Socio-emotional/Mental Health Screeners in K-12 schools in California


The purpose of this survey is to collect information regarding the use of socio-emotional/mental health screeners in K-12 schools in California. Questions will address the use of socio-emotional/mental health screeners prior to school closures, during school closure/remote learning, and re-opening of schools/post school closures.
The survey will take approximately 15 minutes to complete. Participants will have the ability to skip questions or discontinue the survey at any time.

Participants will have the option to enter into a raffle through a different survey link provided at the end of this survey.

This survey forms part of my thesis study for the completion of the Education Specialist degree in School Psychology which is under the department of Advanced Studies in Education and Counseling with the College of Education at California State University, Long Beach. Should you have any questions please reach out to carmen.ramirez@student.csulb.edu.
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Promoting Effective, Relevant, and Equitable Consultation Practices in Schools


We are looking to recruit full-time school psychologists who have practiced within the last year in the United States and who spend at least 10% of their professional time providing consultative services. The purpose of this study is to conduct an updated national survey to assess (a) school psychologists’ training, practices, and beliefs (e.g., competence, self-efficacy) related to school consultation and (b) teacher and school personnel’s experiences as consultees during the consultation process within our contemporary context. This survey portion of the study will take about 20 – 25 minutes of your time and addresses a range of areas including (a) participant and program training demographics; (b) characteristics of your pre-service and post-graduate training related to consultation (generally and specific to teleconsultation, implementation science, system-level consultation, school-family partnerships, and multicultural and social justice-oriented consultation); (c) characteristics of your consultation practices (generally and specific to the aforementioned areas); and (d) your perspectives on challenges/obstacles and necessary supports to strengthen consultation training and practice in schools. As a school psychologist who engages in consultation in schools, your perspective on consultation training and practice issues is critical to meet the diverse needs of U.S. schools and as our field seeks to adopt social justice as a core value in training, research and practice.
In lieu of direct payment/incentive to participants, the research team will make a $2 donation to the NASP-ERT Minority Scholarship Program for every survey that is completed (up to a maximum gift of $1,000). Following completion of the online questionnaire, participants will have the option to enter their contact information in a separate database to be entered into a raffle to win one of two sets of the NASP Best Practices in School Psychology book volumes and asked if they would be interested in participating in a virtual focus group during Winter 2022-23.

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IEP Considerations


This study involves research where you are being asked to participate in an investigation of IEP procedural process for the purpose of completing my dissertation. This survey consists of 2 vignettes, demographic information, and a questionnaire. There is not direct benefit for this study, however, this study has the potential to inform policy, inform procedural practices in IEP formulations, aid in educational equity among students, and contribute to the literature.

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Specific Learning Disability Identification Decision Making


The study is examining school psychologists’ decision-making regarding identification of students with Specific Learning Disabilities (SLD). If you choose to participate, you will be asked to review SLD identification criteria and a vignette describing hypothetical student evaluation data. Please consider spending approximately 20 minutes to complete the study. Your participation will be anonymous. Each 10th participant will earn a $20.00 gift card.

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Stakeholder Perspectives on Specific Learning Disability Eligibility Models


We are conducting survey research on Specific Learning Disability (SLD) eligibility models in California. We are interested in the type of model used your district and how different IEP team members understand the model. We also want to better understand your opinions about how useful assessment data are for making eligibility decisions.  Our survey is applicable to school psychologists, special education administrators, teachers, and any other member of the IEP team. Participation is completely voluntary and must not be required by your employer or any entity. Our survey will remain open through June 2023. This survey will take approximately 37 minutes to complete.

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Systems Level Consultation Practitioner Survey


The Systems Level Consultation Practitioner Survey is intended to collect information about school psychologists’ engagement in systems-level consultation at the school building or district level and the various factors that may impact engagement including training/preparation, opportunities to participate, case load, and desire. Responses will also provide information about the competencies and skills that school psychologists think are necessary to provide systems-level consultation. This survey research will advance the profession’s understanding of the competencies, graduate preparation, and ongoing professional learning needed for involvement in systems-level service delivery.

The study will be conducted from May 1, 2022 until July 31, 2022, or until a random normative sample has been achieved from respondents. A summary of all results is projected to be published no later than December 31, 2022.

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An Investigation Into the Systemic Pressures That Influence the Assessment Practices of Credentialed California School Psychologists


You are being asked to participate in a study, which has been designed to investigate and analyze the factors that influence the assessment practices of credentialed California School Psychologists. The study is unique in that it will seek to understand those factors related to both the school and district level, while analyzing the impact of such factors upon the application of ‘best scientific practices’ for accurate assessment. A compendium of best scientific practices – as noted by federal and state laws – will provide the context for validity, reliability, and legality of all actions when utilized to identify students for special education services in the K-12 academic environment.

The study will be conducted from May 1, 2022 until July 31, 2022, or until a random normative sample has been achieved from respondents. A summary of all results is projected to be published no later than December 31, 2022.

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