SPM and SPM-2 Quick Tips Case Study: What’s Behind Challenging Behaviors in the Classroom?

Across the country, thousands of students are carrying something heavier than the books in their backpacks. Study after study has confirmed what school psychologists, teachers, and caregivers see firsthand: A growing number of young people have depression that began or worsened during the COVID-19 pandemic.

As we enter another winter with health experts predicting a “triple-demic” of flu, COVID-19, and respiratory syncytial virus (RSV), researchers are learning more about how the pandemic has affected students around the world. Here’s an overview of the changes many students are experiencing post-pandemic, and how they could still be affecting assessments and evaluations. 

As we enter another winter with health experts predicting a “triple-demic” of flu, COVID-19, and respiratory syncytial virus (RSV), researchers are learning more about how the pandemic has affected students around the world. Here’s an overview of the changes many students are experiencing post-pandemic, and how they could still be affecting assessments and evaluations. 

New research from Sweden shows that autistic young people are more likely to experience mental health difficulties than people of the same age who don’t have an autism diagnosis.

School mental health professionals often experience the erasure of the work they are trained to do—and find themselves doing other work instead.

Amid widespread teacher and staff shortages, school mental health professionals are more likely than ever to be saddled with duties that are unrelated to providing mental health services. The ASCA report showed that 39% of school counselors feel being assigned “inappropriate duties” is a significant day-to-day challenge (ASCA, 2021).  

The leading attention-deficit/hyperactivity disorder (ADHD) assessment has been revised and Conners 4 is now available through WPS.  

The WPS Graduate School Alliance Program (GSAP) provides graduate programs in psychological and behavioral health professions with access to some of the most trusted and reliable assessments in use today—100% free. 

Identifying dyslexia can be more complicated when other health or developmental conditions are also present. This article may help you map the shared territory, differentiating factors, and key questions to ask as you make your way through a comprehensive dyslexia evaluation.

Around the world, clinicians and educators identify dyslexia using widely varying methods, a recent international comparison shows (Sadusky et al., 2022). That diversity troubles some researchers. Without a consensus on how the condition is identified, are practitioners missing some diagnoses?

Dyslexia is a specific learning disorder that causes reading difficulties. Despite that simple definition, this developmental condition is heterogenous: It can look different from person to person. Given dyslexia’s variations, how can you ensure that an assessment will identify the condition in the particular student you’re evaluating? 

Thorough dyslexia evaluations are notoriously complex, largely because so many skills must meld to make a good reader, and because dyslexia can be caused by a variety of developmental differences (Sanfilippo et al., 2020).

Once a screener identifies an at-risk student, the hard work really begins. Here’s what studies show are some of the most common shortfalls educators experience when assessing for dyslexia.

interoception is the ability to understand the body’s messages. Interoception helps people know when they’re hungry or thirsty, when and where their body hurts, when they need to rest or use the bathroom, and any number of other physiological signals that help people stay healthy.