School Psychologists
 


Advanced Tiers in High School: Lessons Learned from Initial Implementation
The intent of this brief is to share lessons learned related to strengths and challenges that have influenced the initial implementation of advanced tiers of support for schools and lessons learned for district leaders and trainers to consider when supporting high schools.
Authors: Katherine Meyer, Susannah Everett, and Jen Freeman
Publication Date: April 2021
Publisher: Center on PBIS, University of Oregon

Best Practice in the Identification of Students with Specific Learning Disabilities
This document endorses the position statement of Identification of Students with Specific Learning Disabilities (SLD), from the National Association of School Psychologists (NASP) and finds it beneficial to practice in Arizona.
Publisher: Arizona Association of School Psychologists
Publication Date: February 2016

Best Practice in the Use of Developmental Delay in Arizona
This position paper indicates specific early identification of and intervention for developmental and learning problems in young children through a non-categorical delivery model.
Publisher: Arizona Association of School Psychologists

Bipolar Disorder: Educational Implications for Secondary Students
This article explains the symptoms of Bipolar Disorder and how handling the symptoms appropriately during school is vital to students’ ability to learn.
Authors: J. Elizabeth Chesno Grier, Megan L. Wilkins, and Carolyn Ann Stirling Pender
Publication Date: April 2007
Publisher: National Association of School Psychologists

Building a Culture of Staff Wellness Through Multi-Tiered System of Supports
The purpose of this brief is to provide recommendations to district and school leadership teams on how the components of Positive Behavioral Interventions and Supports (PBIS) can be used to prioritize staff health and well-being.
Authors: Susan Barrett, Kimberly Yanek, Catherine Raulerson, Ami Flammini, and Nicholas Scheel
Publication Date: March 2021
Publisher: Center on PBIS, University of Oregon

Bullying Prevention in Positive Behavior Support: Expect Respect
The purpose of this handbook is to improve the success of schools as effective learning environments by establishing expectations for common respect. It includes procedures that have been demonstrated to be practical and effective.
Authors: Brianna C. Stiller, Rhonda N.T. Nese, Anne K. Tomlanovich, Robert H. Horner, and Scott W. Ross
Publication Date: February 2013
Publisher: University of Oregon

Diagnosing Autism Spectrum Disorder: Who Will Get a DSM-5 Diagnosis?
This study demonstrates that good levels of both sensitivity and specificity can be achieved for a diagnostic algorithm adhering to the DSM-5 criteria that is suitable across age and ability level.
Authors: Rachel G. Kent, Sarah J, Carrington, Ann Le Couteur, Judith Gould, Loma Wing, Jarymke Maljaars, Ilse Noens, Ina Van Berckelaer-Onnes, and Susan R. Leekam
Publication Date: May 2013
Publisher: Journal of Child Psychology and Psychiatry

Emotional Disturbance
This fact sheet defines, describes its characteristics, offers tips for parents and teachers, and connects you with related information and organizations with special expertise in that disability.
Publication Date: Updated May 2013
Publisher: National Dissemination Center for Children with Disabilities

ESSA and Multitiered Systems of Support for School Psychologists
This article discusses the importance for school psychologists to actively advocate for and participate in the implementation of MTSS in their schools to facilitate the selection of evidence-based curriculum and interventions, administer psychometrically sound universal screening and progress monitoring tools, support fidelity of intervention implementation, and facilitate appropriate data analysis and interpretation.
Publisher: National Association of School Psychologists

ESSentials LogoESSentials: Positive School Culture/Climate
This resource explains the benefits of developing a positive school culture, includes National School Culture Standards, and features a demonstration video from Arizona’s Villa Montessori Charter School.
Publication Date: May 2015
Publisher: Arizona Department of Education, Exceptional Student Services

Getting Started with SLD Determination: After IDEA Reauthorization
The information, activities, and worksheets in this manual will serve as a guide as you examine the current SLD determination process in your state and district.
Publication Date: April 2006
Publisher: National Research Center on Learning Disabilities

High School Acknowledgement Systems
This practice brief is focused on effective ways to build an acknowledgement system that works in high school. It starts by suggesting why considering a formal acknowledgement system is appropriate in high school, and then reviews examples of strategies that have been demonstrated to be effective.
Authors: K. Brigid Flannery, Robert Horner, Patricia Hershfeldt, Stephanie Martinez, and Tamika La Salle
Publication Date: August 2020
Publisher: Center on PBIS, University of Oregon

Installing an Interconnected Systems Framework at the School Level: Recommendations and Examples to Guide School Leadership Teams, Practitioners and Coaches Introduction
This Practice Guide describes and illustrates how schools benefit from the integration of school mental health supports within the PBIS Framework. It includes how schools can strengthen their PBIS system by including families and community partners as they apply data-based decision-making to an expanded continuum of social-emotional-behavioral supports. 
Authors: Lucille Eber, Erin Scherder, Catherine Raulerson, Dama Abshier, Kelly Perales, and Mark Weist
Publication Date: February 2021
Publisher: Center on PBIS, University of Oregon

Integrating a Trauma-Informed Approach within a PBIS Framework
This brief describes how district and school leaders can incorporate trauma-informed practices within a PBIS framework. This ensures investments in training school personnel about trauma can be integrated into a system that links these efforts to student outcomes.
Authors: Lucille Eber, Susan Barrett, Nicholas Scheel, Ami Flammini, and Katie Pohlman
Publication Date: May 2021
Publisher: Center on PBIS, University of Oregon

Model for Comprehensive and Integrated School Psychological Services
This model represents the official policy of the National Association of School Psychologists regarding the delivery of comprehensive school psychological services.
Publication Date: 2010
Publisher: National Association of School Psychologists

NASP Professional Standards (Adopted in 2010)
The 2010 Standards were developed within the context of current issues relevant to education and psychology, with a visionary look ahead to anticipated future developments and issues in our field.
Publisher: National Association of School Psychologists

PBIS High School Implementation: Leveraging Features of the PBIS Framework to Support College and Career Readiness
The purpose of this brief is to provide guidance and concrete examples to school personnel of how schools can leverage an existing PBIS framework to support College and Career Readiness efficiently and effectively.
Authors: Jennifer Freeman, Laura Kern, Allison Lombardi, Mary Morningstar, and Valerie Mazzotti
Publication Date: March 2021
Publisher: Center on PBIS, University of Oregon

Positive Behavioral Interventions & Supports
The TA Center on Positive Behavioral Interventions and Supports gives schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.
Publisher: TA Center on Positive Behavioral Interventions and Supports

Responsiveness to Intervention (RTI): How to Do It
This manual provides comprehensive coverage of RTI research-based features and will help you design and implement an RTI model in the context of SLD determination.
Authors: Evelyn Johnson, Daryl F. Mellard, Doug Fuchs, and Melinda A. McKnight
Publication Date: August 2006
Publisher: National Research Center on Learning Disabilities

School Counselors and School Psychologists: Collaborating to Ensure Minority Students Receive Appropriate Consideration for Special Educational Programs
This article discusses the role and function of school counselors and school psychologists and how they can assist in the delivery of appropriate services to minority school children and their families.
Authors: Andres Barona and Maryann Santos de Barona
Publisher: Reading Rockets

School Psychologists’ Guide to Best Practices in Third Grade Mandatory Retention
This paper discusses how school psychologists can assist schools as they prepare for and implement this law.
Publication Date: 2011
Publisher: Arizona Association of School Psychologists

School Psychologists: Improving Student and School Outcomes
This paper discusses examples of ways school psychologists can help ensure quality, genuinely accessible education for all students.
Publisher: National Association of School Psychologists

Supporting PBIS Implementation Through Phases of Crisis Recovery
This practice brief provides strategies to guide implementation efforts through the various phase of crisis recovery for schools and districts that are getting started or strengthening and maintaining current implementation. 
Authors: Steve Goodman, Jen Freeman, Brandi Simonsen, and Susan Barrett
Publication Date: February 2021
Publisher: Center on PBIS, University of Oregon

Teaching Social-Emotional Competencies within a PBIS Framework
The purpose of this brief is to describe how school personnel can teach social-emotional competencies within a PBIS framework to support systematic, schoolwide implementation through one system, rather than trying to improve student outcomes through separate, competing initiatives.
Authors: Susan Barrett, Lucille Eber, Kent McIntosh, Kelly Perales, and Natalie Romer
Publication Date: April 2018
Publisher: Center on PBIS, University of Oregon

The Role of the School Psychologist in the RTI Process
School psychologists working in districts that use Response to Intervention (RTI) can offer expertise at many levels, from system-wide program design to specific assessment and intervention efforts with individual students.
Author: National Association of School Psychologists
Publisher: Reading Rockets

Why Do Professionals Refer Parents of Children with Disabilities to Raising Special Kids?
Raising Special Kids, Arizona’s Parent Training and Information Center, provides free support, training, information and individual assistance so families can become effective advocates for their children. Information includes how to refer a family, what to expect after a referral, and training opportunities.
Publisher: Raising Special Kids

Why Prioritize Behavior Support?
This brief describes why it's critical to continue to prioritize behavior support in addition to academic, social, and emotional supports. With effective behavior support implemented within a PBIS framework, rigorous research has demonstrated that students and educators experience positive outcomes.
Publication Date: March 2021
Publisher: Center on PBIS, University of Oregon

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