (2007). Assessment of childhood disorders, 4th ed. New York, NY: Guilford
Press.
This text contains a detailed and comprehensive clinical guide of best-practice recommendations for assessing a collection of child and adolescent disorders and health risks. Emphasis is placed on the need to evaluate client's strengths and deficits, as well as their developmental, biological, familial, and cultural contexts of behaviors, as long as with evidence-based approaches when planning, implementing, and evaluating services and interventions. I found this text very beneficial as a guide for information on disorders and possible intervention ideas in my practicums and assignments.
Sattler, J. M. (2008). Assessment of children: Cognitive Foundations (5th edition). La Mesa, CA: Author.
Sattler, J. M., & Hoge, R.D. (2006). Assessment of children: Behavioural, social, and clinical foundations (5th edition). La Mesa, CA: Author.
These two Sattler textbooks are a comprehensive review of assessment practices, including a review of assessment tools and tests and specific procedures for assessment process, for psychologists to use as a foundation for their practice. Both of these textbooks have become my primary resource and reference in interpreting Wechsler Cognitive measures and in refining my assessment process skills.
Flanagan, D. D. & Harrison, P. L. (2005). Contemporary Intellectual Assessment: Theories, Tests, and Issues (2nd edition). New York, NY: Guilford Press.
This text provides information on theories of intelligence, including Cattell-Horn-Carroll theory, and information on specific cognitive assessment measures and methods. I found the model very beneficial in understanding how to assess and diagnose learning disorders.
McConaughy, S. H. (2005). Clinical Interview for Children and Adolescents. New York, NY: Guilford Press.
This text provides guidance on how to conduct clinical interviews with children, adolescents, parents, and teachers. Samples of semi-structured and structured interviews, as well as background and developmental history questionnaires are provided. This text was an excellent reference for me as I developed my own interview questions and forms.
Mash, E. J., & Barkley, R. A. (2007). Assessment of childhood disorders, 4th ed. New York, NY: Guilford
Press.
This text contains a detailed and comprehensive clinical guide of best-practice recommendations for assessing a collection of child and adolescent disorders and health risks. Emphasis is placed on the need to evaluate client's strengths and deficits, as well as their developmental, biological, familial, and cultural contexts of behaviors, as long as with evidence-based approaches when planning, implementing, and evaluating services and interventions. I found this text very beneficial as a guide for information on disorders and possible intervention ideas in my practicums and assignments.
Sattler, J. M. (2008). Assessment of children: Cognitive Foundations (5th edition). La Mesa, CA: Author.
Sattler, J. M., & Hoge, R.D. (2006). Assessment of children: Behavioural, social, and clinical foundations (5th edition). La Mesa, CA: Author.
These two Sattler textbooks are a comprehensive review of assessment practices, including a review of assessment tools and tests and specific procedures for assessment process, for psychologists to use as a foundation for their practice. Both of these textbooks have become my primary resource and reference in interpreting Wechsler Cognitive measures and in refining my assessment process skills.