Kelsie Reed – författare

Integrate strength-based and neurodiversity affirming approaches into school evaluations Traditional school psychology training relies on deficit-based models, leaving practitioners without resources to conduct evaluations that reflect student strengths and neurodivergent identities. Essentials of Strength-Based and Neurodiversity Affirming School-Based Evaluations is the first book to integrate these two assessment approaches, grounded in positive psychology research and insights from neurodivergent individuals leading the neurodiversity affirming movement. The book introduces strength-based tools including the CRI-Youth, CYRM-R, MIGDAS-2, SWAN, Values Youth Survey, and Clifton StrengthsExplorer alongside techniques for neurodiversity affirming interviewing and observations. These evidence-based strategies enable practitioners to create balanced evaluations that are both legally defensible and representative of all students' abilities, promoting positive mental health and academic success. Readers will also find: Practical methods for shifting from pathology-focused assessment roles to practices that emphasize student strengths, capabilities, and identityGuidance on equity and inclusivity in assessment practices that have historically marginalized students with disabilities in school settingsStrategies for reimagining special education services to harness strengths identified during the evaluation process for individualized support planningFrameworks for incorporating neurodiversity affirming language and perspectives into psychoeducational reports, recommendations, and team communicationsApproaches to supporting diverse student populations through inclusive assessment practices that reflect cultural and neurological differences accuratelyWritten for school psychologists seeking to transform their evaluation practices, this book also serves special education teachers, service providers including SLPs, OTs, and LCSWs, special education administrators, and clinical psychologists who conduct or contribute to school-based assessments of neurodivergent youth.