The Positive Outcomes With Emotion Regulation (POWER) Program is a transdiagnostic intervention for adolescents at risk of developing emotional disorders. The POWER Program was designed to be implemented in secondary schools, by school personnel with or without specialized mental health training, as a Tier 2 intervention. In this pilot study, the…

An intervention program for the modification of classroom aggressive behavior is outlined. The primary components of this program are positive reinforcement, behavior rehearsal and modeling, and group activity procedures. (Author)

School psychologists are excellent candidates to support school administrations interested in implementing a continuum of effective behavior support. To prevent severe problem behavior, best practice suggests implementing a continuum of effective behavior support which includes primary level prevention procedures, secondary level targeted…

Handicapped students and shop teachers from a comprehensive vocational-technical school provided a model for (1) diversifying and expanding the role of the vocational school psychologist; (2) integrating behavioral, affective, and career aspects of adolescent development; and (3) implementing a program involving students, teachers, parents, and…

The rationale and philosophy for multidisciplinary activities by school psychologists and educators are presented with an emphasis on the acquisition of information on the social context of children's behavior and needs. Multidisciplinary training teams (MDTT) established over an eight-year period in elementary schools in Nashville, Kentucky, are…