School psychologists can engage in consultation to address inequities in educational opportunities to support multiply marginalized students. This critical work is codified in the NASP 2020 Practice Model, which outlines professional and organizational principles to facilitate school psychologists' engagement in equitable, effective supports to…

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 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,…

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…

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…

Medical technology continues to improve, increasing life expectancies and capabilities of children with chronic illnesses and disabilities. Pediatric health issues have an impact on children's academic, emotional, behavioral, and social functioning. This article reviews a consultative Biopsychoeducational Model, based on a problem-solving process,…

There is a paucity of research related to the implementation of the procedural regulations of Section 504 of the Rehabilitation Act of 1973 in public schools. Section 504 is a general education civil rights law designed to provide access for students with disabilities. This study presents data from a survey that was distributed to a range of…

The purpose of the Individuals with "Disabilities Education Act (IDEA) Part B" grants is to assist States, outlying areas, freely associated States, and the Secretary of the Interior to provide special education and related services to children with disabilities. States must ensure that all children with disabilities residing in the…

The purpose of this study was to determine if the actual implementation of Response to Intervention (RtI) was related to school psychologists' knowledge, district opportunities for RtI training within the school district, and school psychologists' attitudes toward RtI. The implementation and use of RtI was predicted to be dependent upon those…

The preparation of the Individualized Education Program (IEP) for each handicapped child is seen as cumbersome and time consuming and involves writing similar goals and objectives repetitively for different students. Utilization of a microcomputer-based IEP preparation system has a significant impact on this process and what the school…