From Principles for Professional Ethics Guidelines for the Provision of School Psychological Services
From NASP. (2006). School Psychology: A Blueprint for Training & Practice III. Bethesda: Author. (p. 2)
StudentSystem Unit of Analysis Unit of Analysis ReactionPrevention MeasurementDesign Segregated Inclusive Focus of Practice Access to Services and Supports Retrofitted Universally Designed Opportunities to Learn Strategic Intervention
Provides teachers and learners with information that helps them adjust: InputsInputs ProcessesProcesses Student PracticeStudent Practice FeedbackFeedback
Needs assistance accessing printed text Needs assistance accessing printed text Consider: The student’s summative knowledge of the process of erosion Demonstrates knowledge verbally, through drawing, or through voice-to-text word processing software Uses text to speech software for access to curriculum content for access to curriculum content Uses text to speech software for access to curriculum content for access to curriculum content What supports and strategies does the student use regularly? What are the student’s learning needs? What is the teacher trying to find out?
“School psychologists function as change agents, using their skills in communication, collaboration, and consultation to promote necessary change at the individual student, classroom, building, and district local, state, and federal levels.” From Principles for Professional Ethics Guidelines for the Provision of School Psychological Services