OSPA QUALIFIED EXAMINER POSITION PAPER

This position paper outlines the views of the Oregon School Psychologists Association (OSPA) regarding the qualifications of those individuals who carry out psychoeducational or psychological assessments on children within the school setting.

National and State of Oregon regulations stipulate that "procedures, tests and other evaluation materials used for evaluating handicapped children...are administered by trained personnel in conformance with the instructions provided by their producer."" (34CFR Part 300 Sec. 300.532, OAR 58-15-072, ORS 343.055). Federal agencies have insisted that students receive quality services from persons trained at the highest levels. In addition, the National Association of School Psychologists (NASP) and test publishers are clear in requiring a high standard of competence and training.

It is the position of the Oregon School Psychologists Association that any professional conducting individual assessments of intelligence, social/emotional, or behavioral status in a school setting must be a licensed school psychologist or have the following minimum qualifications:

• A completed graduate degree in Psychology including course work in assessment procedures, psychometrics, child development, child psychopathology, principles of learning, systems theory, and consultation techniques.
• Fieldwork, including practicum experiences and a one-year supervised internship, at least half of which has been completed in an educational setting.
• Demonstrated ability to interpret test data in the context of psychometric theory, test standardization, developmental issues, and a systemic analysis of classroom, school, family, and community.

NASP, in its Principles for Professional Ethics (IV-B-5), states that "school psychologists do not condone the use of psychological or educational assessment techniques by unqualified persons in any way including teaching, sponsorship, or supervision." It is the position of OSPA that school psychologists should not condone or participate in psychoeducational assessments conducted by individuals who do not meet minimum standards.

Multidisciplinary teams rely on reliable and valid data, properly interpreted, in order to make determinations regarding educational programming for children. It is the position of OSPA that multidisciplinary teams use only assessment data provided by qualified examiners as described above. This will insure protection for school districts should an evaluation be challenged or taken to hearing. further, this will guarantee that children and their families are provided services by professionals who are fully qualified to perform their assigned roles.

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