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/