Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in…

Focuses on psychopharmacology and prescription privileges for psychologists. Summarizes nine major findings from Task Force on Psychopharmacology in the Schools, created to review literature on prescription privileges for psychologists; identify specific issues attendant to use of psychoactive medications with children; and clarify implications…

Reviews literature on pediatric psychopharmacology practice, lack of empirical support for efficacy and safety of most psychotropics for pediatric use, and need for further basic and clinical trials research and evaluation. Identifies shortcomings in training and experience that must be addressed if school psychology is to meet demands of three…

Looks at schools that serve children whose problems in learning and behavior mark them as marginal students. Identifies "cultural imperatives" by observing curriculum domains emphasized in "special" and largely separate school programs. Notes that increasing numbers of special programs have become highly disjointed and inefficient in schools and…

Characterizes instructional practices that prevent discipline problems by encouraging learning and appropriate behavior from behavior analytic perspective. Notes that basic assumption of this perspective is that effective teaching strategies also serve managerial functions through development of stimulus control and management of behavioral…

Discusses expanded role for psychologists and school psychologists ranging from increased knowledge about psychopharmacology to collaborative practice with prescribing physician to obtaining limited independent prescription privileges. Explores legal issues associated with such role expansion: credential concerns, malpractice liability, and record…

Presents a conceptual model of strong school-based interventions. Notes strong interventions are ecological in nature, naturalistic in scope, contain elements from the research base that are predictive for success, and incorporate the constructs of social validity in a practical manner. Provides suggestions and implications for strong school-based…

Reviewed 39 empirical studies in which direct observational methods were used to assess children in whom attention deficit hyperactivity disorder (ADHD) had been diagnosed. Found that classroom studies distinguished ADHD children from comparison groups better than laboratory studies. Behaviors that most consistently distinguished ADHD children…

Three California counties implemented California System of Care Model to enhance school attendance and educational achievement of youth with severe emotional disorders. Initial results revealed that youth enrolled in specialized school-mental health programs showed improvement in achievement test scores in two of three counties, with subgroup…

Single-case analyses were conducted of the dosage and time-course effects of methylphenidate on disruptive classroom behavior, math and reading performance, and social engagement. In contrast to previous studies, clear individual differences were demonstrated: across children; across academic, behavioral, and social domains of functioning; for…

Reviewed research findings with respect to family influences on student achievement. Identified five family and home environmental factors that affect student achievement and whose effects may be altered through intervention: parent expectations and attributions, structure for learning, home affective environment, discipline, and parent…