Demographic data show that public schools are faced with meeting the academic demands of a population that is becoming more ethnically and linguistically diverse. Preventative steps can give schools the opportunity to address the needs of its students before systemic inefficiencies can negatively impact student academic outcomes. For this reason, it is important that school psychologists remain vigilant regarding the most efficient and cost effective means to identify problems early. Since Spanish is the most prevalent language of children in the schools other than English, there is a need for school psychologists to find screening instruments that are specifically designed to convey an accurate representation of the abilities of this population. One screening instrument that has been posited as effective in assessing both English and Spanish-speakers is the Developmental Indicators for the Assessment of Learning - Third Edition (DIAL-3). The purpose of this study is to expand the work of the DIAL-3 authors to include more detailed information regarding its reliability and validity for the Spanish speaking sample. This study was conducted using the data from the standardization samples of both the English and the Spanish versions of the DIAL-3. Given the nature of the instrument, the obtained reliability estimates, computed using Cronbach's (alpha), fell within the expected range. Reliability estimate comparisons between English and Spanish-speaking samples were not statistically significant with the exception of the reliability comparisons in two domains of the DIAL-3 in the 3 years 0 months to 3 years 5 months age range. Results from additional statistical analyses conducted for this study support the discriminant validity of the test. However, a moderate linear relationship was found between the Concepts and Language Domains (r = .61, p <.01). In addition, a series of confirmatory factor analyses were conducted in order to determine the invariance of the variance-covariance matrices between the English and Spanish standardization samples. The four fit indices examined (GFI, CFI, NFI, and RMSEA) for the constrained model were within the acceptable limits. These results indicate that the three-factor model originally proposed by the test authors is adequate for both the English and Spanish versions of the DIAL-3.

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School-age children are at high risk of experiencing traumatic and stressful events that can negatively impact their academic, emotional, and behavior performance (Brock et al., 2016). Any stressful situation (i.e., natural disaster) or adverse childhood experience (ACE) can potentially become a traumatic event for a child or adolescent. The current literature indicates that 60% of children experience at least one ACE, putting them at high risk for a variety of health and social problems (Manyema et al., 2018). Natural disasters adversely impact children's life as they have the potential to destroy physical structures and injure the child or family members. According to Inoue and colleagues (2018) natural disasters can additionally be considered as an ACE. The purpose of this study was to explore the relationship between PTSD symptoms of students who have experienced a natural disaster (e.g., hurricane exposure) and students’ internalizing and externalizing behaviors. Participants included 75 students from elementary, middle, and high school in a school district in the Southeastern United States. Linear regression showed that PTSD symptoms are significantly correlated with internalizing and externalizing behaviors. However, moderation and interaction effects showed that he type of hurricane exposure did not significantly moderate the relationship between PTSD symptoms and students' internalizing and externalizing behaviors. Implications from these results suggest that trauma-informed strategies are needed for students that are exposed to a traumatic event.