COVID-19 Guidance and Resources

Click here to access current OSPI guidance for special education. School psychologists should follow district guidance and procedures.

Click here to access the NASP COVID-19 Resource Center.

Now Accepting Proposals for Fall Conference

The WSASP 2020 Fall Conference will be held October 15th - 17th, 2020, at the Seattle Airport Marriott. Call for proposals are due 4/1/2020. Applicants will be notified of proposal acceptance via email by 5/1/2020.

Click here to submit a proposal for the Fall Conference.

Spring Lecture Series 2020

Our 2020 Spring Lecture Series is now available for registration. See our line up of talks here and register for this amazing webinar series here

Research Opportunities

In an effort to assist students, professors, and school psychologists with survey and research efforts, WSASP shares requests with our membership by posting research opportunities on our website. In addition, we include our research opportunities list as a link in the Prior Written Notice, a bi-weekly newsletter that goes out to all of our members. We do not send out specific survey requests via email to our association’s members.  

Researchers, Click here to submit your research study to be listed below.

All information is current as of 2/26/2020.

School Psychologists’ Compliance with Fairness Standards when evaluating English Learners

The current study will examine how school psychologists conduct cognitive assessments for native English speakers in comparison to English learners in order to determine if these practices follow Fairness Standards in order to clarify best practices that may qualify as a standard for the future. For more information, contact Noelle Ferrara at 

Click here to take this survey.

A Survey of The Assessment Practices of School Psychologists

Laurel Snider is a Doctoral student in Child, Family, and School Psychology at the University of Denver. She is conducting a survey that investigates the assessment practices used by school psychologists in their work with students with intellectual and developmental disabilities (IDD). Your response will help shed light on the variables that facilitate and impede assessment with students with IDD. If you are a practicing school psychologist who has completed an assessment with at least one student with IDD during the last 12 months your participation is appreciated. Participants will be entered in a drawing to win one of four $25 Amazon gift cards. For more information, contact Laurel Snider at

Click here to take this survey.  

Identity-Based Harassment in Schools

Markeda Newell and Ashley Mayworm, Professors in School Psychology at Loyola University Chicago, are working together to conduct a study on identity-based harassment that occurs in Pre K-12 schools. Understanding how school psychologists address this form of harassment will help inform the profession as to the training needs of school psychologists so that they can develop best practices for school psychologists to use when serving children. The online survey includes 47 questions about school psychologists' knowledge, attitudes, and skills regarding addressing identity-based harassment that occurs in schools. No identifying information about schools will be collected and at the end of the survey, participants will be asked if you would like to participate in an optional follow-up interview. For more information, contact Dr. Markeda Newell at

Click here to take this survey.  

An Investigation of IDEA Classification Decisions

You are invited to participate in a survey about the IDEA identification decisions school psychologists make and their contributing factors. We believe that the results of this study will provide valuable information to school-based practitioners, researchers, trainers, and policy makers in better understanding the decision-making patterns and contributing factors to IDEA disability category identification. This study has been approved by the Institutional Review Board (Protocol #10833) at Utah State University. Participation is voluntary and is anticipated to take 20-30 minutes or less to complete. All responses will be kept strictly confidential. There is no foreseeable risk to participants and you may opt out at any time. Participants who complete the survey will be entered in a drawing for a chance to win a $100 gift card to For more information, contact Megan Golson at 

Click here to take this survey.

A Survey of School Psychologists' Training in Gifted Assessment and Identification Practices for Diverse Populations

Sarah Cooke conducting a research study examining School Psychologists’ training in culturally relevant gifted assessment/identification practices; by exploring the relationship of their graduate-level training and their perceived ability to assess and identify culturally and linguistically diverse gifted learners, the proposed research study seeks to understand and reveal factors that can help to diversify the field of gifted education. For more information contact Sarah Cooke at

Click here to take this survey.

Ethical Transgressions in School Psychology

The purpose of this study is to determine the frequency and types of ethical transgressions that occur in the field and to see if these have changed over time as a result of (1) practitioner shortages, (2) increasing mental health focus, (3) changing special education laws, and/or (4) increasing reliance on online practices. Your participation is critical to the success of this study and will take approximately 15 minutes of your time. For more information, contact Robert J. Dixon, PhD, NCSP at 

Click here to take this survey.  

An Empirical Study of Shortages in the Field of School Psychology

You are invited to take a survey to determine a number of variables that impact recruitment and sustainability of our workforce. A secondary purpose is to use the results to make a set of recommendations that might influence the National Association of School Psychologists (NASP), state policies/legislation, university training programs, and state associations. And finally, we hope the results will assist school districts as they engage in recruiting and maintaining a sustainable school psychology workforce. For more information, please contact Dr. Jim Deni from Appalachian State University.

Click here to take this survey.  

Knowledge and Familiarity of Selective Mutism

You are invited to participate in a research study conducted by Matt Carter and Kirsten Williams at Valdosta State University. The purpose of this study is to compare the knowledge bases of multiple professions regarding the assessment and treatment of selective mutism. For more information about the study, please contact Matt Carter at

If you wish to participate, please use the following link to the survey.


Identification of Specific Learning Disability

Karolina Nicewicz, a doctoral candidate from St. John's University, is conducting a research study to better understand the identification of specific learning disability. Practicing school psychologists are asked to take part in this 20-minute online survey. You will be asked to read several vignettes containing information regarding students referred for evaluations due to significant learning and academic difficulties. You will then be asked to rate your level of confidence with identifying the students as SLD for each vignette. Questions regarding this study can be directed to Karolina Nicewicz at

If you wish to participate, please use the following link to the survey. 

Cultural Competency

Dr. Tara Raines, a faculty member from the Mordridge College of Education at the University of Denver, is conducting a research study to examine factors that include cultural competency. Practicing school psychologists and school psychology graduate students are asked to take part in this 20-minute online self-survey. Eligible participants may gain insight on the measurement of cultural competency, as well as factors that influence self-perceived cultural competency. Participation is voluntary; participants will be entered into a drawing to win a $50 Amazon gift card. Questions regarding this study can be directed to Dr. Tara Raines at

If you wish to participate, please use the following link to the survey.

Early Childhood Settings 

You are invited to participate in a research study examining the professional practices of school psychologists working in early childhood settings. For the purposes of this study, early childhood includes settings for children ages 3-5. These settings include but are not limited to Head Start, public preschools, private preschools, and early childhood special education. Although attention to the expansion of the role of school psychologists in early childhood settings has intensified, little is actually known about the current professional practices of school psychologists who work in early childhood settings.

In order to participate, you must be a school psychologist providing services in early childhood settings. Participation in this study is completely voluntary. The survey will take about 15-20 minutes. Participants have the option to enter a drawing to win one of four $25 Amazon gift cards. Participant responses will be anonymous. Questions regarding this study can be directed to Dr. Kizzy Albritton at 

If you wish to participate, please use the following link to the survey.

Professional Roles and Practices

You are asked to take part in a research project to assess perceptions of professional roles and practices of school psychologists. This project is being conducted by Erin M. McClure, M.A. in the Department of Educational Studies at The Ohio State University. Your participation in this project is greatly appreciated and will take approximately 10 minutes to fill out the questionnaire. Should you have any questions about the research project, please feel free to contact Erin McClure at (330) 317-7794 or Each participant who completes the survey will be entered in a drawing to win one of two $100 gift cards to Amazon. 

If you wish to participate, please use the following link to the survey.

Cognitive-Behavioral Counseling Programs

Stephanie Schwartz is in her fourth year of the school psychology program at St. John's University. Ms. Schwartz's doctoral research is examining the perceived acceptability and effectiveness of a cognitive-behavioral counseling program to identify factors that influence school psychologist and school administrator perceptions of the program. Participation in the study will take approximately 10 minutes and involves completing an electronic questionnaire. Participants will be asked questions about demographics and will be asked to read a brief description of a counseling program and answer related questions. 

If you wish to participate, please use the following link to the survey.

Applied Behavioral Analysis

Tara Stevens, Ed.D. is a Professor of Educational Psychology at Texas Tech University. Dr. Stevens reports that school psychologists use a wide variety of evidenced based interventions but little is known about how their training and confidence as well as supervisor support related to intervention implementation. Dr. Stevens would like to learn about how the use of Applied Behavior Analysis and related principles in the work of school psychologists. No identifying information will be collected and data will be analyzed as a group. The survey should take a total of 10 to 15 minutes complete. Please be clear that participation is voluntary, anonymous, and yields no financial benefit for the researchers. 

Please contact Dr. Stevens at with any questions you have about the study or concerns regarding confidentiality and/or data management.

If you wish to participate, please use the following link to the survey.

Progress Monitoring Practices of Schools

Meghan Silva, CAGS, NCSP is a doctoral candidate at The University of Massachusetts Boston. Ms. Silva is conducting a brief survey of currently practicing school psychologists to identify their experiences involving progress monitoring in multi-tiered systems of support (MTSS). Progress monitoring practices have been highlighted as a critical component in the success of MTSS. However, it remains unclear to what degree schools use best practices when collecting and analyzing these data. Practicing school psychologists are invited to participate in a research study examining the progress monitoring practices occurring in schools. Responses will be anonymous; by completing the approximately 15-minute survey participants can be entered in a raffle to win one of two $25 Amazon gift cards!

If you have any additional questions please do not hesitate to contact Meghan Silva, CAGS, NCSP via email (

If you wish to participate, please use the following link to the survey.

Participation in Transition Planning

Devadrita Talapatra, Ph.D., of the University of Denver, and Gabrielle Wilcox, Psy.D., of the University of Calgary are seeking approximately 250 school psychologists to assist with understanding the role of school psychologists in transition services for secondary students with an intellectual disability. This study hopes to explore potential role expansion opportunities for school psychologists, as well as identify areas for improvement in transition services and post-school opportunities for students with intellectual disabilities. Participation in the study is entirely voluntary and should take no more than 15-20 minutes. Additionally, study participants have the option to enter a drawing for 1 of 10 $30 gift certificates to 

To participate in the survey, use the following link and survey password (transition).

Living the dream: Building self-determination to improve postsecondary outcomes

Pete Gladstone, a doctoral student of school psychology at the University of Denver, is conducting a survey study that investigates school psychologists’ knowledge of, training in, and use of evidence-based self-determination interventions for students with disabilities. This survey is only meant to be completed by school psychologists who are currently practicing at least two (2) days per week in middle and/or high schools.

If you are a school psychologist currently practicing in middle/high schools, I would sincerely appreciate your participation in this survey. For the first 120 participants, a $1 donation will be made to the American Association on Intellectual and Developmental Disabilities in your honor. Your response is extremely valuable, as it will help to guide the way that school psychologists are prepared to help students with disabilities achieve their postsecondary goals. The survey is voluntary and confidential, and should take approximately six (6) minutes. The research conducted in this study has been approved by the Institutional Review Board (IRB) at the University of Denver (DU). There are no foreseeable significant risks to participating in this study. If you have any questions, please do not hesitate to contact the researcher, Pete Gladstone, at Or, you may contact the dissertation chair, Devadrita Talapatra, Ph.D., at If you have any questions about the IRB process at DU, please contact Ms. Mary Travis at Thank you for your time and dedication to school psychology!

Therapeutic Homework Among Youth: The Role of Clinician Attitude, Client Age, and Presenting Problem

The purpose of this study is to gain a greater understanding of the role of homework in clinical work with youth, clinicians’ attitudes and practices as it relates to homework, what variables may predict homework use, as well as what types of homework they would assign to a hypothetical case. This survey is being conducted by doctoral student Veronica Milito at St. John's University. You may contact her with questions regarding this survey at 

To participate in the survey, please use this link

Washington State Association of School Psychologists
PO Box 525
Cheney, WA 99004
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