Skip to main content
SpringerLink
Log in

A Career in School Psychology: Some Themes, Many Variations

  • Chapter
  • First Online:
Women Leaders in School Psychology

  • 233 Accesses

Abstract

This chapter describes the journey of Carol S. Lidz, who began her career as a frontline School Psychologist in Monmouth County, New Jersey. As many in this volume, she had completed a mixture of clinical and school psychology studies, and entered the field while it was very much in its early stages. Guidelines and models were few and far between. Marriage moved her across the border to Pennsylvania, where she worked for a regional service that afforded opportunities to do supervision and develop a program for gifted students. During this time, she completed her doctorate at Rutgers University’s Graduate School of Applied and Professional Psychology. After interim work as a pediatric psychologist, she had an opportunity to design and develop a multidisciplinary team that provided services for special needs children enrolled in Head Start programs throughout Philadelphia (under the auspices of United Cerebral Palsy Association of Philadelphia and Vicinity), and, from there entered academia at Temple University. She was then offered an opportunity to design a new School Psychology program for Touro College in New York City. Her career focused on assessment of young children, with specific research and writing contributions to development of dynamic assessment and parent–child interaction.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Publications

Books

  • 1981: Improving assessment of schoolchildren. San Francisco, CA: Jossey-Bass (single author).

    Google Scholar 

  • 1987: Editor: Dynamic assessment: An interactional approach to evaluating learning potential. New York: Guilford.

    Google Scholar 

  • 1991: Practitioners’ guide to dynamic assessment. New York: Guilford (single author).

    Google Scholar 

  • 2000: Dynamic assessment: Prevailing models and applications. Co-edited with J. Elliott. Amsterdam: Elsevier.

    Google Scholar 

  • 2003: Early childhood assessment. Wiley (single author).

    Google Scholar 

  • 2007: Dynamic assessment in practice, with H. C. Haywood. Cambridge University Press.

    Google Scholar 

Chapters (Available for Download from researchgate.net)

  • 1983: Issues in preschool assessment. In B. Bracken & K. Paget (Eds.), Psychoeducational assessment of preschool children. New York: Grune and Stratton.

    Google Scholar 

  • 1987: Historical perspectives, introduction. In C. S. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potential. New York: Guilford.

    Google Scholar 

  • 1987: The preschool learning assessment device-extension of a static approach (with Catherine Thomas). In C. S. Lidz (Ed.), Dynamic Assessment: An interactional approach to evaluating learning potential. New York: Guilford.

    Google Scholar 

  • 1987: Cognitive deficiencies revisited. In C. S. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potential. New York: Guilford.

    Google Scholar 

  • 1991: Issues in preschool assessment. In B. Bracken (Ed.), Psychoeducational assessment of preschool children (revised). Boston, MA: Allyn and Bacon.

    Google Scholar 

  • 1991: MLE components and their roots in theory and research. In R. Feuerstein, P. S. Klein, & A. J. Tannenbaum (Eds.), Mediated learning experience (MLE): Theoretical, psychosocial, and learning implications. London: Freund.

    Google Scholar 

  • 1992: Dynamic assessment: Some thoughts on the model, the medium, and the message. In J. Carlson (Ed.), Cognition and educational practice: International perspective. Greenwich, CT: JAI Press.

    Google Scholar 

  • 1997: Dynamic assessment approaches. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary approaches to assessment of intelligence. New York: Guilford Press.

    Google Scholar 

  • 2000: Theme and some variations on the concepts of mediated learning experience and dynamic assessment. In A. Kozulin & Y. Rand (Eds.), Experience of mediated learning: The impact of Feuerstein’s theory in education and psychology (pp. 166–174). Amsterdam: Pergamon.

    Google Scholar 

  • 2000: The application of cognitive functions scale: A curriculum-based dynamic assessment for preschool children. In C. S. Lidz & J. Elliott (Eds.), Dynamic assessment: Prevailing models and applications. Amsterdam: Elsevier

    Google Scholar 

  • 2001: Multicultural issues and dynamic assessment. In L. A. Suzuki, J. G. Ponterotto, & P. J. Meller (Eds.), Handbook of multicultural assessment: Clinical, psychological, and educational applications (2nd ed., pp. 523–539). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • 2002: With G. M. Van der Aalsvoort, Reciprocity in dynamic assessment in classrooms: Taking contextual influences on individual learning into account. In G. M. van der Aalsvoort, W. C. M. Resing, & A. J. J. M. Ruijssenaars (Eds.), Learning potential assessment and cognitive training: Actual research and perspectives in theory building and methodology (pp. 111–144). Amsterdam: Elsevier/JAI Press.

    Google Scholar 

  • 2003: Dynamic assessment (learning potential testing, testing the limits). In R. Fernandez-Ballesteros (Ed.), Encyclopedia of psychological assessment (Vol. 1, A–L, pp. 337–343). London: Sage.

    Google Scholar 

  • 2003: Chapter on “Dynamic assessment of the developing cognitive functions”, co-authored with B. Gindis. In A. Kozulin, V. S. Ageyev, S. M. Miller, & B. Gindis (Eds.), Vygotsky’s theory of education in cultural context (99–116). New York: Cambridge University Press.

    Google Scholar 

  • 2005: The application of cognitive functions scale: A dynamic assessment procedure for young children. In O.-S. Tan & A. Seok-Hoon Seng (Eds.), Enhancing cognitive functions: Applications across contexts (pp. 77–101). Singapore: McGraw-Hill.

    Google Scholar 

Articles (Available for Download from researchgate.net)

  • 1977: Issues in the assessment of preschool children. Journal of School Psychology, 15, 129–135.

    Google Scholar 

  • 1979: Criterion-referenced measurement: The new bandwagon? Exceptional Children, 46, 131–132.

    Google Scholar 

  • 1980: Assessment for development and implementation of the IEP. School Psychology Review, 7, 207–211.

    Google Scholar 

  • 1982: Psychological assessment of the preschool disadvantaged child. Paper presented at the Annual International Convention of the Council For Exceptional Children, Houston, TX, April 11–16, EC143197.

    Google Scholar 

  • 1983: Emotional disturbance in preschool children. Teaching Exceptional Children, 15.

    Google Scholar 

  • 1983: Dynamic assessment and the preschool child. Journal of Psychoeducational Assessment, 1(1).

    Google Scholar 

  • 1984: Educational assessment; Educational mainstreaming; Early childhood education. Encyclopedia of psychology. New York: Wiley.

    Google Scholar 

  • 1986: Diagnostic implications of McCarthy Scale General Cognitive Index Binet IQ discrepancies for low-socioeconomic-status preschool children (with L. Ballester). Journal of School Psychology, 24, 381–383.

    Google Scholar 

  • 1986: Preschool assessment: Where have we been and where are we going? Special Services in the Schools, 2, 141–159.

    Google Scholar 

  • 1986: The Preschool Learning Assessment Device: A dynamic assessment for children ages 3–6. Preschool Interests, 1(3), 1 and 3.

    Google Scholar 

  • 1989: With J. Mearig. Commentary: A response to Reynolds. Journal of School Psychology, 27(1), 81–86.

    Google Scholar 

  • 1990: The Preschool Learning Assessment Device: A dynamic assessment procedure for use with preschool children. European Journal of Psychology, 5, 167–175.

    Google Scholar 

  • 1990: Overview of an optimal approach to early childhood assessment. Preschool Interests, 6(1), 1, 3–6.

    Google Scholar 

  • 1991: Consistency of mother-child interaction, using the Mediated Learning Experience Rating Scale (with L. A. Bond & L. G. Dissinger). Special Services in the Schools, 6, 145–165.

    Google Scholar 

  • 1992: Dynamic assessment: Some thoughts on the model, the medium, and the message. Learning and Individual Differences, 4(2), 125–136.

    Google Scholar 

  • 1992: Assessment of children and adolescents with physical disabilities. The School Psychologist, 46.

    Google Scholar 

  • 1992: Extent of incorporation of dynamic assessment in cognitive assessment courses: A national survey of school psychology trainers. Journal of Special Education, 26, 325–331.

    Google Scholar 

  • 1992: Preschool assessment practices: A national survey of preschool psychologists (with K. Kaplinski and S. Rosenfield). Early Childhood Interests, 8, 1–2 and 7–8

    Google Scholar 

  • 1992: Concurrent validity of the Battelle Developmental Inventory (with I. Webster and L. Townes-Rosenzweig), ED350344.

    Google Scholar 

  • 1995: The relationship between Puerto Rican mothers’ and fathers’ Mediated Learning Experiences and the competence of their preschool children (with N. Zambrana-Ortiz). Journal of Cognitive Education, 4, 17–32.

    Google Scholar 

  • 1995: Dynamic assessment and the legacy of L. S. Vygotsky. School Psychology International, 16, 143–153.

    Google Scholar 

  • 1995: The role of school psychologists evolves in early assessment. ECOLETTER—A Riverside Newsletter for Professionals, 4(1), 7.

    Google Scholar 

  • 1996: Dynamic assessment: The model, its relevance as a nonbiased approach, and its application to Latino American preschool children (with E. D. Peña). Language, Speech, and Hearing Services in Schools, 27, 367–372.

    Google Scholar 

  • 1997: The role of dynamic assessment in restructuring service delivery of school psychologists. Communiqué, 26, 22–24.

    Google Scholar 

  • 1997: Dynamic assessment: Psychoeducational assessment with cultural sensitivity. Journal of Social Distress and the Homeless, 6, 95–112.

    Google Scholar 

  • 1997: Relationships between cognitive processes and academic achievement: Application of a group dynamic assessment procedure with multiply handicapped adolescents. Educational and Child Psychology, 14, 56–67 (with R. H. Jepsen and M. B. Miller).

    Google Scholar 

  • 1998: Criterion validity of a group dynamic assessment procedure with Rural first grade regular education students. Journal of Cognitive Education, 7 (with K. H. Greenberg).

    Google Scholar 

  • 1998: An alternative approach to the assessment of cognitive functioning. Linda M. Weissman Monograph Series, Pennsylvania Hospital (Philadelphia). The 10th Annual Linda M. Weissman Memorial Lecture.

    Google Scholar 

  • 1999: School readiness revisited. Communiqué, 28, 24–26.

    Google Scholar 

  • 1999: School psychology services in early childhood settings (Lidz et al.). The School Psychologist, 53(1), 12–15, 21.

    Google Scholar 

  • 1999: Flexible assessment position paper (SPECNYS & NYASP) (Lidz et al.). The School Psychologist, 53(3), 92–95.

    Google Scholar 

  • 2000: Jepsen, R. H. & Lidz, C. S. Group dynamic assessment procedure: Reliability and validity of a cognitive assessment procedure with adolescents with developmental disabilities. Journal of Cognitive Education and Psychology, 1(1) (electronic journal from International Association of Cognitive Education webpage www.iace.coged.org).

  • 2001: Two entries for The Corsini encyclopedia of psychology and behavioral science (3rd ed., pp. 465–466 and 478–479) (Mainstreaming/inclusion, and dynamic assessment). New York: Wiley.

    Google Scholar 

  • 2001: Identification of minority and immigrant students for gifted education: The contribution of dynamic assessment (with S. Macrine). School Psychology International, 22(1), 74–96. Reprinted in the Mensa Research Journal, 2002, 33(1), 12–33.

    Google Scholar 

  • 2001: Peer reviewer response (to question re school readiness). NHSA Dialog, 4(2), 326–328.

    Google Scholar 

  • 2001: Reducing test bias through dynamic assessment of children’s word learning ability (authors: E. D. Peña, A. Iglesias, & C. S. Lidz). American Journal of Speech-Language Pathology, 10, 138–154.

    Google Scholar 

  • 2002: Mediated Learning Experience (MLE) as a basis for an alternative approach to assessment. School Psychology International, 23(1), 68–84.

    Google Scholar 

  • 2003: Entry for the Encyclopedia of psychological assessment on topic of Dynamic assessment. R. Fernandez-Ballesteros (Ed.), Vol. 1, pp. 337–343.

    Google Scholar 

  • 2004: Successful application of a dynamic assessment procedure with young deaf students between the ages of four and eight years. Educational and Child Psychology, 21(1), 59–73.

    Google Scholar 

  • 2004: Dynamic assessment and educational mainstreaming and inclusion: Entries in The Concise Corsini encyclopedia of psychology and behavioral science (3rd ed., pp. 302–303 and 311–312). W. E. Craighead and C. B. Nemeroff (Eds.), New York: Wiley.

    Google Scholar 

  • 2004: Comment on curriculum-based measurement: Describing competence, enhancing outcomes, evaluating treatment effects, and identifying treatment nonresponders by Fuchs and Fuchs. Journal of Cognitive Education and Psychology [Online], 4(1), 131–133. Retrieved from www.iacep.coged.org

  • 2004: An Interview with Joe Elliott and Carol Lidz (Interviewer: Michael F. Shaughnessy). North American Journal of Psychology, 6(2), 349–360.

    Google Scholar 

  • 2005: Dynamic assessment with young children: We’ve come a long way baby! Journal of Early Childhood and Infant Psychology, 1, 99–112.

    Google Scholar 

  • 2005: Haywood, H. C. & Lidz, C. S. International survey of dynamic Assessment trainers. Journal of cognitive Education and Psychology [Online], 5(2), 181–198. Retrieved from www.iacep.coged.org

  • 2005: With G. M. Van Der Aalsvoort. Usefulness of the application of cognitive functions scale with young children from the Netherlands. Transylvanian Journal of Psychology, Special Issue, 1, 82–99.

    Google Scholar 

  • 2006: With J. G. Elliott. Use of dynamic assessment with gifted students. Gifted Education International, 21, 151–161.

    Google Scholar 

  • 2007: With G. M. Van Der Aalsvoort. A cross-cultural study of the application of cognitive functions scale. Journal of Applied School Psychology, 24(1).

    Google Scholar 

  • 2014: Leaning toward a consensus about dynamic assessment: Can we? Do we want to? Journal of Cognitive Education and Psychology, 13(3), 292–307.

    Google Scholar 

  • 2015: Lidz, C. S. & Haywood, H. C. From dynamic assessment to intervention: Can we get there from here? Transylvanian Journal of Psychology—Special Issue Number 2 on Feuerstein (publication date March).

    Google Scholar 

Reviews (Available for Download from researchgate.net)

  • 1992: Book review: Hugh’s and Baker’s The clinical child interview. Contemporary Psychology, 37, 596.

    Google Scholar 

  • 1995: Book review: Vance’s Best practices in assessment. Journal of School Psychology, 32.

    Google Scholar 

  • 1997: Test review of the Learning efficiency test, 2nd edition (LET-II). Journal of Psychoeducational Assessment, 15, 250–253.

    Google Scholar 

  • 2003: Book review: Seng, S.-H., Pou, L.K-H., & Tan, O. S. (Eds.), MLE examined in new settings: A review of Seng, Pou, and Tan’s Edited Volume, Mediated learning experience with children: Applications across contexts. Journal of Cognitive Education Psychology [Online], 3, 236–323. Retrieved from www.iace.coged.org

  • 2004: Book review: Diane M. Browder, Curriculum and assessment for students with moderate and severe disabilities.

    Google Scholar 

Misc. Documents (Available for Download from researchgate.net)

  • Training Manual Re Dynamic Assessment (NY State Dept. of Educ.) Contracted through Bilingual Psychological and Educational Assessment Support Center, Brooklyn and Queens College project.

    Google Scholar 

  • “Let’s Think About It” parent program: Published/distributed through collaboration with the International Center for the Enhancement of Learning Potential, in collaboration with Lisa Chase-Childers, St. Luke’s School, New York City.

    Google Scholar 

  • “It’s Fun to Learn” program for parents of deaf children; modification of “Let’s Think About It” parent program, in collaboration with Janice Berchin-Weiss, Ph.D., Lexington School for The Deaf.

    Google Scholar 

  • “Application of Cognitive Functions Scale,” a curriculum-based dynamic assessment procedure for use with young children, in collaboration with Ruthanne Jepsen, Ph.D., Bancroft Neuroscience, Haddonfield, NJ.

    Google Scholar 

  • “SmartStart Toolbox” with B. Gindis, for parents of internationally adopted children. Retrieved from www.bgcenter.com

Misc. Documents (All Documents Available for Download from researchgate.net)

  • The Application of Cognitive Functions Scale (ACFS) is now available as a published package in Norway and Spain. It has also been translated into Dutch, German, Romanian, Korean, Arabic (Lebanon), Czech, and Turkish. The ACFS is cited in the APA data base.

    Google Scholar 

  • The Mediated Learning Experience Rating Scale (MLERS) has been translated into Spanish (Puerto Rico) and Portuguese (Brazil), Italian, Iranian, Hebrew, and accepted for the American Psychological Association’s test data base.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Philadelphia, PA, USA

    Carol S. Lidz

Authors
  1. Carol S. Lidz
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Philadelphia, PA, USA

    Carol S. Lidz

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Lidz, C.S. (2020). A Career in School Psychology: Some Themes, Many Variations. In: Lidz, C. (eds) Women Leaders in School Psychology. Springer, Cham. https://doi.org/10.1007/978-3-030-43543-1_9

Download citation

Publish with us

Policies and ethics

Search

Navigation