Most supervisors lack training in best practices in clinical supervision (Newman et al., 2019). However, supervisees report more positive supervision experiences from supervisors who have received training (Brott et al., 2016). To address this need, a group of university educators and an experienced field supervisor collaborated with the Illinois…

Due to a wide breadth of training, school psychologists are uniquely qualified to provide indirect and direct services outlined by best practices, such as school-based mental health services, special education evaluations, and trauma-informed practices. Professional standards indicate that school psychologists are equipped to identify trauma…

This study investigated the knowledge, skills, and perceptions of school psychologists regarding prenatal opioid exposure in school-aged children. The study also aimed to explore school psychologists' awareness of the effects of prenatal opioid exposure on children's academic, social, and emotional development. Utilizing a quantitative approach,…

This study examined school psychology faculty beliefs, attitudes, and perceptions regarding the status of graduate training in evidence-based assessment and intervention. The perspectives of a national sample of faculty in the U.S. were obtained through an online survey. A qualitative examination of faculty responses provided an understanding of…

The current brief provides an overview of the 2021-2022 school year student-to-school psychologist ratio for every United States territory, using the National Center for Education Statistics (NCES) counts of school psychologists. In addition to this, data are presented on the percentage change in student-to-school psychologist ratio from the…

School psychologists, especially those on the front lines, are working under difficult conditions, dealing with new mandates and procedures, and often without the essential tools necessary to do their jobs optimally. Surmounting obstacles associated with COVID-19 will require school psychologists to develop new ways to provide essential services.…

The early career, considered by the National Association of School Psychologists (NASP) to be the first 5 years of professional school psychology practice following graduation, is a critical period for school psychologists' development of professional identity, knowledge, and skills. Consistent with research in the counseling psychology…

Multi-tiered System of Supports/Response to Intervention (MTSS/RTI) is now mandated in a number of states, including Illinois, and being implemented at all grade levels. School social workers and school psychologists are typically involved in implementation; however, minimal information exists on the extent to which they collaborate. Results of an…

This fifth article in the series reviewing recent court decisions concerning appropriate school psychology practice from both professional and legal perspectives, asks readers to consider the summary of the Illinois case presented, and the questions and answers that follow. The primary issue is whether the school district's adverse employment…

School psychologists' training provides a variety of skills from which its practitioners may draw, including consultation, intervention, counseling, staff development, and assessment. Despite these broad skills, school psychologists' primary roles involve assessment and assessment-related tasks, generally as related to eligibility determination…

It has been projected that by 2020 one out of three children will be from a culturally and linguistically diverse (CLD) background. Rapid changes in school demographics and student needs are already presenting new challenges to school-based service-delivery methods and there have been calls for increased professional development efforts to better…

Response to intervention (RtI) is an influential system of service delivery in contemporary schools, but the specific role of school consultation in RtI implementation is not clearly defined. Instructional consultation provides a potential meeting point between consultation and RtI practices. Through a mixed-methods approach, this study explored…

The present study examines school professionals' self-reported perceptions of readiness in relation to the implementation of Response to Intervention (RTI) following a mandated deadline across the state of Illinois, as well their beliefs about the framework. A survey was developed to measure variables in the model related to school professionals'…

This study examines how teacher and staff perceptions of the school environment correlate with student self-reports of bullying, aggression, victimization, and willingness to intervene in bullying incidents using multi-informant, multilevel modeling. Data were derived from 3,616 6th grade students across 36 middle schools in the Midwest, who…

Recent research of relevance to school psychologists suggests that the cause, or etiology, of mental retardation can be established by medical diagnosticians in approximately one-half of cases. In the current study, 109 practicing school psychologists considered a hypothetical case of an elementary student with mental retardation and indicated…