Articles published between 2000 and 2008 in four major school psychology journals--"School Psychology Review," "Journal of School Psychology," "Psychology in the Schools," and "School Psychology Quarterly"--were classified based on type (empirical or narrative) and on the primary and secondary authors' affiliations. Results showed that more than…

The articles in this special Practitioner's Edition of "Psychology in the Schools" share the application of sound educational and behavioral practices in real school and classroom contexts. Given this emphasis in these articles on the applied use of behavioral practices, the purpose of this brief commentary is to highlight and comment on some of…

Gender and sexually diverse (GSD) students face unique challenges in schools due to the privileging of cisgender and heterosexist norms in these settings. In particular, GSD youth who belong to ethnically and racially minoritized groups face further challenges within school environments that disregard their cultural contexts and intersectional…

The interpretation of cognitive test scores often leads to decisions concerning the diagnosis, educational placement, and types of interventions used for children. Therefore, it is important that practitioners administer and score cognitive tests without error. This study assesses the frequency and types of examiner errors that occur during the…

The study investigated the consultation approaches of collaborative-directive and collaborative-nondirective and the influence of teacher expectations for consultation on their ratings of consultation success. Teachers viewed videotaped consultation sessions of a collaborative-directive or collaborative-nondirective consultation session that…

This study investigates the role of school connectedness in mediating the relation between students' sense of hope and life satisfaction for three groups: Bullied Victims, Peer Victims, and Nonvictims. Students in grades 5 to 12 (N = 866) completed the California Bully/Victim Scale, School Connectedness Scale, Children's Hope Scale, and Students'…

This study investigated the accuracy of classroom teachers' judgments of the reading progress of their low-performing students. Participants were 36 second grade teachers and students in their lowest reading groups (n = 150). Student progress was monitored weekly using reading-curriculum-based measurement (R-CBM) procedures. After 6 weeks,…

Different functions within different forms of aggression were examined in relation to peer-perceived preference and popularity among middle school students. Two hundred and three 7th grade students were nominated by a subset of their grade mates based on indices of likeability, popularity, and aggressiveness. Both linear and curvilinear…

This article focuses on the development and implementation of primary and secondary behavior supports at a schoolwide level. The approach described is consistent with previous efforts to address behavior at a systems level (e.g., G. Sugai, R.H. Horner, & F.M. Gresham, 2002). In this article, we illustrate this process through a school-based…

School-wide positive behavior support (SWPBS) has been identified as an effective and efficient method to teach students prosocial skills. It requires both effective behavior support practices and systems that will support these changes, including data-based decision making among the school leadership team. There are many practical and systemic…

With the growing popularity of a response to intervention model of service delivery, the role of intervention management is becoming more prominent. Although many aspects of intervention management have received significant attention, one area that warrants further development involves feasible methods for monitoring student behavior in a…

An estimated 5.2 to 7.8 million children with significant chronic health problems attend school every day in the United States requiring interventions in the school setting. A majority of these students will be from ethnic minority or low-income groups within two decades. Providing culturally competent interventions in schools is critical to…

This article discusses the current issues involved in the evaluation of children who have both intellectual gifts and a specific learning disability (SLD) in reading. Given recent changes in federal special education law (i.e., the Individuals With Disabilities Education Improvement Act of 2004), the use of a unified assessment model that…

The use of contingent ignoring to help reduce problems in the classroom has been advocated by behavioral psychologists, but in practice, teachers have found this procedure often is not successful. The potential mistakes are described. For each potential problem, a remedy is prescribed. (Author)

Teacher training is the key to implementing psychological education for children. The author presents a description of a teacher workshop in psychological education. (HMV)