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NASP Position Statements

Position papers are generated by workgroups and approved by the NASP Delegate Assembly. At the last Assembly, the Delegates decided to routinely review position papers every five years. Any paper adopted prior to 1993 is assigned to a work group for review and could be updated at the next Delegate Assembly. To recommend a change or to suggest that a new position be established, contact your state delegate.

• Ability Grouping and Tracking
• Advocacy for Appropriate Educational Services for All Children
• Assessment, School Psychologists' Involvement in the Role of
• Attention Problems
• Children's Rights
• Corporal Punishment in Schools
• Early Childhood Assessment
• Early Childhood Care and Education
• Early Intervention Services
• Effective Character Education
• Effective Parenting: Positive Support for Families
• Emotional and Behavioral Disorders
• Employing School Psychologists for Comprehensive Service Delivery
• Gay, Lesbian, Bisexual, Transgender, and Questioning Youth (formerly Sexual Minority Youth)
• HIV/AIDS
• Home-School Collaboration
• Identification of Students With Specific Learning Disabilities (adopted July 2007)
• Inclusive Programs for Students with Disabilities
• Interagency Collaboration to Support the Mental Health Needs of Children and Families
• Mental Health Services in the Schools
• Minority Recruitment
• Periodic Reevaluations for Students With Disabilities (formerly Three-Year Reevaluations for Students with Disabilities)
• Prevention and Intervention Research in the Schools
• Pupil Services: Essential to Education
• Racism, Prejudice, and Discrimination
• Rights Without Labels
• School Violence
• Sexuality Education
• Student Grade Retention and Social Promotion
• Supervision in School Psychology
• Using Large-Scale Assessments for High Stakes Decisions