The role of education staff in supporting social, emotional, and mental health (SEMH) difficulties is critical, however access to specialist mental health input can be difficult. Digitally-mediated service delivery was implemented during the COVID-19 pandemic and may be integrated in a post-COVID-19 world to support education staff. Using a…

Using data from a national survey of school psychologists we investigated (a) the extent to which school psychologists supported students' social-emotional and behavioral well-being using data and evidence-based practices programming, (b) how facilitators and barriers impacted school psychologists' service delivery in these areas, and (c) how…

School psychologists and counselors with large caseloads struggle with delivery of high-quality mental health services in the school setting due to time constraints and competing responsibilities. These providers can benefit from technology solutions that help engage and monitor the mental health of their clients in and out of session. This study…

Self-efficacy pertains to individuals' belief about their capability to accomplish a task; consequently, school counselors' positive self-efficacy is a theoretically based prerequisite for their facilitation of school-based interventions. In addition, school counselor-led interventions and comprehensive, developmental guidance programs benefit…

Hundreds of thousands of children are confronted with traumatic experiences each year in the United States. As trauma-informed care begins to take hold in schools, school mental health providers (e.g., school psychologists, counselors, and social workers) desire concrete service-delivery options for students affected by trauma. This article…

This study examined facilitators of and barriers to comprehensive and integrated services. A national sample of 267 full-time practicing school psychologists who were Regular Members or Early Career Members of the National Association of School Psychologists participated. We administered a survey to participants that measured the extent to which…

Problem solving between parents and teachers is critical to maximizing student outcomes. The current study examined the associations among the different components of problem solving, as well as the relationship between various characteristics and problem solving in parents and teachers of children with autism spectrum disorder (ASD). Participants…

For multi-tiered systems of support, such as Response-to-Intervention and Positive Behavior Interventions and Supports, to effectively impact student outcomes, interventions delivered across the tiers must be implemented as planned (i.e., with adequate treatment integrity). However, research suggests that most school personnel struggle to deliver…

Effective intervention delivery requires ongoing assessment to determine whether students are learning at the desired rate. Intervention programs with embedded assessment procedures (i.e., assessment that occurs naturally "during" the process of delivering intervention) can potentially enhance instructional decisions. However, there is…

School mental health (SMH) programs are gaining momentum and, when done well, are associated with improved academic and social-emotional outcomes. Professionals from several education and mental health disciplines have sound training and experiences needed to play a critical role in delivering quality SMH services. School psychologists,…

Two prior studies showed that giving teachers more information about a student's illness led them to make better attributions about that student's classroom problems and better classroom accommodations. In this study, 235 teachers appraised academic competence and judged whether to seek help or make a referral for a hypothetical student with type…

Students with autism spectrum disorders (ASD) present unique programming challenges to school personnel because of the wide variability of clinical symptoms and the high rates of emotional and/or behavior disorders (EBD) that can affect learning outcomes. Currently, there is little empirically based guidance to assist in determining the support…

School psychologists increasingly are called on to assess academic, behavioral, and social functioning of students with autism spectrum disorders (ASDs), as well as advocate for and assist in the development, implementation, and evaluation of evidence-based instructional strategies across a wide variety of education contexts. In this study, we…

The prevention or reduction of early aggressive and disruptive behavior has important educational and mental health implications. Disruptive behavior problems contribute to loss of instruction time in the classroom, frustration for children and families, and considerable societal burden associated with antisocial acts, including delinquency and…

Students identified as having emotional and behavioral disorders (EBD) experience the poorest educational outcomes among any disability group. Although models of intervention and corresponding evidence-based practices continue to advance, the promise of new approaches has failed to reach the general population of students with EBD. In this…