The heterogeneous nature of Autism Spectrum Disorder (ASD) makes accurate diagnosis challenging. Best practice assessments in schools can open pathways to appropriate interventions and educational placements for those with ASD, as well as help identify a student's strengths. There are various tools used in school settings to assess autism. In this…

Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility,…

Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the…

Racial and ethnic disproportionality in discipline (REDD) represents a longstanding and pervasive issue in the United States educational system. However, researchers and interventionists have not sufficiently provided educators with appropriate frameworks and feasible tools to disrupt REDD and promote equity. The goal of this paper is to present a…

Given significant changes to legislation, practice, research, and instrumentation, the purpose of this study was to examine the course on cognitive assessment in school psychology programs and to describe the (a) structure, (b) instructional strategies, (c) content, and (d) interpretative strategies taught to school psychology graduate students.…

Threat-assessment procedures are advanced for their utility in reducing racial disparities in punitive and exclusionary school discipline outcomes. Generally unexamined, however, is bias in who gets referred for school-based threat assessment and under what circumstances. Cultural-competence considerations hold promise for addressing sources of…

The Individuals with Disabilities Education Improvement Act requires that functional behavior assessments be conducted under certain circumstances for students with disabilities. Functional assessments may include indirect assessments (e.g., rating scales, interviews), direct-descriptive assessments (e.g., direct observations with conditional…

Paraprofessionals have become a significant portion of the educational workforce for students with or at risk for needing, or receiving special educational services. Although best practice and federal legislation require supervision of paraprofessionals by certified professional educators, research indicates that supervision rendered to…

Special education teachers play a key role in educational assessment practices, including frequently administering norm-referenced tests of academic achievement. This study examined the course on norm-referenced assessment provided in special education training programs. Data regarding course: (1) structure; (2) assignments; (3) test…

The last comprehensive study to examine the assessment practices promoted by school psychology programs was published 25 years ago (i.e., Wilson & Reschly, 1996). Since then, significant changes to assessment theory and practice have occurred. Data from a 2020 survey of directors of school psychology programs were collected to gain an…

As the importance of student self-regulated learning (SRL) among school-aged populations continues to increase, there is an emerging need for school psychologists and other school professionals to develop the knowledge and skills to effectively assess this process. The current paper provides a conceptual and empirical overview of a multimethod SRL…

The objective of this study was to understand the psychometric functioning of the Child Anger Regulation Measure (CARM), its prediction of emotional engagement, and if the prediction of emotional engagement differs for girls and boys. The sample included 251 upper-elementary school students in the United States (10% Black, 62% White, 6% Latinx, 5%…

The purpose of this study was to analyze the extent of training in multicultural assessment, intervention, and consultation of school psychologists in urban and rural contexts. Although there is greater cultural and sociodemographic diversity in urban settings as compared to rural settings, it is unknown whether school psychologists in urban…

The purpose of this article is to explore the intersectionality of autism and sociocultural factors as well as discuss the complexities associated with appropriate assessment, diagnosis, and intervention. Based on a review of the literature, the authors present a brief history of the emergence of the term autism and highlight factors that have…

Although teachers are involved in many aspects of the psychological assessment, very little research has examined their experiences with and perceptions of the entire psychoeducational assessment process. Previous research has relied on surveys and has assumed that teachers have a foundational understanding of the purpose of the assessment. The…