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Wilcox, Gabrielle; Chatlos, Suzannah B.; McClure, Erin; Flowers, Jaime; Makarenko, Erica – Contemporary School Psychology, 2023
Evidence-based practice is foundational to school psychology; as a field, we have contributed a great deal of evidence for specific practices. However, school psychologists must continue to find ways to more effectively reduce the gap between research and practice, supporting educational outcomes for all students. Two interconnected strategies…
Descriptors: School Psychology, Theory Practice Relationship, Evidence, Research Reports
Albritton, Kizzy; Truscott, Stephen D.; Terry, Nicole Patton – Contemporary School Psychology, 2018
Response to Intervention (RtI) is a multi-tiered problem-solving approach that has been used to help struggling school-aged children and is now proposed as a promising evidence-based model for early childhood settings. Successful implementation of RtI may require early childhood practitioners to develop new skills in assessment, intervention, and…
Descriptors: Response to Intervention, Early Childhood Education, Program Implementation, Evidence Based Practice
Talapatra, Devadrita; Roach, Andrew T.; Varjas, Kris; Houchins, David E.; Crimmins, Daniel B. – Contemporary School Psychology, 2018
Transition services can be used to forge family, school, and community partnerships and foster a successful shift to adult life for students with intellectual disabilities (ID). School psychologists can play a valuable additive role in supporting the transition process due to their graduate training in interpersonal skills; consultation services;…
Descriptors: School Psychologists, Models, Intellectual Disability, Intervention