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Description:

Attendees will be exposed to comprehensive, evidence-based, and practitioner friendly assessment models to effectively differentiate between language difference and disability (particularly Specific Learning Disability) for English Learner (EL) students and Attention Deficit Hyperactivity Disorder (ADHD) for Black students.  Additionally, participants will develop the skills necessary to effectively design culturally sensitive assessment batteries to validly assess culturally and linguistically diverse (CLD) students’ cognitive abilities, academic skills, and social, emotional, and behavioral functioning. Related to ADHD, specific emphasis will be placed on how rater characteristics influence diagnostic decisions.  An interactive workshop with multiple opportunities for active engagement, participants will be encouraged to consider the manner in which data are gathered throughout the assessment process and informs next steps for children and adolescents.  Implications for school-based psychological practice and influencing practice and policy decisions in local school divisions related to serving CLD students and families will be discussed.  Presented by Charles Barrett, Ph.D., NCSP in April of 2020. This individual webinar can be purchased for $25 (scroll down to purchase). The content in this webinar is intertwined with Domains 1, 2, 5, 6, and 8 of the NASP Practice Model. Schoolpsych.com’s recorded webinars are non-refundable. The target audience is school psychologists, and the skill level is intermediate. There is no conflict of interests or commercial support for this webinar. Attendees who complete this 1.5-hour webinar will receive 1.5 NASP-Approved CPD credit.

Speaker Bio:

A nationally certified school psychologist (NCSP) with Loudoun County Public Schools (LCPS), Charles is actively involved in the training and development of future psychologists through his roles as assistant director, internship supervisor, and chair of the Committee on Diversity for LCPS’ APA-Accredited Doctoral Internship in Health Services Psychology.  He also holds leadership positions within the National Association of School Psychologists (NASP), including co-coordinator of the Bilingual Interest Group, co-chair of the African American Subcommittee, chair of the Social Justice Committee, and Virginia Delegate to the NASP Leadership Assembly.  Charles currently serves as adjunct faculty in the Department of Psychology at Northern Virginia Community College and the Graduate School of Education at Howard University. 

Learning Objectives:

1. Attendees will develop the necessary skills to make data-based decisions in order to more effectively serve CLD students and families

2. Attendees will develop the necessary skills to design appropriate batteries to assess CLD students’ cognitive abilities and academic skills

3. Attendees will learn best practice recommendations for the comprehensive assessment of Attention Deficit Hyperactivity Disorder

4. Attendees will learn how rater characteristics such as race, acculturation, and SES influence diagnostic decisions

5. Through the lens of social justice, attendees will learn the implications for equitable school-based psychological practice and policy, including teaching and assessing CLD students

Attendee Feedback:

“An excellent overall picture of the dynamics involved in the assessment of linguistically diverse students. Great job!” -Carlos

“It was very in depth regarding bilingual student assessment. I learned a lot about interpreting results and appreciated the suggestion of the CLIM matrix.” -Caley

“This was a really informative presentation! Dr. Barrett has a lot of knowledge on these topics and I am also currently reading his book. I am glad he touched on the idea of not just giving the same tests to every student and really choosing test batteries based on each student’s unique characteristics and skills. I am lucky to work for a district where I have access to a large amount of assessment tools. I like how the CLIM was touched on as a useful tool, but not using it as the only source of information when assessing EL students. I also love how Dr. Barrett talked about carefully interpreting rating scales and thinking about more than just the scores-consider the actual rater as well.” -Brittany

“I really enjoyed how Dr. Barrett broke down the concepts and gave good examples to help solidify the concepts.” -Kellee

“The presentation was interesting overall and included useful information for assessment and practice of school psychology with students of varying cultural and linguistic backgrounds.” -Marie

“Engaging, stays on topic, presents a lot of relevant information. I wish he had been one of my professors in grad school!” -Jennifer

“Excellent – thoroughly enjoyed. Very informative!” -Christine

“Made a lot of good points and areas to address when looking at assessment with CLD students” -Rachel

“This information was presented in a very straight-forward, factual way and explained in a way that was easy to understand.” -Elizabeth

“It is always a pleasure to listen to Dr. Barrett, as his passion for children and school psychologist radiates through this work. I don’t have any feedback for improvement at this time.” -Natalie

Course Information

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