SCHOOL PSYCHOLOGY

FREQUENTLY ASKED QUESTIONS

Topic: Licensure/Certification in School Psychology

Question: I would like to become a school psychologist, what do I need to do?
Answer: In order to become a school psychologist in North Carolina, you first must have a school psychology degree (M.A., Ed.S. or Ph.D.) from an approved NASP, APA or NCATE program. Unfortunately, at this time, most online programs have not been approved. Once you have your degree (from North Carolina or another state), you will proceed through the certification process through DPI. You may access this information here www.ncpublicschools.org/licensure/administrator/ and here www.ncpublicschools.org/licensure/steps/ .

Question: I have a degree in counseling psychology/clinical psychology and would like to have my transcript reviewed to see which credits would transfer so that I may become a school psychologist. Who could do a transcript review?
Answer: No university program or person from DPI will do a transcript review. One must have a degree in school psychology in order to be a school psychologist in North Carolina.

Topic: TBI registry and certification

Question: Where can I find a school psychologist who has been certified in TBI?
Answer: Exceptional Children Directors for each school district have the most current copy of the registry. www.ncpublicschools.org/ec/directory/district. In addition, Dr. Hexdall (school psychology consultant) can email you the most recent copy of the registry caroline.hexdall@cdl.unc.edu.

Question: I would like to be trained in TBI evaluation and be on the registry, are there trainings available?
Answer: At this time (March 2009), no additional trainings are planned. However, please continue to check this website and/or inquire with Dr. Hexdall (school psychology consultant) about future trainings.

Topic: Assessment

Question: Can we use the GAI on the WISC-IV?
Answer: Yes, you are able to use the GAI as long as its use is supported by the Technical Report from the publisher. You may download the Technical Report #4 here. http://www.tpccpg.com/support/index.php?View=files&CategoryID=235 There are certain instances when using it is acceptable (it is not acceptable in all cases). Some other guidelines when using the GAI:

• When determining whether to use the GAI in lieu of the Full-Scale IQ score, it is important that all scores are reported in the written report, including the Full-Scale IQ score. The GAI is intended as an estimate of overall cognitive skills in students whose processing speed and/or working memory significantly depress the FSIQ, and should be used to support the Alternative to the Discrepancy Procedure. This should be considered when the difference between the FSIQ and GAI is significant (see page 6 in the Technical Report #4).
• When the difference between GAI and FSIQ is significant, all available information (GAI, classroom performance information, standardized achievement testing, curriculum-based measures) should be used to describe the student’s strengths and needs to support eligibility using the Alternative to the Discrepancy Procedure (DEC 3a). The impact of the student’s difficulties with working memory or processing speed on their academic performance must be noted as part of the report.
• The GAI should not be used to determine eligibility under the category of Mental Disability in lieu of the FSIQ.
• The GAI may be used to assist in determining eligibility for Academically/Intellectually Gifted programs.

Question: For evaluating autism, is giving the CARS sufficient?
Answer: No. While the CARS (Childhood Autism Rating Scale) is a useful tool to use as part of a battery of assessments, it should not solely be used for an autism evaluation.