In this episode, I’m kicking off a short series on some of my favorite resources and tools in school psychology. We’re starting with emotional disability, including the different names this eligibility category goes by and why the language can still feel so tricky to interpret.

I share three things I return to again and again: a practical book on identifying and assessing emotional disturbance, the habit of asking better why and how questions, and an FBA-informed approach to gathering meaningful behavior data.

None of these tools are flashy, but they can make complex evaluations clearer, more thoughtful, and much easier to explain with confidence.

Highlights:

(01:25) - Why emotional disability has so many different names

(02:48) - The questions in the criteria that still cause confusion

(03:58) - Why the social maladjustment chapter is such a useful resource

(05:22) - The underrated power of asking better questions

(07:38) - How to connect behavior to educational impact

(09:18) - Why FBA thinking makes ED evaluations stronger

Identifying and Assessing Students with Emotional Disturbance (Tibbetts, 2013)

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The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

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In this episode, I’m continuing our autism evaluation series and moving into the meeting itself, specifically how we explain results to families when autism is part of the conversation.

Because yes, the data matters, but the family did not come to hear a performance review of your rating scales. They came to understand their child.

I’m sharing three practical ways to make these conversations clearer, kinder, and more useful: talk more about the student than the test results, connect your findings to what the student needs at school, and leave the jargon behind whenever you can.

This is how an evaluation meeting becomes less of a presentation and more of a real conversation.

Highlights:

(02:10) - Talk about the child, not just the stack of test scores

(04:26) - What your findings actually mean for Monday morning support

(06:15) - Turning transition data into something families can picture

(07:35) - Why unstructured time can be the hardest part of the day

(08:20) - Jargon swaps that make parents feel included, not overwhelmed

(10:32) - The emotional weight of an autism eligibility meeting

The Prepared School Psychologist - https://jennyponzuric.com/solutions/

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

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In this episode, I’m talking about what happens after an autism evaluation, the report. More specifically, why so many school psych reports technically include the right information, but still do not always land with the people who need them most.

Parents, teachers and service providers are not ignoring reports because they do not care. Often, the report just does not feel useful yet.

We’ll look at how to write more clearly, more succinctly and more meaningfully, without losing the integrity of the data.

Because our value is not in listing every score twice. It is in connecting the dots, grounding findings in the educational setting, and making sure the team can actually use the report to support the student.

Highlights:

(01:30) - Why important reports still go unread

(03:02) - The mindset shift that changes who you write for

(04:16) - What succinct report writing actually means

(05:02) - Why your interpretation matters more than another list of scores

(09:39) - Autism rating scales do not make eligibility decisions

(11:10) - What autism looks like on a Monday morning at school

The Prepared School Psychologist - https://jennyponzuric.com/solutions/

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

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In this episode, I’m talking about a question that comes up all the time in school psychology: how do we choose the right tools when evaluating a student for suspected autism?

Do we need the ADOS? Should we add cognitive testing? Which rating scales actually help, and when are we just creating more paperwork for everyone?

I walk through why autism evaluations need to start with district expectations, but they cannot stop there. We also have to think carefully about the student in front of us, the questions we are trying to answer, and what information the team actually needs.

This is your reminder that more tools do not always mean a better evaluation, and thoughtful, individualized decision-making matters.

Highlights:

(01:30) - I’m starting with why autism evaluation questions deserve more than a one-size-fits-all answer

(02:24) - I’m explaining why district guidelines should be your first stop before choosing tools

(04:05) - I’m breaking down when cognitive testing might actually be needed

(06:05) - I’m talking through how to choose rating scales without piling on unnecessary forms

(08:25) - I’m reminding you that rating scales are useful, but they do not decide eligibility

(10:28) - I’m sharing when I do, and do not, reach for the ADOS

The Prepared School Psychologist - https://jennyponzuric.com/solutions/

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

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In this episode, I’m talking with Stefanie Finney, a board-certified behavior analyst who went back to school, earned a second master’s degree, and stepped into the world of school psychology.

And yes, even with all that experience, year one still came with a few “wait, nobody mentioned this part” moments.

Stefanie shares what surprised her most about the role, how her BCBA background gives her an edge with FBAs, behavior plans, and consultation, and why she gives herself permission to say, “I don’t know, but I’ll find out.”

We also talk about the one-day contract that helps her manage overwhelm, the value of having people to lean on, and why it may take closer to five years to feel truly steady in this work.

Highlights:

(01:49) - The real surprise of year one: so many moving parts

(03:41) - How a BCBA background became a major school psych advantage

(05:57) - Stefanie’s one-day contract for handling overwhelm

(07:54) - Why saying “I don’t know yet” can actually build trust

(10:21) - How Stefanie prepares when a new role feels brand new again

(12:50) - Why five years may be a more realistic comfort-zone timeline

The One Day Contract: https://www.barnesandnoble.com/w/the-one-day-contract-rick-pitino/1115781881?ean=9781250054906

The Prepared School Psych community: https://jennyponzuric.com/prepared-school-psychologist/

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

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In this episode, I’m joined by Julie Waldschmidt, a newer school psychologist who began her journey in the field after years as a special education teacher.

That classroom experience shows up in powerful ways, from how she connects with teachers during consultation to how she observes students, understands frustration and looks for strengths.

We talk about preschool evaluations, English language learner assessments, collaboration, resource hunting, school-life balance and the importance of being visible in your buildings.

Julie’s advice for new school psychs is simple but so helpful: ease in, go slow, listen well and remember that it does not all have to happen at once.

Highlights:

(01:41) - Why preschool evaluations brought unexpected learning

(02:21) - The training gap around English language learner assessments

(02:50) - How special education teaching experience supports school psych work

(03:41) - Why teacher consultation feels different when you have been in the classroom

(05:33) - Julie’s favourite resources for learning and self-care

(07:38) - Why visibility and listening matter in your first solo role

Links:

The Prepared School Psych community: https://jennyponzuric.com/prepared-school-psychologist/

Rebecca Branstetter: https://rebeccabranstetter.com/

Dr. Charles Barrett - It is Always About the Children: https://www.barnesandnoble.com/w/its-always-about-the-children-2e-charles-alexis-barrett/1149057051?ean=9781735026480

Angela Watson, Truth for Teachers: https://truthforteachers.com/

Not Your Average School Psychologist Podcast: https://podcasts.apple.com/us/podcast/not-your-average-school-psychologist-podcast/id1704722978

School Psyched Podcast: https://www.schoolpsychedpodcast.com/

The Autism Helper Podcast: https://podcasts.apple.com/us/podcast/the-autism-helper-podcast/id1443908794

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

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In this episode, I’m joined by Nicholas Shannon, a first-year school psychologist with a path into the field that is anything but predictable.

Before reports, meetings and rating scales, Nicholas was working in hospitality, learning how to read people, stay calm under pressure and make strangers feel comfortable. Turns out, those skills travel surprisingly well.

We talk about the real first-year stuff: overwhelm, collaboration, missed parent forms, different school cultures, professional growth and what it means to make an impact before you feel like an expert.

Nicholas also shares why representation matters, and how he is learning to do this work in a way that feels true to him.

Highlights:

(01:59) - The surprise of realizing school psychology feels very different in the real world

(03:41) - Why collaboration deserves way more attention in training

(05:25) - How Nicholas grounds himself when overwhelm starts creeping in

(07:03) - What restaurant work taught him about parents, students and pressure

(13:24) - Staying curious when you do not have all the answers

(16:43) - Why representation and doing the work your own way matters

The Prepared School Psych community: https://jennyponzuric.com/prepared-school-psychologist/

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

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In this episode, I’m talking about what happens when your role no longer fits the way it used to.

I sit down with Erin to explore her journey from a traditional school psychology role into mentorship, private practice, and university teaching, and how she found new ways to use her skills without leaving the field entirely.

What I love about this conversation is how practical it is. We talk about career pivots, side hustles, and how to figure out what actually lights you up, instead of just sticking with what feels safe. If you’ve been wondering what else is possible in this field, this one will open your thinking.

Highlights:

(01:02) - The moment Erin realised her traditional role was no longer fulfilling

(04:00) - Why mastering IEP meetings sets you up for so many other roles

(05:13) - Stepping into mentorship and supporting other school psychologists

(07:11) - Moving into university teaching and why it felt like the right next step

(09:04) - How to explore new career paths without quitting your job

(12:54) - Finding what actually lights you up and building from there

The information and advice provided are for guidance purposes only, and all listeners are required to follow federal and state law, as well as their school district guidelines and policies.

Connect with Jenny:

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