Describes opportunities, challenges, and cautions in response to the evidence-based intervention (EBI) movement in school psychology. Posits that the EBI Task Force in School Psychology presents the field with an unparalleled opportunity to influence school psychology training and practice and caution the field to consider carefully the unique…

The monograph summarizes characteristics of effective instruction of mildly handicapped and non-handicapped students by focusing on two literature areas: Instructional Psychology and Models of School Learning. The review on instructional psychology covers the following areas: definitions of instruction, principles of learning, models of the…

Presents a response to "School Psychologists as Health-Care Providers in the 21st Century: Conceptual Framework, Professional Identity, and Professional Practice" (this issue). The author supports the call for school psychologists to assume leadership in facilitating the necessary coordination across systems for such a role change to…

According to DiPerna and Elliott (2002, this issue), academic competence comprises both academic skills and academic enablers. This article describes a theoretical framework for considering the direct and indirect effects of important contexts on student performance and how these contexts change over time is described. Also, the literature…

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…

Conceptual issues related to dropping out, student engagement, and school completion are raised. Thirteen criteria are described as guidelines for designing, evaluating, and documenting programs to enhance successful school completion for all students. Recommendations for future research and practice include implementation of interventions,…

Noting that productive family-school relationships are necessary for socializing and supporting children and adolescents as learners, and that such relationships can take many forms, this book examines the goals, contributions, and accountability of families and schools for educational outcomes. Addressed to school psychologists, the book…