This study explored school psychologists' practices in the areas of developing behavior intervention plans (BIPs), conducting functional behavior assessments (FBAs), and behavioral consultation. Practitioners were asked to rate their level of confidence in the implementation with fidelity of the last BIP they developed. Relationships between these…

As school psychologists help teachers plan and implement classroom behavior management interventions, teacher perspectives on these interventions are vital to consider. To better understand teacher perspectives on a well-established, effective intervention, this study analyzed teacher responses to the Good Behavior Game (GBG; Barrish et al.,…

School psychologists pay a critical role in the assessment and intervention of students in special education. Within this role, they are highly likely to interact with students with intellectual and developmental disabilities (IDD), particularly in the context of school-based assessment associated with special education. Although students with IDD…

This study examined school psychologists' perceptions and acceptability of a state-mandated response to intervention (RtI) model. The purpose of this study was to examine the role school psychologists play in the RtI process as well as investigate factors influencing school psychologists' involvement in RtI. A survey was disseminated through…

Responsiveness to intervention has been an important change in models of service delivery within school systems in the recent past. However, there are a significant number of challenges to implementing the paradigm shift that these changes entail (Reschly 2008). Therefore, implementation of RTI varies among states, districts, and schools and some…

As public schools in the U.S. are becoming increasingly culturally and linguistically diverse (CLD), there has been an effort to generate empirical support for culturally responsive practices in schools to promote a variety of positive outcomes for children (e.g., behavioral health, mental health, academic achievement). School psychologists can…

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;…

The National Association of School Psychologists (NASP) describes consultation as a practice that permeates all aspects of school psychological service delivery, and school consultation is increasingly recognized as a central and essential feature of practice in school-based problem-solving paradigms. This research examined teachers' experiences…

Using consensual qualitative research methods, this qualitative study explored how nine recent graduates, all graduating within the past 7 years from an overtly social justice-oriented school psychology program, were experiencing social justice in practice. Semistructured interviews were conducted covering the following three theme areas: defining…

After the change in IDEIA, different models of response to intervention (RtI) have been practiced widely in American school systems. School psychologists are in an important position to facilitate RtI practice and provide professional development in order to help their school systems successfully undergo this transformation. However, there is a…

Although self-management interventions have a long history of empirical evaluation, attention has not been paid toward understanding actual use of this class of interventions. From a nationally representative sample of school psychology practitioners, a total of 295 respondents were presented with a description of a self-management intervention as…

As Response to Intervention (RTI) models continue to be implemented, an important research question is how school psychologists are experiencing the transition to RTI practice. In order to better understand the experiences of school psychologists, interviews with seven practicing school psychologists regarding their perceptions of barriers and…