Racial disproportionality in special education reflects the manifestation of modern-day segregation in our education systems (Anyon, 2009; Artiles et al., 2016; Artiles, 2022). Due to their specialized training and positionality as key stakeholders in special education eligibility processes, school psychologists are uniquely suited to impact…

Since the emergence of COVID-19, few studies have examined the exploration of trauma-informed care (TIC) practices within schools in a post-COVID-19 environment. While the literature on COVID-19 and its effects is growing, there is limited information about how the implementation of TIC practices within multi-tiered systems of support (MTSS)…

The purpose of this study was to understand the perceptions of middle school principals or Social Emotional Learning (SEL) program designees on the implementation practices of SEL programs at their school sites. Adolescents in grades sixth through eighth experience diverse changes that are physical, social, and emotional in nature given their…

There is a grave need for additions to the school psychologist's toolbox to support students with intellectual disability (ID) and sexual trauma. These children are especially vulnerable to adverse life experiences overall and are at a particularly high risk of experiencing sexual abuse and resulting trauma. Children with ID are less likely to…

The purpose of this study is to explore school psychologists' contributions to social emotional learning literature and programming in K-12 schools through examination of leading peer-reviewed school psychology journals. The expectation was to decipher the type of research the discipline is engaged and the extent to which research supports…

The purpose of Individuals with Disabilities Education Improvement Act (IDEIA) is to protect the rights of students with disabilities and to assure that all students receive equitable access to a free and appropriate public education; yet there are explicit exclusions written in the law for students who may have experienced environmental,…

English language learners (ELLs) are a significant and growing subset of the school age population across the United States. The projected growth of ELL students is significant and poses unique challenges for school districts when assessing bilingual students for special education. The state of California has the most ELL students in the nation…

The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004) continues to mandate that behavior interventions and behavior supports be monitored for proper implementation, and data gathered to prove implementation fidelity and student outcomes. The current implementation of behavior support plans (BSPs) is another type of…

This mixed-method study investigated how two schools implemented RtI[superscript 2] and what core components of RtI[superscript 2] the faculty and staff perceived as priorities for implementation. Participants included teachers, school psychologists, and administrators at two schools with similar demographics. The study included a self-assessment…

School psychologists throughout New York State were surveyed regarding their schools' policies to include parents in the special education eligibility process related to legal mandates and best practices. Differences were found in the implementation of legal mandates compared to implementation of best practices. Location differences were…

This researcher addresses whether transition planning with classified special education students is being implemented in accordance with the Kohler model for successful transition programming. Using archival data obtained from two high schools, one with a specialized on campus program (School A) and the latter as an excluded site specializing in…

As a result of the reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004), Response to Intervention (RTI) became a legal and acceptable basis for determining special education eligibility. While there may be evidence that RTI has had positive effects on the prereferral process for special education in some schools, there…

The amount of services delivered by school psychologists through consultation is increasing as is the number of students with challenging behaviors in the classroom. In this type of delivery model, the school psychologist works as a consultant to the teacher who will actually deliver the intervention to the student. The purpose of this research…