Presents a summary of the provisions of statutes and regulations relevant to the topic of inclusion. Offers summaries of court decisions and federal agency policy letters that have interpreted these mandates. Discusses the implications of these mandates for the practice of school psychologists. (Author)

Twenty-nine consultant-consultee dyads completed traditional problem identification and problem analysis interviews. Results indicate that the mean integrity of a monitoring system based on teacher self-report was 54%. Average use of intervention stimulus products was 62%. Teachers implemented the treatment as planned 4% of the time. Reduction of…

Examines the problem of assessing group process in a collaborative problem-solving situation. Results reveal that groups engaging in behaviors that facilitated collaboration obtained higher group and individual accuracy scores on a challenging problem set. Proposes that examining collaborative group process and outcomes offers a new direction in…

Reports the results of two studies comparing school professionals' attributions of blame to a child victim, a father/perpetrator, and a nonparticipating mother in hypothetical vignettes of father-daughter incest. Results indicate that all professional groups assigned some degree of blame to the child victim and nonparticipating mother and very…

Effective psychologists and school leaders know how to manage conversations to help clients or stakeholders move toward solutions. This article presents the assumptions of solution-focused brief therapy in a school leadership context. Key components are focusing on solutions, finding exceptions, identifying changes, starting small, listening to…

This paper, part two of a two-part article, presents conceptual and practice issues on the use of empirically supported interventions in school and community settings. Discusses the essential practice issues, given the dual goal of advancing research in empirically supported interventions and of producing a knowledge base that has direct meaning…

Surveys 354 nationally certified school psychologists on the perceived usefulness of the Wechsler Intelligence Scale for Children-III (WISC-III) in general and profile analysis in particular. Practitioners rated the WISC-III as very useful for determining diagnosis and educational placement, but less useful for developing instructional strategies…

Discusses factitious disorder particularly as it applies to the school setting and the role school psychologists can play in the identification of this disorder. Describes a case study identified in the school setting, presents symptoms of the disorder, and includes specific recommendations for the school psychologist regarding identification,…

Reports on survey sent to school psychologist in one Southwestern state about their assessment and intervention practices with second-language learners. Analysis of returned surveys revealed that a number of school psychologists are using alternative assessment techniques, such as curriculum-based measurement, dynamic assessment, and portfolio…

Refocuses Hughes arguments, in target article, away from empirically supported treatments (ESTs) and back to science-practice links to services. Discusses the importance of theory in school psychology practice and research. Argues that theory alone is insufficient when considering services for children and families. Suggests the EST movement helps…

Diagnostic criteria for autism and background characteristics used by 937 Indian psychiatrists, psychologists, and pediatricians were examined. Generally, the three professions agreed about the characteristics most necessary for a diagnosis and these characteristics were in line with standards of the Diagnostic and Statistical Manual (III and IV).…

Explores the type of shifts in perspective, policy, practice, and research that can help schools move forward in addressing mental health and psychosocial concerns. Specifically discusses strengths and limitations of prevailing practices, the need to broaden current perspectives to improve efficacy for those served, and implications and directions…

Describes findings of a NASP-funded survey designed to identify and document exemplary mental health programs in which school psychologists were involved in program design, implementation, and/or evaluation. Results suggest school psychologists can assume a crucial role in providing mental health services for schools and communities. (Author/JDM)

Provides a review of the literature on children's developmental conceptions and reactions to death. Suggestions are made as to provide appropriate intervention strategies that can be used by psychologists, such as individual counseling, play therapy, bibliotherapy, family counseling, and group counseling. (Contains 105 references.) (GCP)

Summarizes a school psychologist's personal and professional experiences in 1997 as the first Fulbright scholar at the Liepaja Pedagogical Higher School in the former Soviet Republic of Latvia. Topics addressed include applying for the Fulbright scholarship; cultural experiences in Latvia; professional activities as a Fulbright scholar; and…