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Professional Practices

August 8th 11:00-1:00 CST

School Psychology Practices During COVID-19: A Synthesis of International Findings 

9:00 PST / 11:00 CST / 12:00 EST

Copy of Copy of Evalu8 Promo Video (2)
Gary E. Schaffer
The global spread of COVID-19 led to the sudden and temporary closure of schools across 192 nations and affected 1.6 billion children worldwide. This sudden and temporary closure of schools not only impacted children and educators but the roles and responsibilities of school psychologists. Given that school psychologists provide critical support to children, families, and educators in the areas of counseling, consultation, and assessment, this presentation highlights the impact COVID-19 had on the profession and education as a whole. In particular, this presentation provides an overview of how the pandemic impacted the roles and responsibilities of school psychologists, the vital services they deliver, and the children and educators they support across the United States, Canada, Germany, Australia, and the United Kingdom. Quantitative and qualitative data were collected from 1,030 school psychologists across each of the aforementioned nations with major themes being reported in the number of hours worked, modality of service delivery, types of supports and services being delivered, self-care, and concerns over child mental health.

Learning Objectives:

  • Identify three ways that COVID-19 impacted the profession of school psychology.
  • Compare and contrast how the practice of school psychology responded to COVID-19 across the United States, Canada, Germany, Australia, and the United Kingdom
  • Describe three areas that school psychologists in the United States wanted their legislators to know about the profession in light of the COVID-19 pandemic. 
  • Discuss future implications for the field of school psychology and the children and families the profession serves. 

Using the Battelle Developmental Inventory 3 in the Assessment of Young Children with Autism Spectrum Disorder

10:00 PST / 12:00 CST / 1:00 EST

speaker 1
Sam Goldstein Ph.D. 

Autism Spectrum Disorder (ASD) is a social learning problem with accompanying atypical interests, problems with self-regulation, repetitive, stereotypic, and restricted behaviors. Though some children with ASD demonstrate generally normal development, most children with ASD experience a range of developmental challenges and delays. Because of their early difficulty with social pragmatics young children with ASD with or without accompanying developmental delays often appear disengaged and are difficult to evaluate. Their typical, underlying neurodevelopmental state reflects challenges in theory of mind and the sharing of joint attention. In this presentation Dr. Goldstein will offer a framework for the assessment of Using the Battelle 3 Developmental Inventory in the Assessment of Young Children with Autism Spectrum Disorder 2 young children (eight years and younger) incorporating multiple sources of data through questionnaires, interactive play instruments such as the ADOS 2 and the Battelle Developmental Inventory 3 to evaluate the five core domains of development involving adaptive behavior, social emotional functioning, communication, motor skills and cognitive development. He will offer a basic framework for school psychologists to consider the advantages of the Battelle 3 in the course of assessment to determine eligibility under IDEIA or ADA for ASD.

Learning Objectives:

  • Identify the practical applications for administering an assessment in a standardized manner in which it is developed.
  • This session will help participants develop appreciation and insight to formulate an assessment battery to determine IDEIA and ADA eligibility for young children with ASD. 
  • Participants will acquire knowledge needed to understand the role the Battelle Developmental Inventory 3 can serve in the school-based assessment of young children with ASD. 
  • This session will help participants gather data, determine eligibility and formulate vocational goals for young children presenting with ASD and accompanying developmental delays.

Register Here for Both Sessions

This registration gives you full access to both sessions for Tuesday 8/8. Please log in at the time of the session that you would like to attend. All attendees will receive 1 APA and NASP approved CE Unit per 1 hour session completed (up to 2 per day).

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