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American Board of School Psychology
Candidate’s Manual for
Practice Samples and Oral Examination
Revised August 2011
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AMERICAN BOARD OF SCHOOL PSYCHOLOGY
American Board of Professional Psychology
Candidate’s Manual for Practice Samples and Oral Examination
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The American Board of School Psychology (ABSP) examines competence in the practice of School Psychology. The domains assessed include foundational and functional competencies universal to the practice of psychology and specific to school psychology.
Although the examiners will seek to establish the Candidate's level of competence within his or her own frame of reference, the candidate is expected to be conversant with alternate
conceptualizations. It is understood that professional activities such as assessment , intervention, and consultation may take a variety of forms but again, the Candidate should be able to use a broad range of approaches.
A board certified psychologist is expected to:
Maintain competence in scientific and scholarly developments to infuse his or her practice with the most valid and reliable evidence-base and most advanced
conceptualizations that the science provides. It is the purpose of the examination to determine whether the Candidate can present and critically discuss the implications and applications of contemporary knowledge in school psychology.
Constructively apply scientific knowledge as informed by ethics codes, statutory regulations, and with sensitivity to cultural and individual differences.
Be aware of current issues and problems within the profession and demonstrate commitment to the betterment of the profession by serving professional organizations of which they are members.
The ABSP examination is conducted by an Examination Team comprised of three board certified psychologists. The Examination Team Chair is required to have experience in at least three prior examinations. The candidate should expect to devote up to four hours.
STANDARDS FOR BOARD CERTIFICATION
The primary objective of the American Board of Professional Psychology (ABPP) is the establishment of professional standards of advanced competence within a number of specialties. This advanced standing is conceptualized as well beyond the minimal level of competence granted by licensure in states or provinces.
Board certification verifies that the individual possesses a high level of professional competence and professional maturity to: a) bring complex conceptualizations to bear on the issues and problems they encounter and translate these understandings into effective practice; b) base decisions and strategies on a coherent rationale related to the scientific basis for practice; and c) infuse all professional activities with sensitivity to ethical issues as well as respect of individual and cultural differences.
The definition of advanced competence for board certification will not be a statistical definition; its operational meaning will be derived from judgments about the Candidate’s practice samples and observations by the Examination Team during the oral examination, resulting in a decision by examiners. The practice samples include the following components detailed in the next
4 section: curriculum vitae, professional statement, and two work samples accompanied by a narrative description of the work samples. The same client cannot serve as the basis for both work samples. Those Candidates eligible for and electing to apply under the Senior Career Candidate Option may submit one or two recent publications in lieu of one or both of the works samples, along with a narrative description of their submissions.
Approval of the individual’s application by ABPP and payment of a corresponding application fee advances the applicant to Candidate status. At this time the Candidate
prepares for the examination which has two examinations: practice samples development and approval and an oral examination. Practice samples are a large and important part of the material upon which the Examination Team interviews the Candidate during the oral examination. As such, acceptance of the practice samples is required to qualify for the oral examination. Upon achieving Candidate status, the Candidate is assigned a Mentor who assists the Candidate in the preparation of the practice samples. This Mentor is not involved in any
examination of the formal review or evaluation of the practice sample. Mentors are Fellows in good standing of the American Academy of School Psychology. As such, they have successfully participated in the ABSP examination process and are familiar with the standards for
competency in school psychology. Additionally, all Mentors participate in training specified by the ABSP Director of Mentoring, in conjunction with the ABSP Director of Examinations to guarantee that they are familiar with the examination process.
Board certification is achieved by successful completion of an examination, including a) preliminary review of the Candidate’s practice samples and other documents by the ABSP Practice Samples Reviewer; b) additional review of and acceptance of the practice samples and other documents by the Candidate’s three-member Examination Team; and c) successful
performance on an oral examination, including an interview discussing the Candidate’s practice sample within the context of the general and specialty-specific competencies. The Candidate’s Examination Team is comprised of board certified school psychologists. This Examination Team assesses and, if satisfactory, approves the Candidate’s practice samples and conducts the oral examination. Candidates should expect the examination to cover school psychology
competencies, as well as their own practice of school psychology.
Candidates who obtain board certification will receive ten (10) continuing education credits from the American Psychological Association (APA).
TWO STAGES OF THE EXAMINATION
The examination includes two stages: practice samples review and oral examination. An initial review of the practice samples is conducted by the ABSP Practice Samples Reviewer. At this point, the Candidate may be asked to make substantial revisions. Upon approval of the
Candidate’s practice samples by the ABSP Practice Samples Reviewer, the ABSP Director of Examinations organizes an Examination Team, including an Examination Team Chair. The next step in the process is for the Candidate’s Examination Team to review and approve the practice samples, making sure that the Candidate’s practice samples are sufficient material upon which to base an oral examination. Only after the practice samples have been accepted by the Examination Team is the oral Examination scheduled.
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Practice Samples Review:
The Candidate submits one copy of all materials to the ABSP Practice Samples Reviewer who: Provides initial feedback on the practice samples and may request substantial changes Informs the Candidate when the practice samples are ready for the next level of
review, keeping one copy of the practice samples materials
Informs the ABSP Director of Examinations who appoints the Candidate’s Examination Team, including designating the Chair.
The Examination Team Chair contacts the Candidate informing the Candidate the members of the Examination Team. The Candidate has one week to inform the Examination Team Chair of any conflicts of interest regarding members of the Examination Team.
The Candidate submits four additional copies of the practice samples, as directed by the ABSP Director of Examinations. Next steps include:
• Members of the Candidate’s Examination Team evaluate the practice samples using a rubric developed to assess the examination’s foundational and functional
competency criteria.
If the Examination Team determines that the practice samples are acceptable, the
Examination Team Chair notifies the Candidate and the ABPP Central Office. The ABPP Central Office will forward the Candidate registration forms for the oral examination. If the Examination Team determines that the practice samples are marginally suitable but requiring revision or resubmission, the Examination Team Chair will return the practice samples to the candidate with instructions to revise and resubmit four copies of the practice samples within a specified time interval.
If the Examination Team determines that practice samples are insufficient upon which to base an oral examination, the Examination Team Chair will notify the Candidate and ABPP Central Office. The ABPP Central Office will write the Candidate a letter offering the Candidate suggestions for revisions and informing the Candidate the process for reapplication. If the Candidate reapplies, the ABSP Director of Mentoring assigns the Candidate a new Mentor. If the Candidate’s new practice samples are approved by the ABSP Practice Samples Reviewer the ABSP Director of Examinations organizes a new Examination Team, including a new Examination Team Chair.
Oral Examination:
After the Examination Team approves the Candidate’s practice samples, the Examination Team Chair and the ABSP Director of Examinations arrange an appropriate location and time for the oral examination. The examination is designed to be a collegial experience, as well as an
assessment of competence in the practice of school psychology. Because the candidates’ individual practice, experiences, and expertise differ, the exact nature of examinations will vary. In an effort maintain a standardized examination process the ABSP has established a sequence for the oral examination (see the Appendix A). Providing guidelines for a uniform pace and sequence of topics minimizes the possibility that Candidates may receive differential treatment during the oral examination. Within each segment of the oral examination, there is room for va riation according to the judgment of the Examination Team. Many topics will be inter-woven
6 throughout the examination and flexibility should be allowed, if relevant to the discussion. A topic may receive more cursory exploration in its scheduled time period if it has been sufficiently covered earlier. The duration of the examination is about four hours.
ROLE OF THE MENTOR
Mentors are board certified in school psychology and familiar with the procedures for completing and submitting practice samples. The Mentor's role of guiding the Candidate through the process of completing the practice samples concludes when the Candidate submits the practice samples to the ABSP Practice Samples Reviewer. The role of your Mentor does not include a review of or approval of the content of the Candidate’s practice samples. Nevertheless, the Mentor may make suggestions or answer questions related to the content of the Candidate’s practice samples. After the Candidate submits the practice samples, the review process begins and the Mentor is no longer involved.
PRACTICE SAMPLES
For Regular Candidates practice samples are comprised of the Candidate’s curriculum vitae, personal statement, recorded practice samples and accompanying narrative. Senior Career
Candidates’ practice samples include curriculum vitae, professional statement, a narrative placing their practice in context, and one or more substantial professional publications demonstrating scholarship pertinent to the practice of school psychologyThe curriculum vitae and professional statement provide the Candidate with the opportunity to communicate about him/herself as a school psychologist and serve as a basis for discussion in the oral examination. The curriculum vitae and professional statement are required for all Candidates. Regular Candidates also submit two practice samples from two of the eight specialty specific competency domains:
1. Assessment 2. Intervention 3. Consultation 4. Research/Evaluation 5. Supervision 6. Teaching 7. Management-Administration 8. Advocacy.
For Regular Candidates the materials upon which the practice samples are based should be collected after the Candidate has established candidacy (after passing the Central Office and specialty-specific ABSP credential review). For Senior Career Option Candidates materials for their practice samples may be collected after their candidacy has been established, however, materials published before candidacy is acceptable as long as it meets all other aspects necessary for basis for an oral examination and its accompanying narrative is completed after establishing candidacy. (It is expected that all Candidates complete their oral examination within one year of establishing candidacy.) The same client (i.e., student, parent, or teacher) cannot serve as the basis for both practice samples. Regular candidates may find this manual’s Practice Sample Checklist (Forms D-1 through D-10) a beneficial guide. Senior Career Candidates may find the Senior Career Option Practice Sample Checklist (D-10) helpful.
7 CURRICULUM VITAE
All practice samples must include the curriculum vitae detailing the Candidate’s professional contributions. The curriculum vitae must include educational and training background, professional roles and responsibilities, and professional contributions (e.g., service activities, publications, presentations, grants).
PROFESSIONAL STATEMENT
As an elaboration of the information provided in the application form and curriculum vitae, the Candidate submits a professional statement with the practice samples. This statement of about five double-spaced type-written pages is an opportunity for candidates to communicate with their Examination Team regarding how they view their practice in school psychology. The professional statement serves as a basis for the discussion in the opening portion of the oral examination. It should address fully, but not be limited to, the questions listed below. Candidates’ information regarding theoretical orientation and expertise should be congruent with their actions throughout the examination process.
A. Describe your current professional practice and its place within the specialty.
B. Highlight those aspects of training or post-doctoral experiences that have been most helpful to you in your present career.
C. What theoretical orientation has most influenced your work? Identify major theorists in the chosen orientation? If eclectic, please discuss two to three major theories.
D. Describe your continuing education activities. Workshops attended or other training taken in the last one to two years? What journals or articles have you found to be especially stimulating?
E. Are there any psychological functions that you provide on a pro bono basis?
F. What are your future professional goals?
G. Why do you want to become board certified in school psychology?
H. Give one or two examples of handling complex interpersonal interactions that you have encountered.
I. Describe a meaningful and challenging ethical dilemma that you personally encountered, the aspect of the APA Ethical Principles of Psychologists and Code of Conduct pertinent to the dilemma, and how you managed the dilemma.
J. Verify that no ethical/legal action has been taken against the Candidate since candidacy.
8 Each practice sample is accompanied by a written narrative that should:
Describe the client(s) or population, context, background and problem. Describe the time frame and nature of contacts.
Explain the background events necessary to understand the sample and your work. Explain the goals and objectives of your work.
Provide a clear rationale for your procedures and evaluation of effectiveness. Describe the status of the situation at the time you prepared your sample. Describe how issues of diversity or individual differences are addressed in your sample.
Describe how confidentiality is addressed, including consent forms.
Explain how you identified and formulated the problem(s), your plan for intervention, how you implemented your plan, and your evaluation of the outcome.
Describe the procedures that you used and your rationale for choosing them. Describe the populations that you serve and their characteristics and how the practice sample is representative of the typical populations you serve.
Explain how the sample illustrates the depth and range of knowledge relevant to your practice.
Explain how your practice maintains accountability for integrity and incorporates principles of best practice.
Describe and explain the elements of problem solving that are typical of your work and the links that occur between assessment, intervention, consultation and evaluation. Explain how your sample incorporated current scientific theory and evidence. SENIOR CAREER CANDIDATES
Candidates with fifteen (15) or more years of experience after licensure may elect t he Senior Career Candidate option whereby they may substitute recently-published major scholarly works for one or both of the practice samples. Senior Career candidates who submit published works as their practice samples must also submit an accompanying narrative statement that includes the information noted above. However, recorded videotapes or DVDs are not needed when published works are submitted as practice samples.
Please keep in mind that:
The narrative statements that accompany practice samples, which may be books, chapters, or articles, must indicate how your work advances the field of school psychology and the practice of school psychology.
A given work sample such as a book or journal article may not be suited to being described in ways that pertain to a case presentation (i.e. context, time frame). In such instances it is up to the candidate to propose an outline for presenting the importance and applicability of the work and to explain the exclusion of any of the areas outlined above.
PRACTICE SAMPLES RECORDING
The practice samples includes two recorded examples of professional work on videotapes or DVDs (four copies of a single video cassette or DVD including both samples) of approximately 50 minutes each. Also, please include a copy of your informed consent and, if applicable, Health Information Portability and Accountability Act (HIPAA) documents. These recordings
9 should be made no more than six months prior to the submission. The Candidate may provide recordings of practice samples reflecting two of the following competency domains: assessment, intervention, consultation, research/evaluation, supervision, teaching,
management/administration, and advocacy.
The recorded practice samples may depict two of the following: (1) an unrehearsed psychological assessment or evaluation; (2) an unrehearsed intervention (any modality) drawn from typical practice; (3) an unrehearsed consultation in any context drawn from typical practice; or (4) an unrehearsed demonstration of clinically-relevant supervision or management activities. It is not acceptable to provide two samples of the same competency domain (e.g., two assessment samples). The Candidate may be queried as to how he/she handled the issues of confidentiality, informed consent, and privacy with the client/patient.
The two practice samples cannot use the same client and they must reflect different aspects of the Candidate’s practice. Both samples must include copies of all source documents and a narrative as described above.
Candidates are encouraged to submit recorded samples that reflect their competence and expertise (typical rather than exemplary situations are expected) and that depict their interactive style in their professional context(s).
The recording should be unedited and run for about 50 minutes. The interactions between the Candidate and other participants should be clearly audible and visible. The video should depict clearly visible interactions, preferably between the Candidate and other participant(s), but in all cases at least the Candidate. Good audio and video quality is essential. If a recording has moments of lowered audio quality, the Candidate must submit four copies of a typed verbatim transcript, clearly marked to show those areas of lowered audio quality.
Participant consent forms (Form F, below or the equivalent) must be obtained by the Candidate and maintained for his/her case records. Candidates must send a brief attestation that written informed consent was secured.
It is suggested that the consent form be obtained as part of the recording process. This includes an explanation of the nature and purpose of the examination, informing the participant that those involved in the examination process will view the practice sample, and that the recording will be returned to the Candidate for erasure upon completion of the examination or completion of the Candidate’s appeal. Candidates should take great care to remove all identifiers from all materials, including test protocols.
Assessment Practice Sample
An assessment practice sample may include psychological testing or an intake evaluation or a feedback session, based on the assessment. If the assessment practice sample includes test
1 0 takes place. A recording solely depicting a test administration is not satisfactory. In other words, the recording also must include another component of the testing process such as the development of rapport, the pre-assessment clinical interview, or the provision of feedback, in addition to the actual test administration. The Candidate should demonstrate a thorough knowledge of all of the assessment tools (including rationale for use, its construction, administration and interpretation). A full report of the assessment should accompany the materials.
For an assessment practice sample Measurement and psychometrics: A successful Candidate selects and implements multiple methods and means of evaluation in ways that are responsive to and respectful of diverse individuals, couples, families, and groups and context. They demonstrate awareness and competent use of culturally sensitive instruments and norms. They seek
consultation as needed to guide assessment. They demonstrate limitations of assessment data clearly reflected in assessment reports.
For an assessment-based practice sample the Candidate must demonstrate the competence in evaluation methods, application of these methods, diagnoses, conceptualization and
recommendations, and communication of findings.
Evaluation methods: They understand the strengths and limitations of diagnostic approaches and interpretation of results from multiple measures for diagnosis and treatment planning. They accurately and consistently select, administer, score, and interpret assessment tools with clinical populations. Their selection of assessment tools reflects a flexible approach to answering the diagnostic questions. Their comprehensive reports include discussion of strengths and limitations of assessment measures as appropriate. Their interview and report leads to formulation of a diagnosis and the development of an appropriate treatment plan.
Application of methods: They select and administer a variety of assessment tools and integrate results to accurately evaluate a presenting question appropriate to the practice site and broad area of practice. They select assessment tools that reflect an awareness of the client population served at the practice site. They interpret assessment results accurately, taking into account limitations of the evaluation method. They provide meaningful, understandable, and useful feedback that is responsive to the client need.
Diagnosis: They utilize case formulation and diagnosis for intervention planning n the context of stages of human development and diversity. Their treatment plans incorporate relevant
developmental features and clinical symptoms as applied to the presenting problem. They demonstrate awareness of DSM, ICD, and IDEA diagnoses. They regularly and independently identify problems areas and make a diagnosis.
Conceptualization and recommendations: They accurately conceptualize the multiple dimensions of the case based on the results of assessment. They prepare effective reports. They administer, score, and interpret test results. They formulate case conceptualizations incorporating theory and case material.
Communication of findings: They communicate their results in written and verbal form clearly, constructively, and accurately in a conceptually appropriate manner. They write an effective
1 1 comprehensive report. They effectively communicate results verbally. Their reports reflect data that has been collected through interview and its limitation.
Intervention Progress Sample
An intervention practice sample may include an example of ongoing counseling or an in- depth assessment feedback session. For an intervention practice sample, the successful Candidate demonstrate competency in knowledge of intervention, intervention planning, skills, intervention implementation, and progress evaluation.
Knowledge of intervention: A successful Candidate applies knowledge of evidence-based practice, including empirical bases of intervention strategies, clinical expertise, and client preferences. They write a case summary incorporating elements of evidence-based practice and present a rationale for an intervention strategy that includes empirical support.
Intervention planning: They perform intervention planning, including conceptualization and intervention planning specific to case and context. They accurately assess presenting issues taking into account the larger life context, including diversity issues. They conceptualize the case
accurately. They select and an intervention or range of interventions appropriate for the presenting issues.
Skills: They demonstrate effective clinical skills and judgment. They develop rapport and relationships with a wide variety of clients. They use good judgment about unexpected issues, such as crises, need for supervision, and confrontation. They effectively deliver interventions. Intervention implementation: They implement interventions with fidelity to empirical models and flexibility to adapt where appropriate. They effectively implement a typical range of intervention strategies appropriate to the practice setting. They recognize and manage special circumstances. They terminate treatment successfully. They collaborate with other providers or systems of care. Progress evaluation: They evaluate treatment progress and modify planning as indicated, even in the absence of established outcome measures. They assess treatment effectiveness and efficiency. They critically evaluate their own performance in the treatment role. They seek consultation when necessary.
Consultation Practice Sample
A consultation practice sample may include an example of consultation with staff in the school setting, with families or with others involved in the care or education of the client.
Role of consultant: A successful Candidate effectively determines situations that require different role functions and shift roles according. They recognize situations in which consultation is
appropriate. They demonstrate capability to shift functions and behaviors to meet referral needs. Addressing referral question: They demonstrate knowledge of and ability to select appropriate and contextually sensitive means of assessment/data gathering that answers the consultation referral question. They demonstrate the ability to gather information necessary to answer the referral question. They clarify and refine the referral question based on analysis and assessment of
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Communication of findings: They apply knowledge to provide effective assessment feedback and to articulate appropriate recommendations. They prepare clear, useful consultation reports and recommendations to all appropriate parties. They provide verbal feedback to consultee of results and offer appropriate recommendations.
Application of methods: They apply literature to provide effective consultative services in most routine and complex cases. They identify and implement consultation interventions based on assessment findings. They identify and implement consultation interventions that meet consultee goals.
Research/Evaluation Practice Sample
A research/evaluation practice sample may include a recording that includes evidence of the Candidate generating research that contributes to the school psychology knowledge base and/or evaluates the effectiveness of various school psychology activities. The successful candidate demonstrates the science approach to knowledge generation and the application of scientific method to practice.
Science approach to knowledge generation: A successful Candidate generates knowledge. They engage in systematic efforts to increase the knowledge base of psychology through implementing and reviewing research. They use methods appropriate to the research question, setting and /or community. They consult and partner with the community stakeholders when conducting research in diverse communities.
Application of scientific method to practice: They will evaluate for outcomes. They evaluate the progress of their own activities and use this information to improve their own effectiveness. They describe how out outcomes are measured in each practice activity.
Supervision Practice Sample
A supervision practice sample may include a demonstration of performance in supervision or activities and would be appropriate for someone serving as supervisor of school psychological services or for someone supervising students during practicum or internship. The successful Candidate demonstrates competency in expectations and roles, processes and procedures, skill development, awareness of factors affecting quality, participation in supervision process, and ethical and legal issues.
Expectations and roles: A successful Candidate understands the complexity of the supervisor’s role including ethical, legal, and contextual issues. They articulate a philosophy or model of supervision and reflect on how this model is applied in practice, including integrated contextual, legal, and ethical perspectives.
Processes and procedures: They demonstrate knowledge of procedures and practices of supervision. They prepare supervision contracts. They demonstrate knowledge of limits of
1 3 competency to supervise. They construct plans to deal with areas of limited competency.
Skill development: They engage in professional reflection about one’s clinical relationships with supervisees, as well as supervisee’s relationships with other clients. They clearly articulate how to use supervisory relationships to leverage development of supervisees and their clients.
Awareness of factors affecting quality: They demonstrate understanding of other individuals and groups and intersecting dimensions of diversity in the context of supervision practice and are able to engage in reflection on the role of one’s self on therapy and in supervision. They demonstrate integration of diversity and multiple identify aspects in conceptualizing the supervision process with all participants (clients, supervisees, and supervisor). They demonstrate adaptation of their own professional behavior in a culturally sensitive manner as appropriate to the needs of the supervision context and all participating parties. They articulate and use diversity-appropriate repertoire skills and techniques in the supervisory process. They identify the impact of aspects of self in therapy and supervision.
Participation in supervision process: They provide supervision to others in routine cases. Thet provide supervision to less advanced trainees, peers, or other service providers in typical cases appropriate to the service setting.
Ethical and legal issues: They demonstrate a command of and application of relevant ethical, legal, and professional standards and guidelines. They spontaneously and reliably identify complex ethical and legal issues in supervision, and analyze the proactively address them. They demonstrate awareness of potential conflicts in complex ethical and legal issues in supervision.
Teaching Practice Sample
A teaching practice sample may include a period of instructional methodology sufficient to assess the Candidate’s ability to provide instruction, disseminate knowledge, and evaluate the
acquisition of knowledge and skill in professional psychology. The successful Candidate will demonstrate specific knowledge and skills related to teaching school psychology.
Knowledge: A successful Candidate demonstrates knowledge of outcome assessment of teaching effectiveness. They demonstrate knowledge of one technique of outcome assessment and of methodological considerations in assessment of teaching effectiveness.
Skills: They evaluate the effectiveness of learning/teaching strategies addressing key skill sets. They demonstrate strategies to evaluate teaching effectiveness of targeted skill sets. They articulate concepts to be taught and research/empirical support. They integrate feedback to modify future teaching strategies.
Management/Administration Practice Sample
A management/administration practice sample may include a demonstration of managing the direct delivery of school psychology services and/or the administration of school psychology organizations, programs, or agencies. A successful Candidate demonstrates competency in the management, administration, leadership, and evaluation of management and leadership of school
1 4 psychology services.
Management: A successful Candidate manages direct delivery of professional services, and demonstrates awareness of basic principles of resource allocation and oversight. They regularly manage direct delivery of their own services, indentifying opportunities for improvement. They recognize the role of and need for clerical and other staff, including the role of human resources in these activities.
Administration: They are aware of the principles of policy and procedures manuals of
organization, programs, and agencies. Also, they are aware of basic business, financial and fiscal management issues. They respond promptly to organizational demands. They participate in the development of policies. They function within their budget. They negotiate and collect fees and pay bills. They use technology for information management. They identify resources needed to develop a basic business plan.
Leadership: They develop a mission, set goals, implement systems to accomplish goals and objectives, and build teams using motivational skills. They develop statements of mission or purpose of the direct deliver services, organization, programs, or agency. They provide others with face to face and written direction. They demonstrate capacity to develop a system for evaluating subordinates (supervisees, staff, and employees). They communicate appropriately to parties at all levels of the organization.
Evaluation of management and leadership: They develop plans for how best to manage and lead their organization. They articulate steps and actions to be an effective manager or leader
appropriate to the specifics of the organization.
Advocacy Practice Sample
An advocacy practice sample may include a demonstration of actions targeting the impact of social, political, economic or cultural factors to promote change at the individual (client), institutional, and system level. A successful Candidate demonstrates competency in empowerment and systems change in school psychology.
Empowerment: A successful Candidate intervenes with the client to promote action on factors impacting their development and functioning. They promote client self-advocacy.
Systems change: They promote change at the level of institutions, community, or society. They develop alliances with relevant individuals and groups. They engage with groups with differing viewpoints around an issue to promote change.
SENIOR CAREER CANDIDATE
Psychologists who qualify for the Senior Career Candidate option must submit curriculum vitae and professional statement and a narrative placing their work in context, as described above. In addition, the Candidate electing the senior career candidate option MUST include one or more substantial professional publications demonstrating scholarship pertinent to practice of school psychology (assessment, interventions, consultations, research/evaluation, supervision, teaching, management/administration, or advocacy). In addition to publications with potential to advance the
1 5 field, Senior Career Candidates should provide information reflecting more distinctive
practice patterns resulting from extended professional experience, e.g., areas of consultation; contracted service responsibilities; special grants; program administration/supervision; Continuing Professional Education program presentations.
For the Senior Career Candidate option, recorded assessment practice samples are not required but are permitted.
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Appendix A
Sequence and Timeline for Oral Examination
This schedule requires that the examiners have viewed the recorded practice samples.
and reviewed all the written materials IN ADVANCE.
Approximate Time allotted
(min.)
Team Meets and Organizes 10
Team Greets Candidate – Each team members introduces self, time frame is explained, and the fact that the exam is competency-based is highlighted. The collegial nature of the process also is indicated.
10
Examination on Curriculum Vitae, Professional Statement (Explicitly covering each of the following competency domains and the associated practice sample materials:
assessment, intervention, consultation, research/evaluation, supervision, teaching, management administration, and advocacy (if applicable).
90-120
BREAK – THE CANDIDATE IS NOT ASKED TO DO ANY WORK DURING THIS TIME
10 Examination on the following competency domains, again explicitly covering each:
professionalism, reflective practice/self-assessment/self-care, scientific knowledge and methods, relationships, individual and cultural diversity, ethical & legal standards and policy, and interdisciplinary systems
The examination on Ethics and Legal Foundations must include:
(a) 10 minutes for the Candidate to review the first selected ethical vignette and to discuss the Candidate’s responses to the ethical vignette provided by the Examination Team
(b) 10 minutes for the Candidate to review the second selected ethical vignette and to discuss the Candidate’s responses.
(c) exploration of the ethical vignette provided by the Candidate in the professional statement
(d) confirmation that no ethical or legal action has been taken against the Candidate since submission of practice sample
45-60
Exam Wrap-up and Discussion – Practice samples are returned to Candidate. 5
Note: Time allotments are guidelines to be followed reasonably closely. Significant variations from the exam format or schedule must be by mutual agreement between Candidate and the Examination Team Chair and documented in a written statement describing the variations and stipulating that they shall not serve as grounds for the appeal of a failed examination. Both the Candidate and Examination Team Chair will sign the statement.
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Appendix B
FORM F: VOLUNTARY CONSENT AGREEMENT
American Board of School Psychology
American Board of Professional Psychology
I, _______________________________________________ , agree to participate in a psychological service, which includes recording (video/DVD) of an assessment, intervention, consultation, or supervision/teaching/management activity.
_________________ , ___________________________
Name Relationship
______________ , _______________________________________
Name Relationship
I am aware that the assessment, intervention, consultation, supervision/management activity will be taped (video/DVD) for the purpose of being observed by psychologists who will be evaluating Dr. _______________________________ , a licensed psychologist applying for Board
Certification by the American Board of School Psychology (ABSP), a Specialty Board of the American Board of Professional Psychology (ABPP). No one other than those involved in the examination process will be allowed to observe the recording and related documents. The recording and related documents will be returned to Dr.
immediately upon completion of the examination.
I recognize that my participation in this process is entirely voluntary and not a requirement to receive psychological services. I have been told that I will receive a copy of this consent form. Date: _______________________ Participant:
Date: _______________________ Participant:
Date: _______________________ Psychologist:
Candidate will keep the original of this consent agreement for her/his records and not mail it with the practice samples. There is no need for this form to be given to the Examination Team.
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Appendix C
FORM D-1: PRACTICE SAMPLE CHECKLIST
CANDIDATE Practice samples Reviewer Examination Team MATERIALS One preliminary copy to be reviewed Three copies of all materials
Copies of the Curriculum vitae and Professional statement. Four copies are submitted in total. One remains with the Practice samples
Reviewer and three additional copies are sent as directed by the Director of Examinations. Copies of the Narrative accompanying each Sample and supplemental materials if applicable (e.g., testing raw materials and protocols, with any answer sheets, profiles) for the two different work samples (i.e.,
assessment, intervention, consultation,
supervision or management) (not necessary for Senior Examinations). Complete assessment report.
Copies of a 50 minute, unedited
videotape/DVD of the two different Practice samples, where both the Candidate and the Client are visible and both the Candidate and Client are clearly audible. BOTH segments are on one cassette of standard-play VHS tape or DVD. (not necessary for Senior Examinations) $250 Practice Sample fee submitted to ABPP Central Office
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FORM D-1: PRACTICE SAMPLE CHECKLIST
CANDIDATE Practice Samples Reviewer Examination Team MATERIALS
One copy and a subsequent revised copy if needed
Four copies of all materials, once approved by Practice Samples Reviewer
Copies of the curriculum vitae and professional statement. Five copies are submitted in total. One remains with the ABSP Practice Samples Reviewer and four additional copies are sent as directed by the ABSP Director of Examinations.
Material for Practice Samples gathered after establishing candidacy (passing CO & ABSP credential review).
Copies of the narrative accompanying each sample and supplemental materials if applicable (e.g., testing raw materials and protocols, with any answer sheets, profiles) for the two different work samples (i.e., assessment, intervention, consultation,
research/evaluation, supervision, teaching,
management/administration, or advocacy) (not necessary for Senior Candidates). Complete assessment report. Copies of a 50 minute, unedited recording
(videotape/DVD) of the two different practice samples, where both the Candidate and the Client are visible and both the Candidate and Client are clearly audible. Both segments are on one recording (VHS tape or DVD)(not necessary for Senior Exams).
$250 Practice Sample fee submitted to ABPP Central Office
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FORM D-2: ASSESSMENT PRACTICE SAMPLE CHECK
WHEN COMPLETE
REQUIRED INFORMATION
Accompanying narrative (information dates of client contact, brief history of the problem, rationale for procedures used). All descriptive information should be non-identifying.
Copy of all raw data
Copy of full professional written report
Select and implement multiple methods and means of evaluation in ways that are responsive to and respectful of diverse individuals, couples, families, and groups and context.
Evaluation methods: They understand the strengths and limitations of diagnostic approaches and interpretation of results from multiple measures for diagnosis and treatment planning. They accurately and consistently select, administer, score, and interpret assessment tools with clinical populations. Their selection of assessment tools reflects a flexible approach to answering the diagnostic questions. Their comprehensive reports include discussion of strengths and limitations of assessment measures as appropriate. Their interview and report leads to formulation of a diagnosis and the development of an appropriate treatment plan.
Application of methods: They select and administer a variety of assessment tools and integrate results to accurately evaluate a presenting question appropriate to the practice site and broad area of practice. They select assessment tools that reflect an awareness of the client population served at the practice site. They interpret assessment results accurately, taking into account limitations of the evaluation method. They provide meaningful, understandable, and useful feedback that is responsive to the client need.
Diagnosis: They utilize case formulation and diagnosis for intervention planning n the context of stages of human development and diversity. Their treatment plans incorporate relevant developmental features and clinical symptoms as applied to the presenting problem. They demonstrate awareness of DSM, ICD, and IDEA
diagnoses. They regularly and independently identify problems areas and make a diagnosis.
Conceptualization and recommendations: They accurately conceptualize the multiple dimensions of the case based on the results of assessment. They prepare effective reports. They administer, score, and interpret test results. They formulate case conceptualizations incorporating theory and case material.
Communication of findings: They communicate their results in written and verbal form clearly, constructively, and accurately in a conceptually appropriate manner. They write an effective comprehensive report. They effectively communicate results verbally. Their reports reflect data that has been collected through interview and its limitation.
Demonstrate awareness and competent use of culturally sensitive instruments and norms.
Sought consultation as needed to guide assessment.
Limitations of assessment data clearly reflected in assessment reports. Selected assessment tools reflecting a flexible approach to answering the diagnostic questions.
Comprehensive report includes discussion of strengths and limitations of assessment measures as appropriate.
Interview and report lead to formulation of a diagnosis and the development of an appropriate treatment plan.
Independently selected assessment tools that reflect an awareness of the client population served at the practice site.
Interpreted assessment results accurately, taking into account limitations of the evaluation method.
Provided meaningful, understandable, and useful feedback that is responsive to the client need.
Treatment plans incorporated relevant developmental features and clinical symptoms as applied to the presenting problem.
Demonstrated awareness of DSM, ICD, and IDEA diagnoses. Identified problems areas and makes a diagnosis.
Independently prepared effective reports.
Correctly administered, scored, and interpreted test results.
21 Wrote an effective comprehensive report.
Effectively communicated results verbally.
Reports reflected data that has been collected through interview and its limitation. Attested that written informed consent was secured
22
FORM D-3: INTERVENTION PRACTICE SAMPLE CHECK
WHEN COMPLETE
REQUIRED INFORMATION
Accompanying narrative (with dates of client contacts, current session number in total sequence, non-identifying descriptive information and history, presenting problem, course of treatment, diagnosis, Axis 1 -V; IDEA disability code). Availability of prior assessment data. Full write-up of professional report.
Wrote a case summary incorporating elements of evidence-based practice.
Presented rationale for an intervention strategy that includes empirical support.
Accurately assessed presenting issues taking into account the larger life context, including diversity issues.
Conceptualized the case independently and accurately.
Selected an intervention or range of interventions appropriate for the presenting issues.
Developed rapport and relationships with a wide variety of clients. Used good judgment about unexpected issues, such as crises, need for supervision, and confrontation.
Effectively delivered interventions.
Effectively implemented a typical range of intervention strategies appropriate to the practice setting.
Recognized and managed special circumstances. Terminated treatment successfully.
Collaborated with other providers or systems of care. Assessed treatment effectiveness and efficiency.
Critically evaluated own performance in the treatment role. Sought consultation when necessary.
23
FORM D-4: CONSULTATION PRACTICE SAMPLE
CHECK WHEN
COMPLETE REQUIRED INFORMATION
Accompanying narrative (with dates of consultation contacts, non-identifying descriptive information of the consultation context, purpose and goals of consultation, brief history of consultation).
Full write up of professional report
Recognized situations in which consultation is appropriate.
Demonstrated capability to shift functions and behaviors to meet referral needs. Demonstrated the ability to gather information necessary to answer the referral question.
Clarified and refined the referral question based on analysis and assessment of the question.
Prepared clear, useful consultation reports and recommendations to all appropriate parties.
Provided verbal feedback to consultee of results and offers appropriate recommendations
Identified and implemented consultation interventions based on assessment findings.
Identified and implemented consultation interventions that meet consultee goals. Attested that written informed consent was secured
24
FORM D-5: RESEARCH/EVALUATION PRACTICE SAMPLE
CHECK WHEN COMPLETE
REQUIRED INFORMATION
Accompanying narrative (information dates of client contact, brief history of the problem, rationale for procedures used). All descriptive information should be non-identifying.
Provided evidence of generation of knowledge.
Engaged in systematic efforts to increase the knowledge base of psychology through implementing and reviewing research.
Used methods appropriate to the research question, setting and /or community.
Consulted and partnered with the community stakeholders when conducting research in diverse communities.
Evaluated for outcomes.
Evaluated the progress of your activities and used this information to improve your effectiveness. Evaluated the progress of your activities and used this information to improve your effectiveness. Described how outcomes are measured in each practice activity.
25
FORM D-6: SUPERVISION PRACTICE SAMPLE
CHECK WHEN
COMPLETE REQUIRED INFORMATION
Accompanying narrative (with dates of supervision or management activity, non-identifying descriptive information of the context, purpose and goals of the activity, brief history of the supervisory or management relationship)
Articulated a philosophy or model of supervision and reflected on how this model is applied in practice, including integrated contextual, legal, and ethical perspectives.
Prepared supervision contracts.
Demonstrated knowledge of limits of competency to supervise. Constructed plans to deal with areas of limited competency.
Clearly articulated how to use supervisory relationships to leverage development of supervisees and their clients.
Demonstrated integration of diversity and multiple identify aspects in conceptualizing the supervision process with all participants (clients, supervisees, and supervisor).
Demonstrated adaptation of your professional behavior in a culturally sensitive manner as appropriate to the needs of the supervision context and all participating parties.
Articulated and used diversity-appropriate repertoire skills and techniques in the supervisory process.
Identified the impact of aspects of self in therapy and supervision.
Provided supervision to less advanced trainees, peers, or other service providers in typical cases appropriate to the service setting.
Spontaneously and reliably identified complex ethical and legal issues in supervision, and analyzed and proactively addressed them.
Demonstrated awareness of potential conflicts in complex ethical and legal issues in supervision.
26
FORM D-7: TEACHING PRACTICE SAMPLE
CHECK WHEN
COMPLETE REQUIRED INFORMATION
Accompanying narrative (with date of teaching, non-identifying descriptive information of the context, purpose and goals of the activity)
Demonstrated knowledge of one technique of outcome assessment
Demonstrated knowledge of methodological considerations in assessment of teaching effectiveness.
Demonstrated strategies to evaluate teaching effectiveness of targeted skill sets. Articulated concepts to be taught and research/empirical support.
Utilized evaluation strategy to assess learning objectives met. Integrated feedback to modify future teaching strategies. Attested that written informed consent was secured
27
FORM D-8: MANAGEMENT/ADMINISTRATION PRACTICE SAMPLE CHECK
WHEN
COMPLETE REQUIRED INFORMATION
Accompanying narrative (with dates of management/administrative activity, non-identifying descriptive information of the context, purpose and goals of the activity, brief history of the
management/administrative relationship)
Independently and regularly managed direct delivery of services, identifying opportunities for improvement.
Recognized the role of and need for clerical and other staff, including the role of human resources in these activities.
Responded promptly to organizational demands. Participated in the development of policies. Functions within their budget.
Negotiated and collects fees and pay bills. Used technology for information management.
Identified resources needed to develop a basic business plan.
Developed statements of mission or purpose of the direct deliver services, organization, programs, or agency.
Provided others with face to face and written direction.
Demonstrated capacity to develop a system for evaluating subordinates (supervisees, staff, and employees).
Communicated appropriately to parties at all levels of the organization.
Articulated steps and actions to be an effective manager or leader appropriate to the specifics of the organization.
28
FORM D-9: ADVOCACY PRACTICE SAMPLE
CHECK WHEN
COMPLETE REQUIRED INFORMATION
Accompanying narrative (with dates advocacy activity, non-identifying descriptive information of the context, purpose and goals of the activity, brief history of the advocacy relationship)
Intervened with the client to promote action on factors impacting their development and functioning.
Promoted client self-advocacy.
Developed alliances with relevant individuals and groups.
Engaged with groups with differing viewpoints around an issue to promote change.
29
FORM D-10: SENIOR CANDIDATE PRACTICE SAMPLE CHECKLIST
CHECK WHEN
COMPLETE REQUIRED INFORMATION
Four copies of curriculum vitae
Four copies of professional statement
Four copies of two practice samples reflect reflecting distinctive practice patterns(publications such as book chapters, journal articles or other major works) accompanied by narrative or material gathered after establishing candidacy (passing CO & ABSP credential review).
