At a glance: Identification is only the first step. How students are grouped, taught, and challenged is what ultimately shapes their growth. A strong score offers important insight into how a student thinks, but it should never limit their opportunities. Instead, understanding how to interpret and act on results is...
At a glance: Autism Spectrum Disorder (ASD) is not a single continuum of ability; it is a profile of uneven strengths and challenges that cannot be meaningfully reduced to a global label. When labels stand in for assessment, critical needs may be overlooked, strengths minimized, and decisions misinformed. The...
At a glance: Assessment challenges are often workflow problems, not resistance to innovation. Fragmented systems and duplicate processes can create unnecessary burden for school psychologists. Better integration (not more tools) can meaningfully reduce cognitive and administrative load. Small changes that reuse existing data and reduce system switching can free time for student‑centered work. ...
At a glance: ADHD, anxiety, trauma, and mood disorders can present with a striking symptom overlap, but the underlying drivers (and treatments) are not the same. Surface symptoms rarely tell the full story; patterns across context, time, and informants are what differentiate. When the differential is unclear, better data—not more symptom checklists—is what...
At a glance: Multiple measures provide deeper insight: The Naglieri General Ability Tests are comprised of three complementary tests (verbal, nonverbal, and quantitative) that can be used individually or together to help educators build a richer and more complete understanding of student general ability. Designed to support fair identification: Language-free, visually based test content helps minimize barriers related to language, culture, and prior academic opportunity, allowing more students to demonstrate their true potential for better...
Why culturally and linguistically responsive assessment is essential to ethical practice now more than ever. Key Takeaways Culturally and linguistically responsive assessment is no longer optional—it is a core expectation for ethical and valid practice in school psychology. Assessment practices that are not intentionally examined for fairness may fail to fully...
Identifying students who need gifted educational programming requires schools to balance accuracy, fairness, and feasibility. In practice, gifted identification systems must operate within limited testing windows, staffing constraints, and budget realities, while also meeting growing expectations for fairness and transparency. These pressures make it essential that identification models are not only research-based but also practical to...
Gifted education is constantly evolving to better meet the needs of gifted learners. In recent years, gifted identification practices have become fairer and more comprehensive¹. At its core, fairness in gifted education ensures all students have equal opportunities to demonstrate their ability without being unduly influenced by their demographic background...
The healthcare landscape is evolving towards patient-centered care as technology advances and needs change. Measurement-Based Care (MBC) is a systematic approach to improving treatment and intervention outcomes by routinely gathering and using client-reported data. While open-source tools can provide some of this information, complementing these tools by using scientifically backed...
Enhancing outcomes: ADHD evaluations focused on executive function Executive functioning can be defined as an overarching concept representing important cognitive processes, including planning, working memory, attention, inhibition, self-monitoring, self-regulation, and initiation. Challenges with executive functioning may not always be tied to a single diagnosis and can be observed across a large...
