New Edition of Best Practices in School Psychology: An Interview with the Editors

By Desrochers, John E. | National Association of School Psychologists. Communique, October 2014 | Go to article overview

New Edition of Best Practices in School Psychology: An Interview with the Editors


Desrochers, John E., National Association of School Psychologists. Communique


The new edition of NASP's highly successful Best Practices in School Psychology series has just been published. It is organized in four separate volumes by content: Data-Based and Collaborative Decision Making, Student-Level Services, Systems-Level Services, and Foundations-mirroring the major divisions within the 2010 NASP Model for Comprehensive and Integrated School Psychological Services (i.e., NASP Practice Model). The books are available in print form, separately or as a set, and also as electronic books for iPads and Android tablets (see http://www.nasponline .org/publications/booksproducts/Ni405.aspx). Communiqué caught up with editors Patti Harrison and Alex Thomas for a discussion of the long history of the Best Practices series and what is new and different in the 2014 edition.

Communiqué: Alex, this is now your sixth edition as coeditor of Best Practices in School Psychology. The first edition was published in 1985, with Jeff Grimes as co-editor. What was the initial vision for the first edition?

Alex: Jeff Grimes (then Iowa state consultant in school psychology) and I (then a school psychologist practitioner in Ohio schools) met while we were on the NASP Delegate Assembly in 1981. We both felt that we needed a practitioner-oriented guide to the myriad challenges faced daily by school psychologists and proposed that NASPundertaketopublishabook (NASP's firstboók) containingpractical andhow-to information that could guide practitioners' work. We wanted it to be research based, but we were not interested in arcane academic debates or delving into theoretical or research detail. Bottom line, we wanted to develop a book for school psychologists to go to when they (in truth, it was me) had to deal with a situation at work tomorrow and needed concrete, helpful information that night.

Communiqué: Have the purposes of Best Practices changed since the first edition?

Alex: The primary purpose of all editions of Best Practices in School Psychology, including the current edition, has remained constant over the years: to provide current, relevant, and valued information necessary for competent delivery of school psychological services. We are such a diverse field and the role of school psychologists is so variedthat even the best graduate programs cannot prepare future professionals for every possible contingency. Although chapters in the Best Practices editions have never been intended as detailed reviews of research, research documentation has been included in chapters to provide an evidence-based foundation for recommended best practices.

Communiqué: Have the six editions of Best Practices reflected the progress of the profession of school psychology since the mid-1980s?

Alex: Yes, definitely. The six editions have reflected the growth and diversity of the profession, the increasing influence and importance of school psychologists, and the organizational vitality and commitment of NASP. Across the six editions of Best Practices, there have been substantial changes in the quantity of chapters and range of topics, to mirror the expanding roles of school psychologists and intended outcomes of school psychology services over the last 30 years. Each edition of Best Practices has included updates of chapters from the previous edition, as well as additional new chapters to reflect professional developments and refinements in the field. It should be noted that each chapter is newly written for the edition even if the topic or author was repeated from the prior edition.

Communiqué: Over the years, what has made Best Practices unique among other school psychology publications?

Patti and Alex: In a nutshell, Best Practices in School Psychology has been a collection of books about school psychology practices and for school psychologists. Chapters are meant to assist school psychologist practitioners who may not be familiar with or would like a refresher on the content, or when they need the latest information about proven techniques to inform their daily professional activities. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

New Edition of Best Practices in School Psychology: An Interview with the Editors
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.