30Apr
18Mar
Seeing the Whole Student: Data-Driven ADHD Assessment
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...
20Feb
Misconceptions and Myths about High Ability Students
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
06May
Choosing the right tools: Broadband vs. Narrowband Assessments
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...
19Jul
A School Psychologist’s Guide to Restoring Developmental Milestones
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...
07Dec
Conners 4 is a Favorite Among School Psychologists
In the summer of 2022, Conners 4th Edition™ (Conners 4®), the highly anticipated revision of Conners 3rd Edition (Conners 3®), the world's leading ADHD assessment, was released. Our research and development teams incorporated the most current research and user experience data into the Conners 4 in collaboration...
20Oct
Why School Psychologists Must Assess for Trauma During Evaluation
Educators and mental health professionals have grown increasingly concerned about the exposure to and experience of trauma among children and adolescents. In a school setting, childhood adversity and trauma are associated with lower achievement, truancy and dropout, behavioral problems, mental illness, neurobiological changes, and difficulty managing emotions and social relationships...
12Sep
The Unique Psychological Needs of Gifted and Talented Students
The National Association of Gifted and Talented Students (NAGC), states that students with gifts and talents perform—or have the capability to perform—at higher levels compared to others of the same age, experience, and environment in one or more domains. However, gifted and talented students may also face unique challenges with...
13Apr
How School Psychologists Can Test Performance Validity
Understanding performance validity is important any time maximum performance tests are used (e.g., tests of intelligence, aptitude, achievement, and/or neuropsychological performance). Knowing if a student has given their best effort during assessment is critical to the accuracy of test score interpretation. This need has long been recognized in adults; however,...
14Feb
Must have assessments for school psychologists evaluating ADHD
Assessing ADHD can feel like a monumental task. But when mental health practitioners responsible for the assessment, monitoring, and treatment of ADHD have the right tools and resources, they can make better data-based decisions that lead to better outcomes for the individual being assessed.