School psychologists are facing a school year full of unknowns. PAR reached out to three different professionals to find out how they are adapting and what advice they have for others as they embark on a very different kind of school year.
Tamara Engle-Weaver, MS
Certified school psychologist, Lancaster-Lebanon IU 13 Sensory Impaired Program, Pennsylvania
I have classrooms located in more than one school district. Our districts are creating their own plans for the school year. Some are doing hybrid; some are face-to-face. Given that our classrooms are intermediate unit special education classrooms, they will most likely be operating 5 days per week with face-to-face instruction.
I plan to use a lot of technology this year. I will be trying to utilize virtual methodology as much as I can to reduce the amount of time I am in the classroom. I don’t feel the schools will be encouraging additional bodies to be in the classrooms. I will try to create social skill videos for my students that teachers can present at their leisure.
When you are on an airplane, they tell you to take care of yourself before you help the person you are with. I think that will be critical this year because there will be many students and staff who will be struggling with all aspects of coping with this virus. If we are not in a healthy mental state, we will not be able to help others achieve one either. We all need to do our best to care for ourselves and be compassionate and patient with others.
Maria Isabel Soriano-Lemen, PhD, RPsy
Director, Center of Psychological Extension and Research Services, Philippines
We are doing 100% online classes this year here in the Philippines. I usually ask students to work with a partner to come up with a psychological report that includes these areas of functioning: cognitive, psychological, emotional, behavioral, interpersonal, and interpersonal. So that requires them to work with different tests. I am at a loss at how to teach students to score their test results. I’m also concerned with access to testing materials and how students will be supervised. At this time, I really don’t know what to do. Classes will start in November.
Heather Bravener, DEd
School psychologist, Duncannon, Pennsylvania
At this time, parents have been given the choice to enroll in either the district’s cyber program or attend school for face-to-face instruction 5 days a week. We are a small district with three buildings on the same campus with graduating class sizes of approximately 140. The area’s COVID numbers are currently in the low range, which allows for the reopening of school with face-to-face instruction while implementing recommendations to prevent the spread of the virus.
My colleague and I are determining how to best complete assessments with students for the upcoming year in light of the pandemic. Considerations include wearing a mask, use of a plexiglass divider, a pencil for each student to use and then take with them, using a plastic screen to cover the manual, and use of disinfectant wipes. We are also considering the use of digital assessments.
Once schools closed in March, I had to balance completing my job at home while supporting my daughter during remote learning. It was quite a challenge and I can empathize with parents out there who are struggling to assist their child in learning.
As school psychologists, we are in a unique position where our roles may change significantly this fall. Flexibility will be key!
Related: Find out how the Pandemic Anxiety Screener for Students–12 (PASS-12) can help!
No matter how unparalleled 2020 has been, your students still depend on you to get the help they need. We want to reassure you that PAR is here to help you meet this challenge.
Our goal is to give you the support you need to help your students. That’s why we continue to develop products to assist you in delivering that help.
We have recently introduced In-Person e-Stimulus books. These tools allow for easy, safer administration of stimuli via an iPad® or tablet during in-person testing sessions. Designed to be convenient and user-friendly, these digital tools provide flexibility and confidence in testing.
We recently released In-Person e-Stimulus books for the RIAS-2 and RIST-2 that are now available to order. In the future, watch for In-Person e-Stimulus books for other products, including the FAR and the FAR Screening Form. Visit our e-Stimulus page for updates.
When you need assistance this school year remember, PAR is here to help you. We thank you for your devotion to helping others, and for your support.
Our new school resources page has products and resources to help you support your students as they return to learning this fall. If many of your students will be learning virtually, or you won’t be returning to school right away, we have specific solutions to ease assessment during this time—while ensuring your students get the help they need.
Learn more by visiting parinc.com/School_Resources.
The Personality Assessment Inventory™ (PAI®) has earned its reputation as one of the most important innovations in personality assessment. Its 22 nonoverlapping scales cover the constructs most relevant to a broad-based assessment of mental disorders. Now with the introduction of the PAI Plus, there are even more ways to interpret PAI data.
A recorded webinar from presenters Kevin Lauer, PhD, and Sierra Iwanicki, PhD, is now available on the PAR Training Portal. It covers topics such as:
Visit partrainingportal.com to view it today!
This week’s blog was written by PAR Project Director Carrie Champ Morera, PsyD, NCSP, LP
Millions of children have experienced some type of trauma including, but not limited to neglect, abuse, natural disasters, death of a parent, and violence. These negative experiences subsequently can alter brain development, contribute to health problems, and impair functioning in multiple areas. We now know through the Adverse Childhood Experiences (ACES) study that the effects of stressful and traumatic events can have immediate and lifelong impacts. Trauma manifests itself in various ways. In the short term, behavioral issues, academic issues, and emotional dysregulation may be observed in the school, community, and home settings as a result of trauma. Years later, substance abuse, cancer, depression, and even heart disease can be linked to childhood trauma. Education, prevention efforts, and strategies to develop resilience in children are needed to break the cycles of abuse, addiction, and disease, which in turn, will lead to more positive outcomes in children and provide them with the opportunity to live emotionally stable and productive lives.
Assessments are like puzzles, and addressing trauma is one of the many pieces needed in a comprehensive evaluation. In the school setting, one would not imagine leaving out academic measures as part of a psychoeducational evaluation. That is the way we need to think about trauma in school and community-based evaluations. As a starting point, we need to address whether the child experienced any type of trauma, how often, and to what extent. We need to intervene if there are immediate safety concerns. We need to uncover what supports, coping skills, and resources the child or adolescent utilizes. Trauma does manifest itself in many ways, and children and adolescents will respond to traumatic experiences differently, some in a more complex manner than their peers. However, if an assessment of trauma is not at least considered in our evaluations, this could lead to misdiagnosis, implementation of inappropriate interventions, and/or treatments that do not address the root cause of the problem. If an assessment of trauma is incorporated in an ethical, safe, and caring manner, we are minimizing the risk of harm and increasing the risk at a chance for positive outcomes in all children we evaluate.
Further reading on trauma:
Essentials of Trauma-Informed Assessment and Intervention in School and Community Settings
“Trauma is there, it is happening. We can either chose not to acknowledge it and continue to fall short in meeting needs, or we can acknowledge it is there and figure out how to help. We need to know how to effectively and ethically assess for its presence and then use assessment data to drive intervention planning.” -coauthor Kirby L. Wycoff, PsyD, EdM, NCSP
The Neuropsychology of Stress and Trauma: How to Develop a Trauma Informed School
“The ACES study has unveiled that childhood trauma is much more prevalent than previously thought; therefore, it is imperative that schools are better informed of the cognitive, academic, and social-emotional manifestations of trauma in order to provide appropriate accommodations to help ensure student success."-Steven G. Feifer, DEd
To learn more about what school professionals can do to understand trauma in light of the COVID-19 crisis, visit PAR’s YouTube channel to watch a recorded webinar presented by Terri Sisson, EdS, and Carrie Champ Morera, PsyD, NCSP, LP.
Calling all test developers, researchers, data collectors, and potential authors—we want to work with you! We recently revamped our Partner with PAR programs and are proud to announce two new opportunities, in addition to our longstanding data collection and assessment publishing programs.
Visit parinc.com/PARtner for more information on all our programs and for details on how to get in touch with us.
More than 41 million individuals in the U.S. primarily speak Spanish at home, many of them between the ages of 5 and 17 years. With only a small percentage of psychologists able to administer assessment measures in Spanish, misdiagnosis due to lack of cultural or linguistic awareness is possible. That’s why it’s important to provide practitioners with tools that help Spanish-speaking and bilingual clients and students get the mental health support, monitoring, and treatment they need.
Six new tests now offer forms in Spanish to help you help your bilingual and Spanish-speaking clients. Scoring sheets remain in English, allowing clinicians who do not speak Spanish to easily score and interpret these instruments.
Learn more about personality with the NEO-FFI-3 Form S Adult Item Booklet , the NEO-PI-3 Reusable Form S Item Booklet, and the NEO-PI-3 Hand-Scorable Answer Sheet.
Evaluate for symptoms of psychopathology with the PAI-A Hand-Scorable Answer Sheet, the PAI-A Softcover Reusable Item Booklet, and the PAS Hand-Scorable Response Form.
Measure depression and anxiety in children and adolescents with the RADS-2 Hand-Scorable Test Booklet and the RCDS-2:SF Test Form.
Prior to testing, make sure to use our updated Language Acculturation Meter form. Now with a scoring sheet, this free resource helps provide a framework for testing to help you choose the most appropriate assessment instrument and interpret test results. A Spanish version is also available.
We’ve also updated the accompanying Language Acculturation Meter white paper, which now includes an appendix with normative data and a new section describing the normative process.
Visit our Spanish-Language page to learn about the more than 40 products PAR offers in Spanish.
The newest member of the Feifer Family is now available!
The Feifer Assessment of Writing (FAW) is a diagnostic achievement test designed to examine the underlying cognitive, motoric, and linguistic processes that support proficient written language skills. It is the third and final member of the Feifer family of diagnostic achievement test batteries, joining the Feifer Assessment of Reading (FAR) and the Feifer Assessment of Mathematics (FAM).
Results of the FAW help specify, from a neuropsychological perspective, exactly why a student struggles with written language so clinicians can develop appropriate, customized interventions. It also provides additional information about a student’s writing skills that allow users to dig deeper into a student’s abilities. Unlike other writing tests, the FAW provides an Administration and Scoring Guide that helps to clarify the qualitative aspects of assessing writing and serves as a go-to resource throughout scoring.
The FAW can be administered to individuals from prekindergarten through college. Depending on a student’s grade level, administration can take between 20 and 65 minutes. A screening version is also available for individuals in kindergarten through college, which can be administered in 15-20 minutes. Scoring will be available later this year via PARiConnect.
Learn more or order today!
We know how important it is to keep your clients, students, and patients safe during these uncertain times. Our two new white papers describe in detail how to administer the IGT2 and the WCST to your clients while staying apart, using the product software and a videoconferencing platform. Available to you completely free, these guidelines allow you to comply with social distancing requirements while continuing to serve those in need.
The IGT2 is a computerized assessment that assists in the evaluation of decision making, while the WCST is used primarily to assess perseveration and abstract thinking. The remote administration guidelines can also be used with the WCST-64. These white papers continue our series of resources to help you serve your clients while you’re apart. Our recently released white paper on the RAIT and TOGRA offers similar instructions to help you evaluate intelligence via PARiConnect and a videoconferencing platform.
We have created PARcares as a resource to offer a hand up to those most in need. With shareable videos, blogs, and lists of free resources, PARcares is our way to show how much we care not only for our Customers, but for those you serve.
If you think someone would benefit from these resources, feel free to share them directly or through your social media channels. We will be updating regularly with new and helpful content to be used and shared with everyone.
We are all in this together.