In this issue, Professor Perry Zirkel argues that the points presented in the Dixon, Eusebio, Turton, Wright, and Hale treatise of the Forest Grove School District v. T.A. Supreme Court case confuses "legal requirements with professional norms." Although we appreciate Zirkel's acknowledgment that our position reflects the professional…

Professional psychologists considering becoming consultants to school systems need to address the problems of getting contracts, managing referrals, reporting results, and handling financial and legal matters. Contracts, in the author's experience, are won less by knowing administrators than by offering low prices and performing well on initial…

This article addresses a 2006 article by Hojnoski, Morrison, Brown, and Matthews on the use of performance-based measurement among school-based practitioners. Their results suggest that many of their survey respondents favor the use of this form of measurement. This line of research is important and addresses an important issue in current clinical…

Notes that biological interventions have been relatively neglected within field of school psychology in terms of its professional training, research agendas, and professional relationships with other specialties within psychology. Responds to previous articles in this special miniseries on psychopharmacology with children and adolescents, and…

Offers justification for school psychologist's involvement in vocational assessment process and suggests use of the vocational instrument Self-Directed Search (SDS). Argues use of SDS can provide school psychologists with psychometrically sound and time- and cost-efficient means of incorporating vocational component. Discusses integration of SDS…

Borsboom (2006) attacks psychologists for failing to incorporate psychometric advances in their work, discusses factors that contribute to this regrettable situation, and offers suggestions for ameliorating it. This commentary applauds Borsboom for calling the field to task on this issue and notes additional problems in the field regarding…

The results of the clinical versus statistical prediction meta-analysis support the longstanding finding that statistical methods are superior to clinical methods in making predictions. In this reaction, the authors discuss the findings from the perspective of the context of discovery and the context of justification, the client model-building…

Reviews and critiques relevance of Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised (DSM-III-R) for school psychological practice. Presents five misguided assumptions upon which DSM-III-R use is based, dealing with medical model conceptualization of behavior; reliability; validity; relevance for special education…

Responds to critiques by Reynolds and by Hynd of previous article (Gresham and Gansle, this issue) which reviewed relevance of Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised (DSM-III-R), and noted irrelevance of DSM-III-R for school psychology practice. Addresses misconceptions/misconstruals of objective facts in…

Reviews criticism of research on judgmental biases in cognitive psychology and recommends using caution in applying the findings of this research to research in school psychology. Provides suggestions regarding the potential of theory in cognitive psychology to reconcile discrepant findings in selected research on special education decision…

Responds to previous article (Gresham and Gansle, this issue) which reviewed relevance of Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised (DSM-III-R), and concluded that DSM-III-R is largely irrelevant for school psychology practice. Notes that Gresham and Gansle's proposal is not more powerful and cannot replace…

Responds to previous article (Gresham and Gansle, this issue) which reviewed relevance of Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised (DSM-III-R), and concluded that DSM-III-R is largely irrelevant for school psychology practice. Calls Gresham and Gansle article rife with inaccuracies and misrepresentations that…

Responds to previous article (Gresham and Gansle, this issue) which reviewed relevance of Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised (DSM-III-R), and concluded that DSM-III-R is largely irrelevant for school psychology practice. Discusses Gresham and Gansle's criticism of medical model views of abnormal behavior…

Responds to previous article (Gresham and Gansle, 1992) which argued that Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised (DSM-III-R) was irrelevant for practice of school psychology and that absence of treatment validity was most serious issue among problems with DSM-III-R. Elaborates on several issues surrounding…

The paper, intended for a Chinese audience, examines roles and functions of the school psychologist in special education in the United States in the context of federal and state (Maryland) legislation and in correctional institutions. Some of the minimum roles of the school psychologist are to serve on the preplacement team, conduct student…