“Using Student Achievement Data to Support Instructional Decision Making: A Practical Guide for Psychologists | 6 NASP-Approved CPD Credits” has been added to your cart. View cart

Sale!

Side view of serious woman in formal wear discussing business issues with ethnic man in modern office

Section 504 School Discipline: Legal & Ethical Responsibilities for Psychologists | 6 NASP-Approved Legal/Ethics CPD Credits

Name: Section 504 School Discipline: Legal &amp; Ethical Responsibilities for Psychologists | 6 NASP-Approved Legal/Ethics CPD Credits
SKU: 2136
Price: 60.00 USD
Availability: InStock

Original price was: $120.00.Current price is: $60.00.

Learn to navigate Section 504 discipline decisions using legally sound, ethical, and well-documented school-based practices.

Recommended Add-On Courses

Keep learning and save! Add another course to your cart and enjoy 20% off eligible additional courses. Simply check the courses you'd like below—the discount applies automatically at checkout.

Ethical and Legal Issues in School-Based Psychological Assessment: Principles and Applied Decision-Making | 2 Law and Ethics NASP-approved CPD Credits

~~$20.00~~ $16.00

Culturally Responsive Psychoeducational Assessment: Addressing Bias and Disproportionality in Special Education | 4 EDI NASP-approved CPD Credits

~~$40.00~~ $32.00

Chronic Absenteeism and School Avoidance: Assessment, Intervention, and Multi-Tiered Support | 9 NASP-approved CPD Credits

~~$90.00~~ $72.00

Discount is calculated automatically in your cart.

Reading-Based Continuing Education Course

Section 504 School Discipline: Legal & Ethical Responsibilities for Psychologists

A primarily reading-based course examining the legal, ethical, and practical responsibilities involved when school discipline intersects with Section 504 protections.

Course Overview

Through guided readings and applied examples, participants review Section 504 discipline requirements, procedural safeguards, documentation, team decision-making, and the role of psychologists in supporting legally and ethically defensible practices. The course emphasizes practical application in school settings rather than lecture-heavy instruction.

⚖️ Legal Responsibilities
Review Section 504 protections and discipline-related requirements.

📋 Practical Application
Apply legal and ethical concepts to documentation and school-based decisions.

🧠 Professional Role
Examine psychologist responsibilities in consultation, evaluation, and team processes.

Course Format

This course is primarily self-paced reading, supported by examples and knowledge-check activities designed to reinforce understanding and application.

Child & School Psychology CE accreditation information

Continuing Professional Development

NASP Approved Provider

Child & School Psychology CE is a NASP-approved provider of continuing professional development for school psychologists.

Continuing Education Credit

Eligible courses provide continuing education credit after successful completion of required course activities and assessments.

Certificate of Completion

A certificate is available after successful completion of the applicable course requirements.

Please Note:
Continuing education requirements vary by state, licensing board, employer, and credentialing organization. Participants are responsible for confirming that a course meets the requirements applicable to their individual license or credential.

Home-Study Credit Calculation

How CE Hours Are Determined

For asynchronous home-study courses, Child & School Psychology CE uses the Mergener Formula to estimate the instructional time required to complete the educational program.

This standardized method considers the amount of instructional reading, the complexity of the material, and the course assessment to provide a structured basis for assigning continuing education hours when live attendance time is not used.

Child & School Psychology CE maintains documentation supporting the continuing education hours assigned to each home-study course.

Source Use & Attribution

Open Access & Copyright Notice

Child & School Psychology CE may use scholarly articles, government publications, reports, guidance documents, and other educational resources that are publicly available, open access, or in the public domain.

Open access does not necessarily mean that a work is free of copyright.
Materials are used in accordance with the copyright status, license terms, permissions, or public-domain designation applicable to the original source. Required attribution and source information are provided when applicable.

Child & School Psychology CE does not claim ownership of third-party materials. Original course organization, instructional commentary, learning activities, assessment materials, and other content created by Child & School Psychology CE remain the intellectual property of Child & School Psychology CE unless otherwise indicated.

Source-Specific Terms:
Participants should refer to the original publication or linked source for the copyright notice, open-access license, reuse restrictions, or public-domain designation that applies to that resource.

Course Instructor

Jaime Flowers, Ph.D., LEP, BCBA, NCSP

School Psychologist • Educational Psychologist • Behavior Analyst

About Dr. Flowers

Dr. Jaime Flowers is a licensed educational psychologist, Board Certified Behavior Analyst, and Nationally Certified School Psychologist with extensive experience in school psychology, behavior analysis, assessment, consultation, and professional continuing education. Her work has focused on translating evidence-based practices into practical strategies that psychologists and other education professionals can apply in real-world settings.

Ph.D.
School Psychology

LEP
Licensed Educational Psychologist

BCBA
Board Certified Behavior Analyst

NCSP
Nationally Certified School Psychologist

Professional Focus

✓ School psychology practice
✓ Behavioral assessment and intervention
✓ Consultation and problem-solving
✓ Evidence-based educational practices
✓ Professional continuing education

Reviews

There are no reviews yet.

Be the first to review “Section 504 School Discipline: Legal & Ethical Responsibilities for Psychologists | 6 NASP-Approved Legal/Ethics CPD Credits”

Sample the Course
You may sample the lessons from this page before enrolling. Please note that progress completed without logging in will not be saved. Registration and purchase are required to access the final quiz and earn your certificate of completion.

Course Content

Artificial Intelligence Disclosure

Artificial intelligence (AI) was used during course development for editorial assistance, including review of wording, organization, clarity, and presentation of author-developed materials.

In designated written activities, AI may also provide immediate formative feedback on participant responses based on course concepts and criteria established by the course developer.

AI does not independently determine course completion or continuing education credit. Course content, sources, learning objectives, assessments, and final materials are reviewed and approved by the course developer and applicable program-planning personnel.

What You Will Learn

Learning Objectives

By the end of this course, participants will be able to apply evidence-based classroom behavior support strategies within school psychology consultation and problem-solving.

Identify Core Strategies

Identify the seven teacher-delivered behavioral recommendations described in the What Works Clearinghouse practice guide.

Differentiate Interventions

Distinguish among behavioral expectations, precorrections, positive attention, instructional choice, opportunities to respond, self-monitoring, and behavior ratings.

Select Appropriate Supports

Select classroom strategies that match observable student behavior, instructional demands, and classroom needs.

Apply Strategies in Consultation

Apply teacher-delivered behavior support strategies within school psychology consultation and collaborative problem-solving.

Evaluate Implementation

Evaluate intervention feasibility, implementation fidelity, and student response when reviewing classroom-based supports.