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School psychologists are increasingly tasked with assessing, supporting, and intervening with dual language learner (DLL) students, their teachers, and their families. Understanding the assets of bilingualism along with multiple issues associated with comprehensive practice with DLL has become paramount. Currently, practitioners often lack the depth in knowledge of cultural variables, dual language acquisition, knowledge of programs to effectively serve DLL students, bilingual assessment, and research and evidence-based practice to serve DLLs competently, as well as depth in second language competence. This white paper, endorsed by the School Psychology Educators of California (SPEC) and the California Association of School Psychologists (CASP), outlines areas of competence deemed to be essential to all psychologists, as well as additional areas of competence for practitioners identifying themselves bilingual school psychologists.

The Individual with Disabilities Education Act mandates nondiscriminatory assessment for children who are culturally and linguistically diverse. Because of the overrepresentation of English Language Learners (ELL) in special education programs in the United States, the focus of this article is the psychoeducational assessment of Spanish- and English-speaking children who are classified as ELL. This article presents a bilingual assessment model that incorporates Cattell-Horn Carroll (CHC) based instruments. The premise of this model is that a learning disability is manifested in L1 (primary language) and L2 (secondary language). The writers present cognitive assessments that are available in English, Spanish, and nonverbal modalities that utilize CHC as the underlying theory. By incorporating these assessments, the school psychologist is in a better position to analyze L1 and L2 assessment data and gain a clearer understanding of strengths and weaknesses and provide linguistically appropriate interventions. (Contains 5 figures and 3 tables.)

National demographics clearly demonstrate that children from culturally and linguistically diverse (CLD) backgrounds are on the rise. Many regions in the United States are experiencing unprecedented growth in English language learner (ELL) populations without adequately trained personnel to serve this unique population. Unfortunately, the demographic makeup of school psychologists has not kept up. There is a documented shortage of bilingual school psychologists. This shortage has created a gap in service delivery for children and families that are not native English speakers. With the increased demand in bilingual school psychology service delivery, challenges in training standards, recruitment, definitions in bilingualism, and certification/licensing have become evident. Although scholarship and research are limited, this article reviews the literature on bilingual school psychology, implications for practice, and highlights the challenges and opportunities in solidifying this unique specialty.

The Individuals with Disabilities Education Act allows three methods of determining whether a student qualifies for special education as a student with a specific learning disability (SLD). The first and most controversial is the Discrepancy model, which requires a significant discrepancy between the student's intellectual ability and academic achievement. The second is the Response to Intervention (RTI) model, which utilizes a process to assess a student's response to scientific, researched-based interventions. The third method involves reviewing the student's unique pattern of cognitive strengths and weaknesses (PSW) that result in academic deficits. The present article reviews the research regarding the strengths and weaknesses of each model. Furthermore, due to the recent emergence of PSW models, this article concludes with the authors' recommendations for further research prior to implementation of the PSW approach.

Public schools across the United States are experiencing an increase in Cultural and Linguistically Diverse (CLD) students, particularly those of Latino descent. Latino children are at a high-risk for mental health problems (i.e., depression, anxiety, risk of suicide, etc.) and face greater risk factors when compared to many of their ethnic counterparts. School psychologists are in a unique position to support their mental health needs. However, in order to enhance mental health outcomes, home-school collaboration becomes fundamental, particularly when working with Latino families. This article will examine Latino parent definitions and educator expectations of parental involvement in school systems. Home-school collaborative inhibitors (barriers), as perceived by Latino parents, will be examined and discussed. Epstein's "Framework of Six Types of Involvement" will be adopted as an outline for fostering and sustaining home-school collaboration and overcoming identified inhibitors. Culturally and linguistically appropriate strategies based on Epstein's framework will be examined. Implications for school psychologist and educators will be discussed. (Contains 2 tables.)

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The aim of the work was to evaluate the development of Podosphaera xanthii (Castagne) U. Braun & Shishkoff in pumpkin crop during the years 2018 - 2019. The crop (Cucurbita pepo L.) (hybrid pumpkin material, Gray Zucchini) was established on a surface of 1 500 m2 where 25 plants were randomly selected, and three leaves per plant were labeled, in which incidence and severity were evaluated weekly using a degree scale. Weather variables were recorded. These results indicate that P. xanthii is present at 14 days after transplantation in the sowing from February to April; while from May to July, it is present after seven days, coinciding with the rainy season, conditions that indirectly favor the increase of relative humidity (23-63 %), causing the progress of the disease. The development of the disease was similar in both years (2018-2019), but not between the two sowing dates, with the first symptoms appearing seven days earlier, and with a severity of 0-9 %, at the second sowing time (May-July). The comparison of major components showed a relationship of temperature with the incidence and severity of the pathogen, but not with rainfall, since this factor does not condition the emergence of the disease. As an important result for Tehuacán region, it is suggested the month of February as the most appropriate date for planting the crop, with a low incidence and severity of the disease. [ABSTRACT FROM AUTHOR]

Pumpkin cultivation (Cucurbita pepo L.) is relevant because it is one of the most important vegetables due to its consumption worldwide. However, a limitation for its production is the incidence of diseases, among which is the powdery mildew, causing losses of 50 % to 100 % in yield. Literature identifies two genera causing this disease worldwide: Golovinomyces cichoracearum (DC.) V.P. Heluta and Podosphaera xanthii (Castagne) U. Braun &Shishkoff. Both genera were identified in different crops in Sinaloa, Mexico, but the causal agent of powdery mildew in pumpkin in Tehuacán has not been identified. Therefore, the objective of this research was to corroborate the presence of this pathogen in Tehuacán. The morphological and molecular identification was carried out considering the anamorph and telomorph states. The morphological analysis was made by means of optical microscopy and the molecular analysis by means of PCR. The ITS region of the ribosomal DNA (ITS1 5.8 S and ITS2) was amplified and its sequence was compared with the records of the Genbank NCBI. Powdery mildew showed simple conidiophores, mainly ovoid conidia with fibrosin bodies inside. The sexual phase showed spherical casmotecia with septated mycelial appendages, with an ovoid asca with an eye opening of 18.5 µm in diameter and eight ascospores inside. These characteristics and the sequences obtained coincided with those described for Podosphaera xanthii, which allowed the identification of this pathogen as the causal agent of powdery mildew in pumpkin in Tehuacán, Puebla. [ABSTRACT FROM AUTHOR]