Responds to Kranzler and Keith (this issue) by providing data from a data-driven approach that suggests the Cognitive Assessment System (CAS) has validity. Provides evidence that the interpretation of the planning, attention, simultaneous and successive (PASS Scales) theory described in the "CAS Interpretive Handbook" is well supported.…

This invited commentary on the series of articles regarding the state of the extant research and practice concerning the implementation of response to intervention (RTI) will focus on the following issues: (a) what constitutes a comprehensive service delivery system that uses RTI as its driving principle; (b) the dependent measure by which the…

The purpose of this paper is to present a model for systematic evaluation of school psychological reports that may prove useful in providing administrators, teachers, and psychologists with information on the efficacy of the reporting of student assessment methods used in the district. (BW)

Direct observation plays an important role in the assessment practices of school psychologists and in the development of evidence-based practices in general and special education. The defining psychometric features of direct observation are presented, the contributions to assessment practice reviewed, and a specific proposal is offered for…

Documenting treatment integrity is an important issue in research and practice in any discipline concerned with prevention and intervention. However, consensus concerning the dimensions of treatment integrity and how they should be measured has yet to emerge. Advances from three areas in which significant treatment integrity work has taken…

Childhood, in our culture, does not preclude exposure to trauma. Sexual abuse, physical abuse, natural disaster, urban violence, school violence, and terrorism result in significant numbers of children with posttraumatic stress disorder (PTSD) symptomatology. Many factors contribute to symptomatic expression, with some children showing few effects…

The DURABLE (Discussing, Understanding, Reinforcing, Adapting, Building, Learning, Evaluating) Approach, an organizational intervention that is designed to facilitate implementation of individualized evaluation program (IEP) evaluation, is presented. The need for school psychologists to become actively involved in organizational-level matters in…

Response to intervention is a framework for organizing planned sequences of prevention and empirically validated interventions ordered by intensity. Plans might increase or decrease in intensity depending on risk status and outcomes. If interventions are well sequenced and technically adequate, these outcomes can be interpreted (with other…

This article explores concepts and strategies pertaining to systemic family assessment, enumerates the essential principles of systems theory, and discusses the purposes of family assessment in the context of children's school-related problems. An overview of assessment strategies is provided. (Author/LMO)

The first purpose of this case study was to examine the effects of a multi-strategy (operant, modeling, and cognitive) intervention, tailored to the negative behaviors of a socially rejected child. The second purpose was to apply a multimethod social skills assessment (parent and teacher interviews, peer sociometric data, and behavioral…