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Assessing Students’ Skills Using a Nontraditional Approach

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A Practical Guide to Building Professional Competencies in School Psychology

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Abstract

Currently, within the field of school psychology, a shift in service delivery models is occurring. Whereas school psychology had been dominated by a refer-test-report (and place) delivery model (Reschly & Yssedyke, 2002), recent legislation has facilitated a change in service delivery to include a response to intervention (RtI) model (Brown-Chidsey & Steege, 2005). Practicing within this service delivery model both allows and requires school psychologists to expand their range of skills and the services they offer (Oakland & Cunningham, 1999), specifically increasing their use of nontraditional assessment measures. This need to increase school psychologists’ competencies in nontraditional assessment measures within a problem-solving, outcome-driven model provides the context for this chapter.

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Author information

Authors and Affiliations

  1. The University of Wisconsin-Whitewater, Whitewater, WI, USA

    Christine E. Neddenriep

Authors
  1. Christine E. Neddenriep
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  2. Brian C. Poncy
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  3. Christopher H. Skinner
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Corresponding author

Correspondence to Christine E. Neddenriep .

Editor information

Editors and Affiliations

  1. , College of Social and Behavioral Science, Walden University, Minneapolis, 55401, Minnesota, USA

    Timothy M. Lionetti

  2. , Department of Professional Studies, Edinboro University of Pennsylvania, Butterfield Hall 217, Edinboro, 16444, Pennsylvania, USA

    Edward P. Snyder

  3. Cognitive Health Solutions, LLC, West Elm Avenue 1201, Hanover, 17331, Pennsylvania, USA

    Ray W. Christner

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Neddenriep, C.E., Poncy, B.C., Skinner, C.H. (2011). Assessing Students’ Skills Using a Nontraditional Approach. In: Lionetti, T., Snyder, E., Christner, R. (eds) A Practical Guide to Building Professional Competencies in School Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-6257-7_6

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