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Full-Text Articles in School Psychology
When You Can’T R.I.O.T., R.I.O.: Tele-Assessment For School Psychologists, Michael R. Hass, Brian P. Leung
When You Can’T R.I.O.T., R.I.O.: Tele-Assessment For School Psychologists, Michael R. Hass, Brian P. Leung
Education Faculty Articles and Research
The acronym R.I.O.T., record review, interview, observation, and test, is a well-known tool for conceptualizing a comprehensive assessment. With COVID-19 and the need to provide school psychological services virtually, it is important to reconsider R.I.O.T. in light of the limitations of virtual assessment. We describe the limitations of virtual assessment and argue that in spite of these barriers, the first three elements of R.I.O.T., record review, interviews, and observations, when used systematically, can provide useful comprehensive assessment data. Specific recommendations are provided for implementing assessment virtually.
Context And Regulation Of Homeschooling: Issues, Evidence, And Assessment Practices, Janet F. Carlson
Context And Regulation Of Homeschooling: Issues, Evidence, And Assessment Practices, Janet F. Carlson
Buros Center: Professional Staff Publications
The article discusses salient factors that influence the current context within which homeschooling occurs. Individual states have applied various approaches to establish regulations that both preserve the rights of homeschooling parents and fulfill the state’s obligation to ensure that its residents receive the education to which they are constitutionally entitled. Case and ethnographic studies or research involving small and selected samples often appear in outlets associated with homeschool advocacy groups or in outlets that are not mainstream. The paucity of empirical evidence derived from methodologically strong research paradigms has led to little certainty about many aspects of homeschooling including its …
Culturally Responsive Interviewing Practices, Michael Hass, Annmary S. Abdou
Culturally Responsive Interviewing Practices, Michael Hass, Annmary S. Abdou
Education Faculty Articles and Research
As communities and school populations continue to become more culturally, economically, and linguistically diverse, the need for comprehensive training and explicit guidelines for culturally responsive school mental health practices also grows. School Psychologists are both expected and ethically responsible to competently assess and serve diverse student and family populations, regardless of potential language or cultural barriers. The current article is focused on describing background and rationale for culturally responsive interviewing practices as they pertain to the roles and responsibilities of School Psychologists. Building on the guidelines and principles of the Cultural Formulation Interview (CFI), developed by the American Psychiatric Association, …