What is a School Psychologist?
When I tell people my job title, the most common response I receive is, "So, you're like a School Counselor?" Many times, people think School Psychologists and School Counselors are interchangeable. Or, they may believe that School Counselors have more to do with scheduling classes and college visits, and School Psychologists give I.Q. tests and other individual assessments. While both of those last statements are technically true, there is more that defines the roles of a School Psychologist and a School Counselor.
School Psychologists are credentialed educators who have, at minimum, a Bachelor's degree (often in Psychology or a related field), a Master's Degree in Educational or School Psychology, followed by an Educational Specialist (Ed.S.) level of training (80 total graduate semester hours). School Psychologists may have prior work experience in the mental health field, and most have not been teachers. Counselors, on the other hand, typically work as classroom teachers for at least two years and then obtain a Master's degree in School Counseling.
School Psychologists are often involved in special education evaluations (where the I.Q. evaluations come in to play), but we work to help students in other ways, too. School Psychologists are trained to help in schools through activities such as: providing counseling to students for mental health concerns, facilitating academic/behavioral skills groups, identifying and addressing barriers to learning, consulting with teachers to improve classroom management or student interventions, providing community contacts for services outside of school, enhancing home-school collaboration, collecting and analyzing individual and school-wide data with regard to student improvement and accountability, and providing crisis response. Check out this handout to learn more:
School Psychologists are credentialed educators who have, at minimum, a Bachelor's degree (often in Psychology or a related field), a Master's Degree in Educational or School Psychology, followed by an Educational Specialist (Ed.S.) level of training (80 total graduate semester hours). School Psychologists may have prior work experience in the mental health field, and most have not been teachers. Counselors, on the other hand, typically work as classroom teachers for at least two years and then obtain a Master's degree in School Counseling.
School Psychologists are often involved in special education evaluations (where the I.Q. evaluations come in to play), but we work to help students in other ways, too. School Psychologists are trained to help in schools through activities such as: providing counseling to students for mental health concerns, facilitating academic/behavioral skills groups, identifying and addressing barriers to learning, consulting with teachers to improve classroom management or student interventions, providing community contacts for services outside of school, enhancing home-school collaboration, collecting and analyzing individual and school-wide data with regard to student improvement and accountability, and providing crisis response. Check out this handout to learn more:
I am interested in having my child tested. What should I do?
Typically, the first step in addressing student's academic and behavioral concerns is to work with the Problem Solving Team (PST) to develop targeted interventions, and establish accommodations which are delivered within the general education setting. We start with this step for a number of reasons. Best practice dictates that students' needs be met in the least restrictive environment. Educational services are provided on a continuum based on individual student needs. The least restrictive environment (general education) provides the most opportunity for a student to be with typically developing peers. A more restrictive environment would be Special Education services provided within the general education classroom. Moving down the continuum would be Special Education services provided in a separate classroom (special education room) and ending with Special Education services provided in a separate school. If a student is able to be successful in the general education setting, that is the best placement for him or her.
If after participation in the PST process, the student does not make adequate progress through documented interventions, Special Education assessment may be considered. A number of factors go into the decision to test a student for Special Education. The student's response to interventions, current grades, attendance and academic history, and performance on standardized assessments are considered. Students who ultimately qualify for Special Education services are typically performing academically in the lowest 15% of students in their grade across the United States.
If, after considering this information, you would like to request that your child be evaluated and considered for placement in Special Education, please contact the School Psychologist.
If after participation in the PST process, the student does not make adequate progress through documented interventions, Special Education assessment may be considered. A number of factors go into the decision to test a student for Special Education. The student's response to interventions, current grades, attendance and academic history, and performance on standardized assessments are considered. Students who ultimately qualify for Special Education services are typically performing academically in the lowest 15% of students in their grade across the United States.
If, after considering this information, you would like to request that your child be evaluated and considered for placement in Special Education, please contact the School Psychologist.
My child is not yet of school age, but I have concerns with his development. What help is available?
Many parents are surprised to find out that the school district provides special education services for qualified children from birth through age 21. Early intervention is crucial to the success of our littlest learners! If you have concerns about your infant, toddler, or preschool age child in the areas of speech/language, cognitive development, social development, or gross or fine motor skills, please contact the school district for a screening at 402.238.3044.
What's the difference between ADD and ADHD?
ADHD stands for Attention Deficit Hyperactive Disorder. People have come to think of ADD as a disorder similar to ADHD, but without the hyperactive behavior component. Actually, the Diagnostic and Statistical Manual, Fifth Edition (DSM-V), which is used to diagnose this disorder, does not include the term ADD for classification. Instead, ADHD is broken down into three types: Primarily Inattentive (what people think of when they hear ADD), Primarily Hyperactive-Impulsive Type, or Combined Type. Despite this technicality in terminology, plenty of teachers, parents, and occasionally even medical staff still use the term ADD, so if you forget, rest assured you're in good company and most everyone will still know what you mean!
I think that my child may have ADHD. How can I have her tested for this?
Attention Deficit Hyperactivity Disorder (either Primarily Inattentive Type, Primarily Hyperactive-Impulsive Type, or Combined Type) is a medical/clinical diagnosis given by your child's healthcare provider. However, if you are concerned that your child may have this disability, the school can help gather information that may be useful to your healthcare provider in making this determination. Information from classroom observations, school records, and checklists can be a good place to start when considering this diagnosis for your child. Please contact your School Psychologist for more information. The Specific Areas of Concern page also contains helpful links and information about ADHD.
If my child receives an ADHD diagnosis, will he/she need medication?
The decision to medicate a child with an ADHD diagnosis is a personal one, and one that no parent arrives at without considerable thought. Only a physician is qualified to make this recommendation, and parents are encouraged to talk with their child's medical care provider to make this determination. Research has consistently demonstrated that a combination of medication and behavioral therapy has the greatest positive effect on children with ADHD, greater than the effects of either medication or behavioral strategies alone.
ADHD is widely believed to be caused by a chemical imbalance in the brain, and therefore, medication is often needed to correct this imbalance. Specifically, ADHD is thought to be related to the presence or lack of specific neurotransmitters in the brain. Stimulant medication works by increasing the available dopamine in the brain. All stimulants are classified as being one of two types: either a methylphenidate or an amphetamine product . While stimulants are generally the first choice in medication for ADHD, there is not a standard recommendation over which of the two types to try first. Sometimes medications are chosen by the method of administration (liquid, pill that can be opened and sprinkled on food, pill that must be swallowed, or patch) or the length of time they remain in one's system (4 hours or upwards of 12 hours). Finding the right medication, scheduling, and dosage for an individual involves trial and error, whereby a medication is administered for a few weeks, noting its effectiveness and any side effects, and the medication, timing, and dosage can be adjusted if the desired results are not obtained. Stimulant medications do include side effects (loss of appetite/weight and sleeplessness are most common). Some side effects, such as a temporary change in personality, warrant immediate discontinuation of that medication. Stimulants aren't appropriate for every child (particularly those with heart conditions, or severe depression or anxiety). The benefit of stimulants is that they do work well for most children and they do so very quickly (within a day or two). Because they are in and out of the system so rapidly, they can be taken only on the days the child needs them.
There are other medications (the non-stimulant atomoxetine or medications generally used for other disorders such as depression or hypertension) that can also be prescribed for ADHD if your child is not a good candidate for stimulant medication, or if stimulant medications cause unmanageable side effects or prove to be ineffective for your child. These medications affect the brain differently than the stimulant group. They also take longer to become established in a person's system, so results are generally not as quick or dramatic, and must be taken consistently over time to maintain a therapeutic level in one's body. Your doctor is the best source of information on ADHD medications and can explain all options available for your child. Whether you decide to use medication to treat your child's ADHD or not, the school will work with you to develop a plan of accommodations to address your child's unique learning needs.
ADHD is widely believed to be caused by a chemical imbalance in the brain, and therefore, medication is often needed to correct this imbalance. Specifically, ADHD is thought to be related to the presence or lack of specific neurotransmitters in the brain. Stimulant medication works by increasing the available dopamine in the brain. All stimulants are classified as being one of two types: either a methylphenidate or an amphetamine product . While stimulants are generally the first choice in medication for ADHD, there is not a standard recommendation over which of the two types to try first. Sometimes medications are chosen by the method of administration (liquid, pill that can be opened and sprinkled on food, pill that must be swallowed, or patch) or the length of time they remain in one's system (4 hours or upwards of 12 hours). Finding the right medication, scheduling, and dosage for an individual involves trial and error, whereby a medication is administered for a few weeks, noting its effectiveness and any side effects, and the medication, timing, and dosage can be adjusted if the desired results are not obtained. Stimulant medications do include side effects (loss of appetite/weight and sleeplessness are most common). Some side effects, such as a temporary change in personality, warrant immediate discontinuation of that medication. Stimulants aren't appropriate for every child (particularly those with heart conditions, or severe depression or anxiety). The benefit of stimulants is that they do work well for most children and they do so very quickly (within a day or two). Because they are in and out of the system so rapidly, they can be taken only on the days the child needs them.
There are other medications (the non-stimulant atomoxetine or medications generally used for other disorders such as depression or hypertension) that can also be prescribed for ADHD if your child is not a good candidate for stimulant medication, or if stimulant medications cause unmanageable side effects or prove to be ineffective for your child. These medications affect the brain differently than the stimulant group. They also take longer to become established in a person's system, so results are generally not as quick or dramatic, and must be taken consistently over time to maintain a therapeutic level in one's body. Your doctor is the best source of information on ADHD medications and can explain all options available for your child. Whether you decide to use medication to treat your child's ADHD or not, the school will work with you to develop a plan of accommodations to address your child's unique learning needs.
Can the school test for dyslexia/dysgraphia/dyscalculia?
Dyslexia, dysgraphia, and dyscalculia are specific disorders affecting one's ability to perform reading, writing, and mathematical calculations, respectively. School Psychologists are trained to conduct assessments that identify students with one of 13 possible educational disabilities (see Special Education). Of the 13 possible categories to qualify for Special Education services, the Specific Learning Disability category encompasses dyslexia, dysgraphia, and dyscalculia. An evaluation conducted by the School Psychologist could result in a diagnosis of one of these disabilities, and your child would receive services under the Specific Learning Disabilty category if the disability shows a significant impact on their educational progress. If your child has been identified with one of these disorders from an outside evaluator, your child may also qualify for Special Education services under the Specific Learning Disability category.
You can read more on Dyslexia in Nebraska schools in the Technical Assistance document for Dyslexia put out by the Nebraska Department of Education.
You can read more on Dyslexia in Nebraska schools in the Technical Assistance document for Dyslexia put out by the Nebraska Department of Education.
What is the difference between an educational verification of Autism and a clinical diagnosis?
School Psychologists use Nebraska Rule 51 (the state special education law) to determine whether a child meets the eligibility requirements for special education as a student with Autism, whereas Clinical Psychologists follow a medical model and use the Diagnostic and Statistical Manual, Fifth Edition (DSM-V) to diagnose individuals as being on the Autism Spectrum. Rule 51 and the DSM-V have similar, but different, requirements. Therefore, some students may meet the educational verification requirements for special education under the Autism category, but do not have a clinical diagnosis, or vice versa. Many students carry both an educational verification and a clinical diagnosis. If you suspect that your child has Autism, it is recommended that you seek both school-based and clinically-based evaluations simultaneously. Many students with Autism receive both school-based interventions in addition to interventions funded through their child's health insurance plan.
I am having problems with my child at home and feel so overwhelmed. How can you help me?
Parenting is the toughest job out there- but fortunately, there are resources available to help! The School Psychologist can help guide you in the right step, whether you are interested in private counseling, coping with your child's behavior concerns at home, or managing your child's frustration with homework. Contact your School Psychologist for referrals to outside agencies or for help within the school system. If you feel unable to cope and need immediate assistance, please contact the Nebraska Family Helpline at 1-888-866-8660.
What is the purpose of the intelligence test?
Cognitive assessments (IQ tests) are administered to gain information about a student's strengths and weaknesses in processing information, and to estimate their overall potential for academic success. The tests are designed to be a predictor of how well a student will learn new information. It is important to understand that these tools are quite effective at evaluating one's performance on very specific and important skills, but IQ tests do not measure all facets of intelligence. They do not measure traits such as creativity, motivation, effort, and persistence. Intelligence tests cannot predict later life outcomes. They are a reflection of one's ability to complete very specific tasks at one moment in time. We do know that IQ scores do not typically change significantly after a child reaches school age, but there are rare factors which may cause this to occur. IQ scores must always be interpreted alongside other available information, such as a student's behavior, academic performance, and developmental history to obtain the most complete picture of the child.
How can I contact you?
Usually, the best way to reach me is through email, as I travel around the district, in and out of classrooms, and work with students during the school day- just click the link below. If you'd rather talk in person, you can email me with the best number to call you back, or give it a try and contact me by phone at Bennington Elementary, at 402.238.2690.
