School psychologists commonly conduct consultations focused on behavioral issues; however, questions remain regarding best-practices when conducting consultations with families from historically marginalized communities. The present study aimed to review the empirical literature base examining multicultural competencies in behaviorally-focused…

School psychologists are increasingly engaged in service provisions for students eligible for special education services under the eligibility category of autism, including conducting school-based assessments and evaluations. Evaluations occur for a variety of reasons such as special education eligibility decision-making, treatment and…

In this article, we investigate how the shift towards inclusive education in Danish schools changes and affects the ways in which educational-psychological advisory service (in Danish, PPR) units and school staff collaborate. Since inclusion is generally a matter of ensuring that every child can be accommodated within the mainstream school system,…

The mental health field has long recognized the negative consequences associated with a range of traumatic events, including physical assault, sexual assault, natural or man-made disasters, accidents, and medical incidents (American Psychiatric Association [APA], 2013). The shockingly high prevalence of exposure to violence among America's…

Notes that, although school administrators and parents are expecting school psychologists to be skillful in identifying and treating suicidal students, majority of graduate training programs in psychology do not offer specific training in suicidology. Reviews literature pertaining to suicidal youth, making certain distinctions so that more…

Discusses identification and support needs of people with intellectual disabilities, noting compelling reasons to continue theoretical and empirically validated efforts to develop more reliable, valid methods of identifying such people and reviewing the historical evolution of the concept of mental retardation and its measurement.(SM)

Reviews what is known about dynamic assessment, offering examples of its utility as a tool for research and clinical work in psychopathology, neuropsychology, education, the study of cultural differences, and developmental research. After discussing the use of dynamic assessment in assessing outcomes of cognitive education programs, the paper…

Independent evaluations are usually requested when a parent disputes the psychological evaluation of his or her child completed by school officials. These independent evaluations are comparable to a second opinion as found in other professions. However such evaluations are often fraught with problems, including qualifications of the examiner,…

Findings of a high prevalence of psychological problems among children with articulation and language disorders are reviewed and implications drawn for the role of the speech-language pathologist in behavior problem identification, referral, and therapy. A battery of psychological tests, including both parent-teacher questionnaires, and child…

Three dimensions (namely, predetermination of questions, interviewer response options, and breadth of content explored), which appear to determine assessment interview structure and format, are described and operationally defined, and then combined into a conceptual model indicating 27 different assessment interview formats. This paradigm affords…

The article examines how teachers and school psychologists can work together more effectively in using school psychologists' testing skills and helping them to provide better psychological assessment services. (CB)

A historical perspective of the role of school psychologists is outlined, including a discussion of recent developments that encourage a reconceptualization of school psychologists' traditional assessment activity. (Author/LMO)

Examines five structured interview formats for assessing psychopathology in children. Presents information illustrating specific characteristics of each interview. Includes reliability and validity data, and draws implications for use of interviews in school settings. Offers suggestions for the development of structured formats and for avenues of…

Children aged 7 to 14 years were administered a computerized version of the Raven's Coloured Progressive Matrices test. Computer and traditional version performance was found to be similar in terms of total mean score, correlation with the WISC-R, Raven's subscale intercorrelations, and Raven's total mean score composition. (Author/RD)

To test the reliability of children's reporting as compared with that of their mothers, a highly structured psychiatric diagnostic interview was used with 307 Ss, ages 6 through 16. Highest agreement was found on questions concerning symptoms that are concrete, observable, severe, and unambiguous. (Author/SW)