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A Practical Guide to Building Professional Competencies in School PsychologyAssessing Students’ Skills Using a Nontraditional Approach

A Practical Guide to Building Professional Competencies in School Psychology: Assessing Students’... [Currently, within the field of school psychology, a shift in service delivery models is occurring. Whereas school psychology had been dominated by a refer-test-report (and place) delivery model (Reschly & Yssedyke, 2002), recent legislation has facilitated a change in service delivery to include a response to intervention (RtI) model (Brown-Chidsey & Steege, 2005). Practicing within this service delivery model both allows and requires school psychologists to expand their range of skills and the services they offer (Oakland & Cunningham, 1999), specifically increasing their use of nontraditional assessment measures. This need to increase school psychologists’ competencies in nontraditional assessment measures within a problem-solving, outcome-driven model provides the context for this chapter.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Practical Guide to Building Professional Competencies in School PsychologyAssessing Students’ Skills Using a Nontraditional Approach

Editors: Lionetti, Timothy M.; Snyder, Edward P.; Christner, Ray W.
Neddenriep, Christine E.; Poncy, Brian C.; Skinner, Christopher H.
A Practical Guide to Building Professional Competencies in School Psychology — Oct 23, 2010
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Publisher
Springer US
Copyright
© Springer Science+Business Media, LLC 2011
ISBN
978-1-4419-6255-3
Pages
83 –99
DOI
10.1007/978-1-4419-6257-7_6
Publisher site
See Chapter on Publisher Site

Abstract

[Currently, within the field of school psychology, a shift in service delivery models is occurring. Whereas school psychology had been dominated by a refer-test-report (and place) delivery model (Reschly & Yssedyke, 2002), recent legislation has facilitated a change in service delivery to include a response to intervention (RtI) model (Brown-Chidsey & Steege, 2005). Practicing within this service delivery model both allows and requires school psychologists to expand their range of skills and the services they offer (Oakland & Cunningham, 1999), specifically increasing their use of nontraditional assessment measures. This need to increase school psychologists’ competencies in nontraditional assessment measures within a problem-solving, outcome-driven model provides the context for this chapter.]

Published: Oct 23, 2010

Keywords: Reading Fluency; Progress Monitoring; Oral Reading Fluency; Nonsense Word Fluency; Phoneme Segmentation Fluency

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