Describes pervasive developmental disorders (PPDs), which are severe conditions that begin in early life and influence multiple areas of development. Conditions include autistic disorders, Asperger's disorder, Rett's disorder, childhood disintegrative disorder, and PPDs "not otherwise specified." Intensive behavioral intervention at an early age…

Reviews articles about Chicago Longitudinal Study and determines that the key questions are: How are circumstances and outcomes linked? How strongly do circumstances affect outcomes? How can school psychologists use prevention research to improve the academic and social well-being of the children they serve? Suggests that school psychologists need…

Highlights how schools currently address mental health; discusses new directions that build on emerging reform themes and reframe prevailing reform models; and outlines ways pupil-service professionals can develop a proactive agenda for shaping the future of mental health in schools. (Author/MKA)

Examines the reliability and validity of the Suicidal Ideation Questionnaire-Junior (SIQ-JR) as an instrument for identifying and assessing current suicidal ideation in a sample of 91 children and adolescents. Psychometric results showed that the internal consistency reliability coefficient and the test-retest reliability coefficient of the SIQ-JR…

Psychologists (N=368) who specialize in children read one of six vignettes describing a suicidal youth and a therapist who used a no-suicide agreement (NSA), then rated the appropriateness and effectiveness of the intervention. Results indicated that the psychologists mildly to moderately favored written NSAs regardless of reading level of the…

A sample of 444 nationally certified school psychologists were surveyed to determine which causes of dropping out should be national priorities. The five factors that emerged are criminal/victimization, different from peer group, school conflict, dysfunctional family/lack of support, and family responsibilities. School psychologists perceived…

Argues that assessment based on the content of a reading curriculum will not necessarily promote more effective instruction than one not so based. Focuses on reading ability, individual differences in the ability to read, instruction in reading, curriculum-based assessment of students' skill in reading, and assessment of comprehension. (RJM)

A survey concerning treatment of children with posttraumatic stress disorder was completed by 77 child psychiatrists and 82 nonmedical therapists. Medical responders reported most preferred treatments included pharmacotherapy, psychodynamic, and cognitive-behavioral therapy. Nonmedical respondents preferred cognitive-behavioral, family, and…

Outlines factors to consider when planning prevention, treatment, or abstinence maintenance intervention for drug abuse, particularly marijuana abuse in schools. Discusses literature on effectiveness of anti-drug campaigns on drug use; reviews spectrum of mental health interventions; and provides examples of programming. Examines role that…

Evaluates the collaboration and school psychology task priority of elementary school administrators, teachers, and school psychology counselors. Aims to shed light on subjects' service quality concepts, and to evaluate the change potential of the categorical school psychology services (SPS). Discusses several findings including agreement among…

Presents a synthesis of some of the existing knowledge base about how best to promote the educational and psychological well being of diverse students and their families within the school context. Identifies specific professional practices for school psychologists and provides illustrations of those practices to help guide psychologists' behavior…

Examines the relationship between psychopharmocological-related experiences and attitudes toward expanding roles for school psychologists. Profiles the results of a 1993 national survey of school psychologists who are members of the American Psychological Association regarding the appropriateness of expanding the school psychologists' role to drug…

Reviews conceptual, methodological, and paradigmatic issues related to the acceptability of school-based practices from a behavioral orientation. Provides an overview of the acceptability construct from this perspective. Examines methodology typically used when examining consumers' acceptability of school-based practices. Discusses importance of…

Examines responses of school psychologists (n=141) and special educators (n=130) to ethical dilemmas involving conflicts between administrative directors and ethical obligations. The majority predicted that they, immediate colleagues, and professional peers would make the choices judged as ethical in all situations. Predictors of ethical responses…

A lack of clarity continues as to the precise terminology and classification concerning the concepts of learning disabilities in the fields of school psychology and special education. This paper reviews the complex logical and socio-political issues of learning disabilities as they relate to current educational and social realities. (Author/JDM)