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Dennison, Andrea; Hall, Susan P.; Leal, Jesi; Madres, Deidre Awtry – Contemporary School Psychology, 2019
How do school professionals distinguish between social, communication, and behavioral differences observed in typically developing English language learners (ELLs) and those ELL students with autism spectrum disorder (ASD)? Informed consideration is necessary to avoid inaccurate identification and to ensure appropriate supports are provided;…
Descriptors: Autism, Pervasive Developmental Disorders, English Language Learners, Behavior Patterns
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Hass, Michael R.; Abdou, Annmary S. – Contemporary School Psychology, 2019
As communities and school populations continue to become more culturally, economically, and linguistically diverse, the need for comprehensive training and explicit guidelines for culturally responsive school mental health practices also grows. School Psychologists are both expected and ethically responsible to competently assess and serve diverse…
Descriptors: Culturally Relevant Education, Interviews, Questioning Techniques, Mental Health
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Bertone, Agustina; Moffa, Kathryn; Wagle, Rhea; Fleury, Isabelle; Dowdy, Erin – Contemporary School Psychology, 2019
Over half of the children between the ages of 1 and 5 in California are classified as dual language learners (DLLs), with most identified as Latinx and from Spanish-speaking backgrounds. Latinx students are consistently under-identified and undertreated for mental health services, necessitating a change in service delivery that begins with…
Descriptors: Mental Health, Screening Tests, Bilingualism, Hispanic American Students
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Ortiz, Samuel O. – Contemporary School Psychology, 2019
Although there exist a range of professional standards and guidelines for evaluating individuals from diverse linguistic and cultural backgrounds, there is a conspicuous absence of approaches that meet or satisfy the recommendations related to fairness and equity, particularly with reference to English learners (ELs). ELs are defined simply as…
Descriptors: Cognitive Measurement, Cognitive Ability, English Language Learners, Bilingual Students
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Edyburn, Kelly L.; Quirk, Matthew; Oliva-Olson, Carola – Contemporary School Psychology, 2019
Latinx dual language learners (DLLs) are a large and growing student body that continues to face educational adversities that contribute to the maintenance of a longstanding academic achievement gap. Previous research has documented that preschool attendance and development of home language skills in early childhood support the long-term academic…
Descriptors: Spanish, Second Language Learning, Preschool Children, English (Second Language)
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Aganza, Joaquin S.; Gamboa, Angélica; Medina, Elizabeth; Vuelvas, Stephanie – Contemporary School Psychology, 2019
Recent action from the White House canceling the Deferred Action for Childhood Arrivals (DACA) Act has increased the fear felt by undocumented families about their security to continue living in the USA. This fear especially affects children, whether they are undocumented or have parents that are undocumented. Beyond the legal ramifications, this…
Descriptors: School Psychologists, Undocumented Immigrants, Mental Health, Fear
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Barba, Yolanda C.; Newcombe, Andrew; Ruiz, Rachel; Cordero, Natalya – Contemporary School Psychology, 2019
The number of immigrant students enrolling in California schools is increasing and teaching them effectively requires adapted approaches to affirm their linguistic and cultural diversity. Educators feel underprepared to meet the complex needs of students who represent hundreds of languages and cultures. Many immigrant children are frequently also…
Descriptors: Immigrants, Consultation Programs, School Psychology, Psychological Services
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Ginns, Diana S.; Joseph, Laurice M.; Tanaka, Marie L.; Xia, Qingqing – Contemporary School Psychology, 2019
Increasingly, school psychologists are providing services for English learners (ELs) with basic reading problems, including helping to identify appropriate supplemental instruction to help ELs acquire basic reading skills. The purpose of this paper is to present a review of experimental and quasi-experimental studies reporting on the effects of…
Descriptors: Supplementary Education, Phonological Awareness, Phonics, Reading Instruction
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Robinson-Zañartu, Carol; Rodríguez, Cathi Draper; Olvera, Pedro – Contemporary School Psychology, 2019
School psychologists are increasingly tasked with assessing, supporting, and intervening with dual language learner (DLL) students, their teachers, and their families. Understanding the assets of bilingualism along with multiple issues associated with comprehensive practice with DLL has become paramount. Currently, practitioners often lack the…
Descriptors: School Psychology, Psychological Services, Bilingualism, School Psychologists
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Gross, Thomas J.; Malone, Celeste M. – Contemporary School Psychology, 2019
The purpose of this study was to investigate the multicultural course requirements and courses for school psychology training programs. Data were collected for 332 programs across 240 college and university campuses within 47 states and the District of Columbia through publicly available program websites. Overall, 76% of programs offered at least…
Descriptors: Multicultural Education, Cultural Pluralism, School Psychology, Counselor Training
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Canivez, Gary L. – Contemporary School Psychology, 2019
Evidence-based assessment (EBA) and evidence-based practice are gaining attention and application in clinical psychology (Hunsley and Mash, Annual Review of Clinical Psychology 3:29-51, 2007; Youngstrom and VanMeter, Clinical Psychology: Science and Practice 23:327-347, 2016) and recently in school psychology. This commentary explores EBA in…
Descriptors: Evidence Based Practice, School Psychology, Clinical Experience, Research
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Ward, Thomas J. – Contemporary School Psychology, 2019
The use of evidence-based assessment practices seems to be a straightforward process to endorse. Having evidence that ties a practice to prediction, prescription, or process has the potential to advance overall practice in School Psychology in ways that have already been seen in medicine and, to a lesser degree, clinical psychology. However, the…
Descriptors: Evidence Based Practice, Student Evaluation, School Psychology, Test Construction
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Parkin, Jason R.; Frisby, Craig L. – Contemporary School Psychology, 2019
The Kaufman Test of Educational Achievement, 3rd edition (KTEA-3) is a popular battery for the assessment of students' academic skills. Its manual includes a series of confirmatory factor analyses to support construct validity. Its five-factor model did not include all available subtests in the battery and required covarying residuals between…
Descriptors: Achievement Tests, Factor Analysis, Construct Validity, Factor Structure
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Styck, Kara M.; Aman, Miriam S.; Watkins, Marley W. – Contemporary School Psychology, 2019
Individuals with autism spectrum disorder (ASD) are hypothesized to exhibit relative strengths in verbal and non-verbal reasoning and weaknesses in working memory and speed of information processing. The purpose of the present investigation was to determine the degree to which this cognitive profile as measured by the Wechsler Intelligence Scale…
Descriptors: Intelligence Tests, Children, Adolescents, Autism
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Van Norman, Ethan R.; Nelson, Peter M.; Klingbeil, David A.; Cormier, Damien C.; Lekwa, Adam J. – Contemporary School Psychology, 2019
Recent research suggests using multiple screening measures to identify students at risk for academic difficulties may decrease the number of students incorrectly identified as such. Gated frameworks in which students that score below a cut-score on an initial measure are assessed with a follow-up measure have been recommended. Researchers have…
Descriptors: Screening Tests, Models, Diagnostic Tests, Accuracy
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