Culturally responsive teaching (CRT) was introduced over 30 years ago and remains an educational framework used to guide instruction today. Although research has evidenced its utility and positive impact, little is known about available tools to guide practitioners in assessing and monitoring their implementation of CRT practices. This systematic…

Teacher stress, burnout, and attrition are well-documented problems that have been amplified as a result of the COVID-19 pandemic. Recent efforts to study and improve teacher well-being in response to such high levels of burnout are promising. However, the field continues to lack a unified definition of teacher well-being and consistent use of…

Historically, Black children with autism have faced diagnostic and treatment disparities across clinical and school samples despite nationally growing autism prevalence rates. Delays in receiving an accurate diagnosis impacts treatment and overall outcomes. Black autistic children are at-risk of facing multiple barriers to receiving a timely…

Threat-assessment procedures are advanced for their utility in reducing racial disparities in punitive and exclusionary school discipline outcomes. Generally unexamined, however, is bias in who gets referred for school-based threat assessment and under what circumstances. Cultural-competence considerations hold promise for addressing sources of…

Teachers are in a unique position to identify and support students who experience mental health concerns. The purpose of this systematic review was to (a) identify current available evidence-based teacher training programs related to students' mental health, (b) review the content and delivery methods of the training, and (c) evaluate the quality…

Recent years have seen a rise in the number of students identified with autism spectrum disorder (ASD), with increasing estimates of prevalence still emerging from cohorts monitored by the Centers for Disease Control and Prevention. However, dissemination to a school psychology audience about these students' needs has been disparate, with…

The success of Response-to-Intervention (RTI) and similar models of service delivery is dependent on educators being able to apply effective and efficient remedial procedures. In the process of implementing problem-solving RTI models, school psychologists have an opportunity to contribute to and enhance the quality of our remedial-procedure…

Asking questions is the most common but perhaps not most effective technique for interviewing students. Selected clinical views and empirical evidence are reviewed from personnel interviewing, counseling and psychotherapy, linguistics and education to illustrate these drawbacks and to suggest a reexamination of practice. (Author)

The Cattell-Horn-Carroll (CHC) factor clusters of the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) were studied with a group of gifted and nongifted individuals. Results found both groups display similar patterns of performance across the CHC factor clusters. Discusses clinical and educational considerations when using the WJ III…

Reviews literature on curriculum-based measurement (CBM), most radical of curriculum-based assessment procedures designed to assess academic behavior directly from curriculum as basis for evaluation and remediation. Examines conceptual and psychometric problems associated with CBM as they relate to eligibility decision making and programing for…

Surveys school psychologists to examine the acceptability of methods used to assess the cognitive ability of language minority students. Responses indicated that the use of a bilingual school psychologist, and the use of tests in English when a student is dominant in English were usually or always acceptable. Sometimes or usually acceptable were…

Examines the problem of assessing group process in a collaborative problem-solving situation. Results reveal that groups engaging in behaviors that facilitated collaboration obtained higher group and individual accuracy scores on a challenging problem set. Proposes that examining collaborative group process and outcomes offers a new direction in…

Fear over violence in schools has prompted increased requests for psychologists, educators, and law enforcement professionals to assist in preventing future school violence incidents. Attempts to lay a foundation for developing effective assessment and prevention approaches by first distinguishing planned school-based attacks from other forms of…

Reviews information that will assist in the development of evaluation efforts for school-based health centers (SBHCs). A review of evaluation theory, ideas for evaluation of SBHCs, challenges to implementing research in schools, and future directions for evaluation efforts are presented. (Contains 52 references and 3 tables.) (GCP)

Investigates differences between two types of reading probe material to monitor students' oral reading fluency over time. Reading sources were the curriculum in which the child was being instructed at school, and a set of generic (curriculum-independent) passages. Results indicated that students read significantly more words correct in the generic…