Position Papers

Kid with puzzle

The Role of Pragmatics in the Assessment of Autism Eligibility

The intent of this paper is to clarify the meaning of the language used in the autism eligibility criteria as described in the California Education Code (Cal. Educ. Code § 56320 (b)(1)). There has been ongoing discussion among various educational professionals across school districts regarding the current criteria for autism

Read More

Online Psychoeducational Assessments

There are a handful of companies that are currently marketing online psychoeducational assessments to school districts within California. Some of these companies are training “aides” who sit next to the students during these online assessment processes. The California Association of School Psychologists (CASP) has concerns about this practice.A shortage of

Read More
Student Intern

Internship Placements (Adopted by CASP 3/2003)

The CASP Board acknowledges the critical importance of the internship as the culminating fieldwork experience of school psychology trainees. The internship provides a unique opportunity for school psychology candidates to demonstrate field-based competence in the learning goals of their respective training programs. As such, it is important that internship placements

Read More
School Chairs

School-Based Mental Health: School and Community Partnerships

n order to address rising mental health issues, federal and state governments, as well as Local Education Agencies (LEAs), need to invest in capacity building that includes developing comprehensive infrastructures to provide mental health services for all children and youth. Meeting the mental health needs of students is challenging for

Read More
Children in classroom

Social Justice and Anti-Systemic Racism Practices

Social Justice is both a process and a goal that requires action. School psychologists work to ensure the protection of the educational rights, opportunities, and well-being of all children, especially those whose voices have been muted, identities obscured, or needs ignored. Social justice requires promoting non-discriminatory practices and the empowerment

Read More
Virtual Assessment

Mandated Special Education Assessments During the Covid-19 Shut Down

At this time there is a great deal of uncertainty and many questions regarding how California School Psychologists should proceed with respect to mandated Special Education assessments. Given this unprecedented situation, CASP is recommending the following answers to questions received from our membership based on Federal and State laws, regulations

Read More
School Psychologist assessment

School Psychologists and Response to Intervention

The California Association of School Psychologists Board of Directors supports the implementation of systems that provide students with multiple tiers of support to meet both academic, social-emotional and behavioral needs. The purpose of this paper is to outline the essential knowledge and skills that school psychologists need to actively participate

Read More
School Bus

CASP Statement on Guns in Schools

It is time to acknowledge that access to guns plays an important role in many acts of serious violence in the United States. Multiple lines of research have demonstrated a clear connection between local availability of guns and gun-related violent behaviors, with estimates of close to 2 million children and

Read More
Teacher with students

Functional Behavior Assessment in California Schools

The Individuals with Disabilities Education Act (IDEA) assures that children with disabilities receive a free and appropriate public education (FAPE) in the least restrictive environment, including those with interfering problem behaviors. To ensure students received these rights, the IDEA established, under the U.S. Department of Education, the Positive Behavioral Interventions

Read More
Psychologist making an assessment

Specific Learning Disabilities and Patterns of Strengths and Weaknesses

CASP adopted this position paper March 31, 2014 to assist school psychologists and their districts in moving beyond the Severe Discrepancy Model in the identification of students with Specific Learning Disability (SLD). CASP took the position supporting a comprehensive evaluation that describes a student’s Pattern of Strengths and Weaknesses (PSW)

Read More
Scroll to Top

Join a Committee

Subscribe to the CASP Weekly Newsletter