Contact the CASP Office at (916) 444-1595 or email Member Services.
Contemporary School Psychology
Contemporary School Psychology (CSP) publishes original research papers and review articles that address leading-edge issues in school psychology and connect theory and research to practice. The journal seeks to highlight the diversity of viewpoints across the profession as well as those of the students, parents, and communities served by school psychologists across the United States and rest of world. The Editorial Board is committed to providing supportive, timely feedback that further strengthens the work of authors.
- Michael Hass, Ph.D., Editor
- Kelly Kennedy, Ph.D. Associate Editor
- Brian Leung, Ph.D., Associate Editor
- Stephanie Domzalski-Gordon, M.A., Assistant to the Editor
Contemporary School Psychology, a CASP publication, is now published online and in print by Springer. More information about the Journal, including Aims & Scope, Submit Online, Instructions for Authors, Editorial Board, back issues, and more can be found here.
Contemporary School Psychology Journal Article Criticizes CASP’s Position on PSW
A recent critique of CASP’s Position Paper, titled, Specific Learning Disabilities and Patterns of Strengths and Weaknesses, was published in the online version of Contemporary School Psychology, CASP’s quarterly journal (available to members through the Members Area of the CASP website). Written by Ryan McGill and R.T. Busse, “When Theory Trumps Science: a Critique of the PSW Model for SLD Identification” took issue with the association’s endorsement of PSW, stating that “at the present time there is insufficient support within the empirical literature to support adoption of the PSW method for SLD identification (McGill, R., Busse, R.T.).”
A rebuttal to this article has since appeared in the CSP Journal. Written by Dr. Catherine Christo and Jenny Ponzuric (nee, Jones), the original authors of the CASP position paper, and Dr. Barbara D’Incau, who was CASP president when the Board of Directors unanimously approved the original PSW position paper, the response article clarified the process in which position papers are approved by the CASP Board of Directors, and made several corrections to McGill and Busse’s critique.
Below are the original position paper, the McGill and Busse article and the rebuttal from Christo, Ponzuric and D’Incau.
CASP Today Newsletters
Code of Ethics
School Psychology Internship Manual
Professional Standards for the Provision of School Psychological Services (March 2003)
CASP Position Papers
- NASP Guidance for Reinforcing Safe, Supportive and Positive School Environments for All Students
- Managing Strong Emotional Reactions
to Traumatic Events: Tips for Families and Teachers (From NASP)
- Educationally Related Counseling Services in an AB 114 World, 2014
- Dyslexia (Frazier bill) Position Paper
- Specific Learning Disabilities and Patterns of Strengths and Weaknesses, March 2014
- School-Wide Positive Behavior Intervention and Support (SW-PBIS):A Multi-Tiered System of Supports (MTSS) for Student Wellness
- Internship Placements (Adopted by CASP 3/2003)
- School Psychologists and Response to Intervention (Adopted by CASP Board of Directors February 15, 2006)
- IDEA – SLD Position Paper (Adopted by CASP Board of Directors March 5, 2003)
- Behavioral Assessment and Behavior Intervention Plan Development (Adopted by CASP 1/2002)
CASP Resource Papers
- Schoolyard Tragedies: Coping with the Aftermath: Hot Sheet and Resource Paper (October, 1998)
- Are the Media Raising Violent Kids?: Hot Sheet and Resource Paper (August 1998)
- Developing Resiliency: Hot Sheet and Resource Paper (February 1998)
- Suicide: Hot Sheet and Resource Paper (April 1997)
- School Yard Bullying: Hot Sheet and Resource Paper (April 1997)
- Guns in Schools: Hot Sheet and Resource Paper (October 1997)
- The Role of School Psychologists in general education
CASP Membership Mailing List