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 and the meaning of the …
The Role of Pragmatics in the Assessment of Autism Eligibility Read More »
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 school psychologists currently exists in …
On March 13, 2020, Governor Newsom signed Executive Order N-26-20 requiring the California Department of Education (CDE) to issue guidance for Local Educational Agencies (LEAs) responding to COVID-19 issues. This included ensuring students with disabilities (SWD) receive a free appropriate public education (FAPE) consistent with their individualized education program (IEP) and meeting other procedural requirements …
School Psychology Practice during COVID Series #1 – Assessment Guidance Read More »
Researchers report that 75-80% of school-age children in need of mental health services do not receive them. Of those who do receive mental health services, 70-80% receive mental health services in school.1 Schools are a natural access point for mental health services; school psychologists are mental health providers trained to support students, parents, and staff …
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 and best practices of the …
Mandated Special Education Assessments During the Covid-19 Shut Down Read More »
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 in the academic supports that …
School Psychologists and Response to Intervention Read More »
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 & Supports (PBIS) Technical Assistance …
Functional Behavior Assessment in California Schools Read More »
CASP is not a regulatory body. If you have a complaint regarding a school psychologist, please visit the California Commission on Teacher Credentialing website. If you have a complaint about a licensed educational psychologist please visit the Board of Behavioral Sciences Website.
Weekly Newsletter
Connect with CASP