The American Academy of School Psychology (AASP) was organized for the purpose of contributing to the development and maintenance of school psychology practice at its highest level.
Based in Washington, D.C., the American Psychological Association (APA) is a scientific and professional organization that represents psychology in the United States. With the mission of advancing the creation, communication and application of psychological knowledge to benefit society and improve people’s lives and more than 154,000 members, APA is the largest association of psychologists worldwide.
Division 16: School Psychology is composed of scientific-practitioner psychologists whose major professional interests lie with children, families, and the schooling process
The mission of SSSP is to advance basic and applied scientific research, disseminate research findings to broad audiences, and foster communication about the specialty of school psychology.
National Association of School Psychologists (NASP)
This is the official website of the National Association of School Psychologists (NASP). It offers an extensive resource library with sections specific for school psychologists, educators, students, and families. The main page is updated regularly to facilitate successful response to current events such as natural disasters or school violence. Although some resources are accessible only to member, most are available for free download.
The mission of CSCH is to facilitate innovative and impactful connections across research, policy, and practice arenas relevant to school and child health. CSCH serves as a central resource to university and external partners engaged in efforts that inform healthy, safe, supportive, and engaging environments for all children.
Center for Behavioral Education and Research (CBER)
The purpose of CBER is to conduct and disseminate rigorous research that improves educational and social outcomes for all children and youth in schools.
Planning Realistic Implementation and Maintenance by Educators (PRIME)
PRIME is a system of tiered supports designed to promote implementation of evidence-based interventions. Within PRIME, decisions to deliver implementation supports are data-driven, based on treatment integrity data and progress monitoring data as well as a measure of the implementer’s perspective, the Implementation Beliefs Assessment.
The National Exploration of Emotional/Behavioral Detection in School Screening (NEEDs2)
NEEDs2 aims to understand if and how social, emotional, and behavioral screeners are being used in schools, and what factors influence use. Implications of this work will assist school personnel, policy-makers, parents, and community stakeholders in decision-making about social, emotional, and behavioral service delivery in schools.
The Usage Rating Profile (URP) includes a suite of instruments designed to assess factors that can influence implementation of innovations. On this website, you can find additional information on the history and empirical foundations of URP development; articles, presentations, and examples of researcher and practitioner applications of the URP; the team of individuals who have helped support URP development; and downloadable URP instruments.
This website offers information about Direct Behavior Ratings (DBR). DBR involves rating of behavior following a specified observation period, and then sharing of that information to inform decisions. DBR can facilitate communication among students, parents, and teachers because ratings can provide a simple, inexpensive, and flexible way to provide frequent feedback about behavior.
The UConn Mind Body Group provides an opportunity for professionals and students to collaborate on mind body health research in schools and hospital settings. The group meets quarterly for education in mind body practices and support. Physicians, Psychologists, Nurses, Medical Students, and Graduate Students from the University of Connecticut, the University of Connecticut Health Center, and Connecticut Children’s Medical Center are all welcome.