The National Centre for Suicide Research and Prevention (NASP) wants to raise awareness about the potential increase in suicide and self-harm behavior as a result of the societal impact of the corona pandemic (COVID-19). We recognize that standard assessment practices may not be possible, and we want to provide guidance on how you can use PAR products via telehealth technology while still retaining the integrity and security of the measures. This is especially critical for students who are economically disadvantaged, who may have been particularly limited in access to online instruction during the break in formal schooling, and for students who have limited English proficiency (both specific rule-outs for SLD). Virtual Live Briefings Health, Safety, and Well-being Student Success AVP or "Number Two" Mid-Level Senior Level VP for Student Affairs. Why Should School Psychologists Care About Medicaid? 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Henkin Memorial Scholarship Award, Considerations for Academic Assessments and Interventions Upon the Return to School, Considerations for Academic Screening Upon the Return to School, Considerations for Reading Intervention Upon the Return to School, Reading Intervention Protocol: Partner Reading and Paragraph Shrinking, Ethical Documentation of Adjustments to Standardized Evaluation Administration Procedures, Supporting Student Engagement and Well-Being in a Virtual Learning Environment: Social Justice Considerations, OSEP IDEA Part B provision of services Q+A, NASDSE A Successful Launch of the 2020-2021 School Year for Students with Disabilities, Virtual Service Delivery in Response to COVID-19 Disruptions (NASP), Telehealth: Virtual Service Delivery Updated Recommendations, ASCA-NASP School Re-Entry SEL Considerations Guidance, Providing Effective Social–Emotional and Behavioral Supports After COVID-19 Closures: Universal Screening and Tier 1 Interventions, Behavior Threat Assessment and Management in the Virtual Environment, Behavioral Threat Assessment and Management (BTAM):Best Practice Considerations for K–12 Schools, Preparing for Virtual School Suicide Assessment Checklist, Responding to COVID-19: Brief Action Steps for School Crisis Response Teams, Countering Coronavirus Stigma and Racism: Tips for Teachers and Other Educators, Countering COVID-19 (Coronavirus) Stigma and Racism: Tips for Parents and Caregivers, Helping Children Cope With Changes Resulting From COVID-19, Equity Considerations During and After COVID-19 School Closures, COVID-19 Policy Guidance for School Psychology Supervised Field Experiences for 2020–2021: Practica and Internship, Guidance Regarding Program Submission for Fall 2020 and Spring 2021 (PDF), Guidance for Institutes of Higher Education (cdc.gov), Guidance Regarding Graduate Intern Hours in Response to School Closures - Spring 2020, Alternate Intervention Verification Form - for internships during Spring 2020 only (PDF). NEW SPR 120 Second Summary on the SPR YouTube Channel - COVID-19 and School Psychology By: Shane Jimerson 2 days ago Posted in: NASP Member Exchange ET. Thus, school teams may decide to forego intelligence testing and behavioral ratings, among other possibilities, to expedite the assessment process as appropriate (e.g., intellectual disability is not suspected and there are no behavioral difficulties). Archery GB has developed a set of practical guidelines for clubs to follow so that restricted shooting can take place where the local environment allows. As described by Kovaleski et al. Finally, whether the student who qualifies under the first four criteria also needs special education in order to make meaningful progress must be evaluated. COVID-19 Disruptions • NASP: Telehealth: Virtual Service Delivery Updated Recommendations ... - School psychologists select assessment instruments and strategies that are reliable and valid for the child ... National Association of School Psychologists … https://youtu.be/ZAb-XNRi3Hk Working with DVSA we have also produced a video demonstrating what the changes may look like in … https://doi.org/10.1016/j.jsp.2018.12.004. https://www.nasponline.org/resources-and-publications/resources-and-podcasts/covid-19-resource-center/webinar-series/the-pandemics-impact-on-academic-instruction-and-student-progress, North Carolina Department of Public Instruction. This projection must include a consideration of the likelihood that the student made no progress or lost skills during the extended school closure and summer break. That is, it emphasizes the need to establish (or in this case, reestablish) core instruction and evidence-based interventions as the first and most important task not only for all students but particularly for students who might be considered for SLD identification. School Psychology Awareness Week Comes to New Jersey! One particular challenge facing school districts is how to appropriately evaluate whether students are eligible for special education. Talking to Children About COVID-19 (Coronavirus): A Parent Resource A resource for parents on how best to talk to children about the coronavirus. Information on NABP Passport, updates on our programs and services, alerts and orders from our member boards, and other resources can be viewed here. Nonetheless, students who have not been in school for extended periods, especially those with academic deficiencies, will likely have fallen further behind during the pandemic-related school closures and summer break. We will continue to develop and update resources as new information becomes available. TheIllinois Call4Calm Text Lineis free and will link you with a local counselor. 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