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…

Pediatricians and other family healthcare providers are critical in working to address many behavioral, academic, and/or social difficulties children experience at home and school. Effective communication and collaboration between school psychologists and healthcare providers is essential to fully understand the child's problems and design…

The program at Lehigh University has been very successful in producing a high percentage of students (42% of all graduates) who have entered academic careers as trainers of school psychologists. This article presents a conceptual model for the three variables that are considered as critical components of why students select an academic…

A national survey of behavior modification procedures used by school psychologists is reported. Respondents were asked to indicate the type of exposure, use, and inclusion of data collection procedures for 18 behavioral techniques. Conditional probabilities between type of exposure and use found strong relationships between supervision and…

Presents a perspective on the last five years of "School Psychology Review" (SPR) under editorship of Edward S. Shapiro. Provides content analysis of types of articles published by content affiliation of primary authors. Results suggest that SPR remains a highly competitive journal in school psychology and has expanded its influence into multiple…

Surveyed knowledge, use, and attitudes about curriculum-based assessment (CBA) among school psychologists (n-228). Found that 46% of respondents had used CBA; but only 18% of users had used CBA consistently. Psychologists viewed CBA as less biased than published standardized tests for assessment of children from culturally diverse groups and…

Over the past decade, curriculum-based assessment (CBA) has received substantial attention in the empirical literature as a reliable and valid method for assessment of academic skills problems. Despite this attention, there have been only limited studies on the use of CBA by school-based professionals. The present study reports the outcomes of a…

Over the last several years, substantial dissatisfaction has emerged with the use of norm-referenced, standardized tests for evaluating the academic performance of students. In particular, dissatisfaction has stemmed from concerns including the lack of overlap between the content of tests and the curriculum, the limited sensitivity of…

Compares four methods of assessing children's friendships-peer nominations, peer ratings, reciprocal peer nominations, and social networking. Results found that there was high agreement between reciprocal peer nominations, peer ratings, and the social networking procedure. Implications of these results for use by school psychologists are…

Examined school psychologists' (n=249) acceptability ratings of curriculum-based assessment (CBA) and selected standardized measures for evaluating academic performance. Results showed that, although both sets of assessment measures were found to be rated as acceptable, CBA was significantly and consistently rated as more acceptable than…

In 2000, as part of an invited symposium celebrating the start of the new millennium, the author was asked to write an article for "School Psychology Review" in which he tried to look ahead to where the field of school psychology needed to focus its energy in addressing the academic skills problems of children in schools. The article noted that…

Argues that the typical school psychology approach of solving problems one student at a time will not be successful in impacting the big problems of illiteracy, technological and mathematics deficiencies, writing, and problem solving. Proposes that the need to build academic competence and resilience through early intervention and prevention…

Pediatric school psychologists, experts in services to children with medical conditions, are needed in light of changes in public policy and educational practice. The role of a pediatric school psychologist might include advocating for childrens' social and educational needs, evaluating efficacy of intervention, and facilitating effective…

Notes that, although students with severe emotional disturbances present challenge to school psychologists, many school psychologists have only limited hands-on experience with this population. Describes project to train school psychology students at preservice level in intervention techniques especially applicable to children and youth with…

Examines the extent to which curriculum-based measurement (CBM) procedures can be implemented in a nonbasal reading curricula. Participants included 160 students from 31 second- through fifth-grade classrooms in two school districts. Discusses results in relation to CBM as an applied measurement methodology for use in both practical and research…