Leveraging Psychoeducational Assessment

Students with intellectual and developmental disabilities (IDD) frequently participate in assessment for special education eligibility, diagnostic clarification, and intervention planning. These projects examine ways that school psychologists can more accurately evaluate students with IDD, utilize assessment to foster self-insight and self-advocacy, and foster shared expertise and partnership with families and self-advocates.
  • Talapatra, D., Snider, L. A., & Miller, G. (2023). Using assessment to build partnership between students with intellectual disabilities, families, and educators. In S. Handler, S. Dada, & R. Banderjee (Eds.), Handbook of Inclusive Education for Teacher Educators (pp. 308-323). Routledge India. https://doi.org/10.4324/9781003266068-23
  • Snider, L. A., Talley, J., & Talapatra, D. (2023, February). "Being gentle yet direct'": Supportive assessment feedback about intellectual disabilities [Practitioner conversation]. National Association of School Psychologists Annual Convention, Denver, CO.  
  • Snider, L.A., & Talapatra, D. (2022, February). Meaningfully interpreting adaptive behavior assessments using the CASC framework [Practitioner conversation]. National Association of School Psychologists Annual Convention, Boston, MA.
  • Snider, L.A., Talapatra, D., Miller, G., & Zhang, D. (2020).  Expanding best practices in the assessment of students with intellectual and developmental disabilities.  Contemporary School Psychology. https://doi.org/10.1007/s40688-020-00294-w
  • Thompson, T., Coleman, J., Riley, K., Hessl, D., Snider, L.A., Howard, L., & Sansone, S (2018).  Standardized assessment accommodations for individuals with intellectual disability.  Contemporary School Psychology.  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6226246/

Preparation for Collaborative Partnerships

Targeted graduate and undergraduate training is vital for preparing future educators to partner authentically with families, approach students with intellectual and developmental disabilities (IDD) with a strength-based lens, and advocate for educational parity for students with IDD. These projects explore the training that school psychology graduate students receive related to IDD and illustrate instructional frameworks to better prepare future practitioners to serve this population.
  • Segall, M., & Snider, L.A. (2022, October). Reflections on Neurodiversity: An undergraduate seminar [Paper]. College Autism Summit 2022, Nashville, TN.
  • Talapatra, D., Snider, L. A., & Starr, E. (2022, February). Preparing graduate students for developmentally-appropriate practice: Coursework in intellectual disabilities [Practitioner conversation]. National Association of School Psychologists Annual Convention, Boston, MA.
  • White, L. C., Snider, L. A., Talley, J. M., & Talapatra, D. (2021, March). Building school psychologists’ awareness and prioritization of sexual health curriculum for students with intellectual disability [Poster]. Trainers of School Psychologists Annual Conference, Virtual.