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• Bring theory to life with a new SPECTRA white paper

  

  Many psychiatric disorders are dimensional and presentations can vary widely, making it more difficult to treat effectively. Inspired by the hierarchical–dimensional model, the SPECTRA measures psychopathology at three levels of specificity and provides an overall estimate of the p-factor. A new white paper from SPECTRA author Mark A. Blais, PsyD, helps you learn more about how to interpret results using this framework—building from the SPECTRA’s 12 clinical scales to the Internalizing, Externalizing, and Reality-Impairing spectra of psychopathology, to the overall global assessment of total psychopathological burden. The white paper offers clinical examples and a reproducible worksheet that can be used to enhance your interpretation.   Learn more today!        

• Now available on PARiConnect: Multidimensional Everyday Memory Ratings for Youth™ (MEMRY™)

  

  Now it’s even easier to measure everyday memory, learning, and executive aspects of memory. The MEMRY is now available for administration and scoring via PARiConnect, our online portal. The MEMRY is the first nationally standardized rating scale specifically designed to measure memory in children, adolescents, and young adults. It measures everyday memory, learning, and executive aspects of memory, including working memory. It provides rapid screening for memory problems in youth, an ecologically relevant assessment of memory in everyday life, and multiple perspectives about memory capacity from different raters. The MEMRY can be used to determine whether a more comprehensive evaluation is required or as a core component of a comprehensive assessment for youth suspected of memory problems. The MEMRY: Features both informant (ages 5-19 years) and self-report (ages 9-21 years) forms. Includes an overall score, the Everyday Memory Index (EMI), as well as scales that tap learning, daily memory, and executive/working memory and three validity scales. Allows clinicians to differentiate between problems caused by memory failures versus failures due to problems with ...

• In Her Own Words: Brooke Maynard

  

  With March being Women’s History Month, PAR is proud to spotlight female leaders within our organization. Throughout the month, we will share inspiring stories to recognize and celebrate the remarkable women who contribute to the success of PAR.  Each of these profiles will explore the unique experiences and perspectives of our women leaders, shedding light on their paths to success. We will explore the challenges they've overcome, the lessons they've learned, and the impact they've had on our organization.  This week, we are proud to present Brooke Maynard. Brooke is the vice president of marketing at PAR.  Who has been the most significant inspiration in your career?  Bowing to the cliché of parental inspiration, I would have to tap my mother, Grace Treadway, as the role model who inculcated those qualities that I have drawn on for the past 20 years of my adult life. Majoring in chemistry in the 1960s, a predominantly male field in that era, opening an environmental laboratory that endured for almost two decades, obtaining licensing in flying and scuba diving, all while balancing the business/family/home relationships that can ...

• Social/Emotional Evaluations: Unraveling the ED/SM Dilemma Part 2

  Last week, we presented the first part of a two-part series on unraveling the ED/SM dilemma. This week, we talk to the experts on how to use various assessments to evaluate emotional disturbance and social maladjustment. Catch up on last week's blog here. School staff members often have difficulties when it comes to assessing a student who may have emotional disturbance (ED), and getting hard data to back up the decision can be just as difficult. PAR spoke with experts in the field about the use of various instruments that have proven to be useful in gathering the hard data needed in order to make an informed decision about ED eligibility. Behavior Rating Inventory of Executive Function, Second Edition (BRIEF2) Peter K. Isquith, PhD, is a practicing developmental school neuropsychologist and instructor in psychiatry at Harvard Medical School. He’s the coauthor of the BRIEF2, the new BRIEF2 Interpretive Guide, and the Tasks of Executive Control (TEC). PAR: Why would it be helpful to include a measure of executive functioning in the assessment of a student being evaluated for an ED eligibility? PI: In general, ...

• May is National Mental Health Awareness Month

  In 1949, Mental Health Month was founded to bring attention to the importance of mental health issues in America. President Barack Obama issued a decree on April 30 in honor of this month. He stressed the idea that people should reach out if they feel they are in need of help. “For many, getting help starts with a conversation,” he stated. “People who believe they may be suffering from a mental health condition should talk about it with someone they trust and consult a health care provider. As a nation, it is up to all of us to know the signs of mental health issues and lend a hand to those who are struggling. Shame and stigma too often leave people feeling like there is no place to turn. We need to make sure they know that asking for help is not a sign of weakness -- it is a sign of strength.” Furthermore, Secretary of Health and Human Services Kathleen Sebelius released a statement emphasizing how everyone has a role in building awareness. “All of us – including teachers, parents, ...

• A New Framework for Assessing SLD

  

  The Learning Disabilities Association of America (LDA) recently published Specific Learning Disabilities Evaluation Principles and Standards, introducing a comprehensive framework for the assessment and identification of students with specific learning disabilities (SLD). These standards are a valuable resource for educators, psychologists, policymakers, and anyone interested in and involved with enhancing the quality of education and support for individuals with specific learning disabilities.  The primary goal of this new framework is to encourage a transition from a one-size-fits-all approach to a more individualized and research-informed evaluation process that promotes better understanding, increased collaboration, and tailored interventions for students with SLD.  These new principles and standards expand upon the existing mandates of the Individuals with Disabilities Education Act (IDEA) by providing a more comprehensive and interdisciplinary approach to evaluating and supporting students with SLDs.  These guidelines emphasize collaborative evaluation teams involving professionals from various fields, including psychology, education, and medicine. They extend beyond the previous focus on identification and delve into personalized interventions that cater to each student's unique academic, linguistic, social, emotional, and behavioral needs. Additionally, these updated principles highlight the importance of ...