Major points made by the authors of this special journal edition are briefly reviewed. A shift from a general practice model of school psychology to a corporate model is noted. Differences between teamwork in schools and in industry and medicine are described, and team functioning in schools is equated with committee activity. (Author)

This article delineates an organizational systems framework for exploring team utilization possibilities in schools and provides guidelines for deciding when and how teams might be utilized. (Author/PN)

This article argues that the multidisciplinary team (MDT) can provide more effective and satisfying psycho-educational services by adopting a family systems model. A brief overview of the model is provided, followed by a discussion of specific MDT functions that serve to facilitate a school-family alliance. (Author/PN)

Characteristics of new teams are reviewed with attention being given to variables that must be addressed to ensure their effectiveness. A process model of team building also is described, and implications of research on group effectiveness for multidisciplinary teams in schools are discussed. (Author/PN)

Considers approaches to assessing writing disabilities that use theory-based process measures to explain discrepancies between intelligence quotient (IQ) and achievement; may define learning disabilities independent of IQ; and employ branching diagnosis based on selected tests rather than all tests in standard battery. Outlines model for using…

School psychologists have experienced difficulties in assessing students' behavior disorders, because of lack of training and problems associated with the traditional medical model of abnormal behavior. An alternative assessment model is described in terms of its five principles: problem solving; functional analysis; multiple operationalism;…