School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data collection methods and to implement and evaluate services that support cognitive and academic skills.
National Association of School Psychologists, 2021
Examples of professional practices as per the third domain of NASP’s model, include:
- Developing plans and recommending strategies to encourage students to be more active in their learning process, helping them create personal goals, devise means to achieve them, and assess their success.
- Utilizing evidence-based approaches to increase students’ engagement and enhance their academic performance.
- Analyzing evaluation data to devise and execute instructional methods that can boost student achievement.
- Collaborating with fellow staff to achieve district and state educational standards for all students.
- Communicating latest research findings on curriculum and teaching strategies to stakeholders.
- Partnering with others to continuously monitor progress of students struggling with benchmarks or standards; recommending modifications to teaching methods based on how students react to interventions.
- Advocating for teaching methods that cater to diverse learners and individual learning needs.
- Using evaluation results to inform the use of evidence-based teaching methods that can augment student achievement.
- Implementing the latest research on learning and cognition into the creation of effective teaching strategies, aimed at enhancing learning at individual, group, and system levels.
- Applying culturally sensitive and age-appropriate evaluation techniques to identify and diagnose learning and developmental disabilities. Use of evaluation data to choose and put into practice interventions that address the identified needs.
- Assisting in the design and execution of evidence-based curriculum and teaching strategies to foster academic success in reading, math, and other subjects. This can include methods like teacher-led instruction, peer tutoring, and interventions that support self-regulation, planning, organization, and managing academic demands.
(Adapted from the National Association of School Psychologists, 2020, p. 5)
Relevant Courses:
EDPS 653: Professional Practice of School Psychology
The course delivers an in-depth understanding of the profession of school psychology. It offers insight into the preparation, roles, functions, employment, regulation, evaluation, and accountability of school psychologists. Emphasis is placed on the association of school psychology with special education, inclusive education, diversity education, and its applications within schools. The course also includes practical learning opportunities, specifically in the standardized assessment practices and psychometric properties of standardized tests (WIAT-III in our case). Key topics include the historical development of school psychology, ethical, legal, and professional applications of assessment practices, and the role of school psychologists in curriculum planning, teaching, and student learning.
Relevance: This course sharpened my understanding of the field of school psychology, laying a solid foundation in its history and development. I gained substantial knowledge about professional practice guidelines and ethics, and further developed my understanding of the crucial roles and functions that school psychologists play. The course enabled me to evaluate the relationship between school psychology and areas like special education, inclusive education, and diversity education. I also learned about the significance of psychometric properties related to standardized assessment, which improved my practical skills in administering the WIAT-III. The ability to implement this assessments in a clinical setting and effectively interact with children and families is a vital part of my training that I took beyond my volunteer practice after this course. This course reinforced the application of my learning in real-world scenarios, equipping me with competence and confidence for future professional practice in school psychology.
EDPS 654: Neurobiological and Developmental Bases of Learning and Behavior
This course delves into the realm of cognitive neuroscience from an assessment standpoint, uncovering the evolving comprehension of neurobehavioral disorders and modern testing techniques employed for assessing neuropsychological characteristics in both clinical and research settings. The course provides students with a firm understanding of neuropsychology, including related terminology, behavioral dimensions, cognitive functions, and structural as well as functional brain organization. It encourages students to explore the brain-behavior relationships in normal development and specific neurodevelopment, learning, and psychiatric disorders. It also promotes critical analysis of empirical literature regarding neuropathological behavior presentations, such as traumatic brain injuries and degenerative disorders. The course utilizes a blended learning model, involving both synchronous and asynchronous methods, and incorporates live sessions, readings, and discussions.
Relevance: This course has significantly enriched my understanding of the intersection between neurobiology, development, learning, and behavior. It equipped me with the skills to describe, identify, and analyze the relationship between brain functions and behavior, which is central to the role of a school psychologist. It allowed me to assess the behavioral implications of neuropathology and incorporate this understanding into my practice as a school psychologist. This training will guide my future work in selecting appropriate interventions for students with neurodevelopmental and learning disorders. The exposure to cutting-edge research and testing techniques has further broadened my perspective on neuropsychological assessment and prepared me to be adaptable in a rapidly evolving field.
EDPS 652: Academic & Language Assessment
This online course immersed students in a comprehensive understanding of standardized testing, assessment models, and various types of academic and language assessments. It provided a thorough understanding of both broad and narrow band measures, targeting different academic areas including reading, mathematics, and written language, as well as oral language skills. The overall emphasis of the course was on an integrated evidence-based approach to assessment that guides educational planning and decision-making.
Relevance: In line with NASP’s third domain, this course enhanced my knowledge on different models of assessment and learning disabilities, laying a robust foundation for understanding academic and language assessment. It shed light on different types of academic and language assessment, and broad as well as narrow band measures. Additionally, the course emphasized the critical role of linking academic assessment to practical classroom-based interventions. This integrated knowledge will equip me to be a more effective school psychologist, able to develop and implement evidence-based educational strategies and interventions for diverse learners.
EDPS 690: School Based Intervention and Consultation
This course provided a was a comprehensive overview of the models of consultation and evidence-based interventions designed to serve individuals, small groups or entire schools based on need. The course provided practical skills for effective consultation with school personnel and families, while also emphasizing the importance of measuring the effectiveness of school-based interventions. Additionally, the course offered a diverse exposure to a range of school-based cognitive, academic, executive, social-emotional, and behavioural interventions.
Relevance: The relevance of this course is multifaceted. It helped me to develop school-based consultative problem-solving and consultation skills, thereby enhancing my understanding of increasing teachers’ capacity to deliver interventions. I had the opportunity to create a fast-paced intervention plan related to academic intervention, demonstrating my ability to design, implement, and evaluate a high-quality school-based intervention using the 10-step intervention assistance process.
EDPS 697: Practicum in Academic & Language Assessment & EDPS: 676: Practicum in Social & Emotional Assessment
These practicums have significantly deepened my understanding and enhanced my skill set in administering academic, cognitive, social, and emotional assessments, elements crucial in the practice of school psychology. The opportunity to work under expert supervision allowed me to refine my professional capabilities and consolidate my theoretical knowledge within real-world settings. Focusing on diverse areas of psychological functioning, I developed a multi-faceted approach towards assessment and intervention. Each Practicum training consisted of 50 direct hours and a minimum of 200 practicum hours, providing me with extensive hands-on experience in a clinical environment. The in-depth nature of these practicums ensured that I learned to apply ethical, legal, and professional conduct standards while providing psychological services. Additionally, I honed my skills in psychological assessment and consultation, which encompassed refining abilities in academic and cognitive test administration, case conceptualization, report writing, and communication skills.
Relevance: Through these practicums, I gained valuable experience in analyzing and utilizing assessment data to form fitting recommendations for academic interventions and instructional practices. The guidance I received allowed me to develop personalized intervention strategies based on assessment results, further enhancing my skills in data analysis and interpretation. This hands-on experience complemented my theoretical learning, better equipping me to make informed decisions in real-life situations. The breadth of experiences I encountered during the practicum hours, combined with weekly lectures, facilitated my understanding of human diversity and its implications for the practice of school psychology. This real-world exposure sharpened my professional functioning by allowing me to reflect upon supervision and refine my skills based on received feedback. I also learned how to efficiently apply research insights into my practice, an essential skill in maintaining an evidence-based approach.
Work Samples:
I included this work sample within the “Academic Interventions and Instructional Supports” domain because it allowed me to actively engage in the process of shaping academic interventions, with a specific focus on early literacy development. As part of this group presentation, I had the opportunity to delve into the role of a school psychologist in promoting these skills. By advocating for simple yet impactful interventions both at home and school, as shown in slides 24-33, I was able to demonstrate my understanding of the utilization of evidence-based curricula and instructional strategies to support cognitive and academic skills.
I included this work sample within the “Academic Interventions and Instructional Supports” domain because it is a clear demonstration of how I have applied evidence-based curricula and instructional strategies to support a student’s cognitive and academic skills. Specifically, through the case study involving a student, named Winter for privacy reasons, I showcased my skills in analyzing and understanding individual learning needs, designing personalized intervention plans, and strategically implementing these plans to boost Winter’s academic performance. The in-depth analysis and strategic application of intervention support reflect my commitment to fostering an environment conducive to the diverse learning needs of all students. In line with the domain’s professional practices, this case study assignment has also provided me an opportunity to collaborate with others, use evaluation data, and implement evidence-based practices to achieve academic success.
Annotated Bibliography:
Hall, M. S., & Burns, M. K. (2018). Meta-analysis of targeted small-group reading interventions. Journal of School Psychology, 66, 54-66.
I included this article within the Academic Interventions and Instructional Supports domain because it provides a clear demonstration of my ability to utilize and understand targeted interventions for improving academic outcomes. In this article, Hall and Burns perform a comprehensive meta-analysis of targeted small-group reading interventions, a technique commonly used in educational contexts. They detail the factors that make these interventions effective, offering valuable insights for academic interventions and instructional supports. The paper points out that interventions focusing on particular skills are generally more successful than those addressing multiple skills at once. There’s also a slight correlation between intervention effectiveness and the size and duration of the group. The research aligns well with the school psychologist’s responsibility to encourage evidence-based interventions to enhance student engagement and learning outcomes. Importantly, it highlights the need for exact targeting in interventions, underlining the necessity of using assessment data to design and implement evidence-based instructional strategies. This article has expanded my understanding of the workings of small-group reading interventions and their influence on student performance, strengthening my ability to collaborate with others and ensure ongoing progress tracking for improvements in academic skills.
Kearns, D. M., Hancock, R., Hoeft, F., Pugh, K. R., & Frost, S. J. (2019). The neurobiology of dyslexia. Teaching Exceptional Children, 51(3), 175-188.
I included this article within the Academic Interventions and Instructional Supports domain because it expanded my understanding of the biological and cognitive processes involved in reading, especially for students with dyslexia. In synthesizing current neurobiological research on dyslexia, the authors, Kearns et al., emphasized the importance of systematic phonics instruction and potential treatments highlighted by neuroimaging. This research brought home the importance of using assessment data to inform evidence-based instructional strategies and interventions. Furthermore, it emphasized the necessity for school psychologists in training like myself to translate contemporary, empirically based research on learning and cognition into effective instructional strategies. This understanding will be invaluable in my future collaborations with other school personnel, ensuring that students struggling with learning difficulties such as dyslexia receive the necessary instructional supports to bolster their academic skills.
Munzer, T., Hussain, K., & Soares, N. (2020). Dyslexia: neurobiology, clinical features, evaluation and management. Translational Pediatrics, 9(Suppl 1), S36.
I chose to include this article within the “Academic Interventions and Instructional Supports” domain because it showcases the relevance of understanding cognitive processes, specifically in reading, to inform effective instructional strategies and interventions. The in-depth analysis of neurobiology of reading, undertaken by Munzer and colleagues, demonstrates how fundamental knowledge of the brain’s functionality can inform the design and execution of academic interventions. The insights I gained from this research significantly shaped my understanding of the automatic nature of reading and the potential challenges that may arise in students due to neurological disorders. The relevance of these findings to the third domain of the NASP’s model is apparent, particularly in the development of strategies to encourage student engagement, the application of evidence-based teaching methods, and the advocacy for educational practices that accommodate diverse learners. Furthermore, the importance of empirically-based research highlighted in the article aligns with the continuous monitoring and modification of teaching methods based on student response to interventions. This information becomes instrumental in my role as a school psychologist, assisting me in creating and implementing strategies that address the reading-related academic challenges faced by students.
Self Assessment
Assessing my proficiency in the domain of Academic Interventions and Instructional Supports, I find myself At Standard in this domain. My academic journey, underpinned by courses like EDPS 654, EDPS 653, EDPS 652, and the practical exposure gained through practicums, has guided me towards a comprehensive understanding of biological, cultural, and social influences on academic skills, human learning, and cognitive processes. I’ve gathered valuable insights into evidence-based curricula and instructional strategies, and have honed my skills in data collection, analysis, and utilization to enhance instructional methods and student achievement. While I am confident about my progress, I am cognizant of the fact that learning is a lifelong process and I aim to continuously grow and improve in this ever-evolving field of school psychology.
(c) Besart Hysniu 2025 