Imagine a student who asks insightful questions that reveal connections, possibilities, and perspectives beyond the expected, but struggles to complete written work. Or a student who recently arrived in the country and is still learning English. Or a student whose ADHD symptoms are noticed long before their exceptional reasoning abilities. Or a student...
A note on terminology: Hispanic and Latino communities represent a rich diversity of cultures, backgrounds, and lived experiences. Although the terms Hispanic and Latino are sometimes used interchangeably, they are distinct, and individual preferences regarding identity and language vary. Representation matters. In psychology and mental health, culturally responsive approaches that recognize...
A trusted broadband assessment, reimagined with updated norms, expanded content, and a modern domain framework to support clearer diagnostic, eligibility, and intervention decisions. A Growing Need for Clarity in Youth Assessment Youth receiving psychological services rarely arrive with a single, clearly defined concern. More often, they present with complex, overlapping behavioral, emotional,...
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. ...
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...
Key Takeaways: School psychologists are leaders in data-based ADHD identification. The next era of evaluation will refine how multiple data sources can be intentionally integrated to strengthen decision making. As student needs become more complex and concerns related to ADHD symptomology and impairment increase, schools must rely on robust, standardized tools that integrate multiple types...
Learning level: Introductory Number and type of credits: 1 CE*/CPD* Webinar description: What we know, and still don’t know, about high-ability (gifted) students remains a subject of ongoing research and discussion. That includes the surrounding misconceptions, which directly impact identification and service delivery, with beliefs like: All gifted learners fit a narrow stereotype with social, emotional or behavioral challenges Gifted students don’t need specialized programs. Join the co-author of the
Key Takeaways: Broadband and narrowband assessments serve distinct purposes in evaluating students' needs, strengths, and challenges. When selecting assessment tools, school psychologists should consider the purpose of the evaluation, the student's presenting challenges and strengths, and other contextual factors. Integrating both broadband and narrowband assessments provides a more thorough...
Rebecca Ragland is an Assessment Consultant in our Education division at MHS. As an experienced school psychologist with a background in public education, she shares her knowledge of how other school psychologists can better support students and their families in the upcoming school year. We talk about disruptions in youth...
