Study Guide
Field 133: School Psychologist
Test Design and Framework
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The test design below describes general assessment information. The framework that follows is a detailed outline that explains the knowledge and skills that this test measures.
Test Design
*Does not include 15-minute C B T tutorial
Test Framework
| subareas | range of competencies |
approximate percentage of test |
|
|---|---|---|---|
| Selected-Response | |||
| roman numeral 1 | development, learning, and diversity | 0001to0003 | 26 percent |
| roman numeral 2 | meeting individual, group, and schoolwide needs | 0004to0008 | 42 percent |
| roman numeral 3 | professional environment | 0009to0010 | 17 percent |
| this cell intentionally left blank. | 85 percent | ||
| subareas | range of competencies | approximate percentage of test | |
|---|---|---|---|
| constructed-response | |||
| roman numeral 4 | constructed-response assignment | 0011 | 15 percent |
subarea roman numeral 1–Development, Learning, and Diversity
Competency 0001–Apply knowledge of human development and behavior.
start italics The following topics are examples of content that may be covered under this competency. end italics
- Understand development in the cognitive, social and, or emotional, and language domains from early childhood through adolescence.
- Integrate knowledge of external factors (e.g., environmental; prior experiences; socioeconomic status; familial, cultural, and societal contexts; stress and trauma) that affect students' development across domains.
- Integrate knowledge of the internal factors (e.g., developmental, neuropsychological, physiological), social and cultural bases of behavior, and other variables that affect students' behavior (e.g., family and teacher expectations, temperament, self-perceived identities, medical, pharmacological).
- Demonstrate knowledge of variations in development and how development in one domain may affect performance in other domains.
- Apply knowledge of the influences of individual differences and diverse characteristics to promote development and learning from early childhood through adolescence.
Competency 0002–Apply knowledge of learning processes and responsive learning environments.
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- Demonstrate knowledge of factors that affect student learning (e.g., psychopathological, biological, social, cultural, gender-related, and linguistic factors; motivation; health; prior knowledge and experiences; socioeconomic status; teacher behaviors).
- Analyze the advantages and limitations of various types of learning environments and experiences for students with diverse strengths and needs.
- Modify learning environments to meet the diverse needs (e.g., physical, social and, or emotional, behavioral, cognitive, language, academic) of students with specified characteristics.
- Apply knowledge of classroom practices that promote student learning, positive student behavior, and school success.
Competency 0003–Apply knowledge of equitable practices for diverse student populations.
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- Demonstrate knowledge of ways in which the presentation of students' strengths and challenges may be affected by diverse characteristics (e.g., race, culture, ethnicity, language, religion, gender identity, sexual orientation, socioeconomic status, immigration status, exceptionality).
- Understand the impacts of personal biases on implementing strategies for promoting culturally responsive behaviors that affirm all students' humanity (e.g., diversity, equity, opportunity gap).
- Promote understanding of bias, stereotyping, prejudice, discrimination, and oppression, including how these issues may affect students.
- Analyze strategies for promoting effective functioning for students, families, and schools with diverse characteristics, cultures, and backgrounds through an ecological lens across multiple contexts.
- Foster students' understanding of self and others as well as strategies for providing interventions and, or supports in a culturally sensitive way.
- Foster an atmosphere of awareness, appreciation, and respect for diversity.
subarea roman numeral 2–Meeting Individual, Group, and Schoolwide Needs
Competency 0004–Apply knowledge of assessment principles and practices.
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- Apply knowledge of the characteristics, benefits, and limitations of formal and informal assessment instruments as well as procedures used for screening, diagnosing, planning, and evaluating individual progress in various domains.
- Demonstrate knowledge of psychometric properties of testing instruments (e.g., various types of reliability and validity, acceptable levels of reliability and validity, measurement error, standardization) and the implications for assessment selection.
- Evaluate outcome data utilizing test measurement concepts (e.g., mean, standard deviation, percentages) and various types of scores (e.g., z-scores, age- and grade-equivalent scores, percentiles, standard scores), their correlations, and their implications for interpreting test results.
- Apply standardized procedures for administering various types of assessments for children and adolescents who may require special education, early childhood intervention, gifted education, or other services or interventions.
- Evaluate legal and ethical guidelines and key issues in assessment (e.g., bias, generalizability, special considerations in the assessment of toddlers) and the use of nondiscriminatory assessment strategies for students who are culturally and linguistically diverse.
- Synthesize assessment results in ways that provide reliable and valid data for planning instruction, interventions, and environmental modifications to help students with diverse strengths and needs to achieve desired goals.
Competency 0005–Apply knowledge of principles and practices related to data-driven decision making.
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- Apply knowledge of procedures for collecting and reviewing comprehensive information in regard to early intervention services, initial referrals, and reevaluation.
- Apply knowledge of how to interpret and communicate assessment results clearly to assist the multidisciplinary team in developing and evaluating the effectiveness of interventions and services.
- Apply knowledge of how to use and provide information from various assessment models to help the multidisciplinary team address referral questions and make appropriate educational placement and programming recommendations for students with diverse strengths and needs.
- Apply knowledge of when and how to use interactive assessment procedures that directly inform interventions.
- Analyze informal and formal assessment data to determine the presence and nature of a student's giftedness, including the identification of students who are gifted from culturally and linguistically diverse backgrounds.
- Analyze informal and formal assessment data to determine the presence, nature, and severity of a student's disabilities, current level of academic performance (e.g., specific strengths and needs, mastered and unmastered skills), and mental health needs for purposes of making a recommendation for eligibility for services.
Competency 0006–Apply knowledge of how to identify academic, mental health, and behavioral challenges and implement effective interventions and supports.
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- Plan how to select, adapt, and develop curriculum-based assessments and measurements (e.g., portfolios, observations, writing samples, interviews) to identify student learning needs.
- Synthesize knowledge of effective instructional supports and intervention methods within the context of evidence-based curricula and instructional strategies for promoting all students' academic skill development.
- Explain the behavioral and emotional impacts on learning, and provide evidence-based mental and behavioral supports and interventions.
- Apply knowledge of how to use functional behavioral assessment (F B A) information to help develop appropriate behavior intervention plans (B I Pees) and behavioral goals for Individualized Education Programs (I E Pees).
- Evaluate the components of I E Pees, including annual goals, instructional setting or placement, related services, assistive technologies, and testing modifications or accommodations.
- Apply knowledge of the general procedures and legal requirements for developing educational support plans, such as an I E P or a B I P, for students with disabilities who may require early childhood intervention, special education, or other services.
Competency 0007–Apply knowledge of schoolwide practices that promote learning in the context of safe and supportive schools.
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- Apply knowledge of various strategies for gathering information related to schoolwide needs.
- Interpret various school data to identify areas of strength and need in the school environment.
- Apply knowledge of principles and research related to social and, or emotional well-being, resilience and risk factors in learning, and mental and behavioral health.
- Analyze preventive and responsive services that enhance students' learning, mental and behavioral health, and psychological and physical safety.
- Apply knowledge of evidence-based strategies for creating safe and supportive schools, including positive behavioral interventions and supports (P B I S).
- Apply knowledge of how to implement effective crisis prevention, protection, mitigation, response, and recovery in accordance with the principles of the National Association of School Psychologists (N A S P) P R E P A R E model.
Competency 0008–Apply knowledge of program management, research, and evidence-based practice.
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- Apply knowledge of research methodology and design (e.g., single subject, quantitative, qualitative), statistical procedures, and data analysis for evaluating published research and for planning and conducting program evaluations for the purpose of improving services.
- Apply knowledge of methods for evaluating, selecting, and using assessment instruments and techniques in support of program- or systems-level evaluation.
- Analyze strategies for using data in evaluating outcomes of school psychology services and facilitating accountability.
- Apply knowledge of the use of various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the program level.
subarea roman numeral 3–Professional Environment
Competency 0009–Apply knowledge of principles and processes for effective consultation and collaboration.
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- Demonstrate knowledge of skills for communicating effectively and for facilitating communication with all appropriate stakeholders (e.g., students, school personnel, families, community professionals, service providers).
- Decide on ways to communicate clearly with diverse stakeholders, including the use of technological tools, to enhance consultative and collaborative processes.
- Synthesize principles and research related to family systems, strengths, needs, and cultures as well as evidence-based strategies for supporting positive family influences on children's learning and mental and behavioral health.
- Choose strategies for establishing family–school partnerships and for collaborating with community agencies to enhance academic, social and, or emotional, and behavioral outcomes for students.
- Analyze the use of interpersonal skills (e.g., active listening, conflict resolution, group facilitation) and factors related to cultural diversity in the consultative process.
- Analyze strategies for using a problem-solving approach in consultation and collaboration to promote change at the individual, classroom, building, and district levels.
Competency 0010–Apply knowledge of legal, ethical, and professional practice for school psychologists.
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- Describe the organization and operation of schools and school systems, including general education, special education, and other educational and related services.
- Apply knowledge of the philosophical and historical foundations of education and psychology as well as school psychology service delivery models and methods.
- Examine the school psychologist's roles and responsibilities in various contexts as well as the school psychologist's professional identity, including professional behaviors such as accountability, advocacy, respect for diversity, and commitment to social justice and equity.
- Integrate the ethical, legal, and professional standards for school psychologists in order to provide school psychology services consistent with these standards.
- Apply knowledge of the Individuals with Disabilities Education Improvement Act (I D E A) (e.g., related to due process, confidentiality, special education timelines, discipline, least restrictive environment [L R E], and graduation requirements) to help ensure equity and a free appropriate public education (F A P E) for all students, including students who are culturally and linguistically diverse.
- Understand how strategies for participating in ongoing professional development (e.g., self-assessment, participation in state and national professional organizations and professional learning communities [P L Sees]), as well as knowledge of various information and technological resources, improve professional practice and enhance the quality of services for students and families.
subarea roman numeral 4–Case Study
Competency 0011–Synthesize data and other relevant information to identify a student's area of need and design an asset-based, multicultural approach to meeting the student's need.
start italics The following topics are examples of content that may be covered under this competency. end italics
- Synthesize formal and informal assessment data and additional information (e.g., Individualized Education Program [I E P], work samples, teacher observations, behavioral observations, medical information) to identify an area of need for a given student.
- Create comprehensive, data-driven intervention plans for a student to address their academic or behavioral needs.
- Develop strategies for involving a student's family in advocating for educational or behavioral supports and, or interventions.
- Recommend strategies for improving a student's progress in areas of weakness by utilizing their strengths.
- Evaluate strategies for determining the effectiveness of a data-driven intervention.