School Psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence based strategies that promote learning and mental health. (2010 National Association of School Psychology standards )
Demonstration of Knowledge and Evidence of Proficiency: Courses in which I have learned the necessary skills for applying this standard include: PSY 623 (Childhood and Adolescent Psychopathology) focuses on ecological/contextual contributions to development of interventions for children with special needs, in both special and general education settings. and PSY 625 (Academic Functioning) The course provides tools to perform interventions which require tools and strategies to prevent and/or re-mediate problems, My course based knowledge comes mostly from PSY 629 (Behavior Management and Evidence-Based Intervention) learning about assessment and intervention in an integrated manner. , PSY 701 (Integrating Evaluation and Report Writing) focuses on students' achieving competence in interpreting full test batteries , and PSY 749 (Practicum) which provided me the information on evidence based strategies that promote learning. Finally, in Consultation (PSY 660) I work with teachers and other school personnel to design a plan to improve the classroom environment.
Demonstration & evidence of professional competency: As evidence of professional competency, I have included a consultation report on indirect delivery of services designed to help students, teachers, administrators, and parents from Consultation (PSY 660). The problem is identified in this case as a multilevel problem (both academic delays and disruptive behavior) making it difficult for the teacher to maintain classroom structure. Additionally, I have included classroom strategies and resources to maintain a positive classroom environment. I conducted a follow-up to check effectiveness of consultation in the classroom, and teacher reported positive behavior and positive environment. Currently, we are continuing interventions and implementing positive reinforcement. Finally, I have included a literature review from Practicum (PSY749) providing an overview of behavioral interventions for aggression in schools, social aggression, anger as a precursor to aggression, and Trouble-shooting behavioral intervention techniques that could be used in the school setting. The goal is that each student will report positive behavior, help peers with difficult task, and share materials. Students will report their classmate’s pro-social behaviors instead of inappropriate behaviors. Each student had to write at least three notes to a different student during the week. To encourage student’s participation, teacher announced that once the class reached the designated peer praise note goal, the class would have a Pizza Party (e.g., chips, outdoor games, a video and popcorn). Each day the students were given 5 minutes prior to the start of peer activity time to write their praise notes. The teacher then collects the notes, reviewed them for content, and gave them to the students. She also would tally the praise notes and add them to the class goal chart for the party.
It is easy to expand these techniques beyond the one classroom; positive behavioral interventions, such as tootling, are methods of promoting and supporting appropriate student behaviors in all school settings. They also promote a positive environment that is conducive to learning. Tootling promotes a positive school environment by containing specific features such as providing a continuum of support focused on prevention, guiding educators in the proactive teaching of appropriate social behaviors, and peer monitoring. School wide, students are taught and reminded of the expectations consistently and they receive positive feedback when they are meeting the specified expectations (e.g., good job, positive encouragement etc.).