Response to intervention (RTI) is a major current issue at the intersection of general and special education, with the school psychologists in their usual central position. The literature is replete with scholarly and practical sources on RTI, but the legal sources are limited. A few articles provide systematic coverage of the relevant provisions…

Recent statistics estimate that there are 783,000 children living in foster care in the United States. This vulnerable population is at risk for academic failure as well as internalizing and externalizing behavioral problems. Compared to their peers, foster youth face significant educational difficulties, including lower levels of academic…

This article reports on a case that resulted in a published court decision which illustrates a dilemma at the intersection of the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA). On first impression, the finding that teachers were operating based on professional principle seems to validate their actions.…

A public health crisis is looming in US schools. Millions of children do not receive mental health services, are poorly bonded to supportive educational communities, and fail to develop important social and emotional competencies. Considering these problems, many of which relate to students' school functioning, efforts are needed to support…

This article presents the testimony by Dr. Melissa Reeves, a school psychologist and faculty member in the school psychology program at Winthrop University. Dr. Reeves shares her view of the critical role schools must play in crisis response and recovery. In addition to being a graduate educator and a consulting school psychologist, Dr. Reeves is…

This article presents the author's talk, entitled "Engaging with Parents," which was delivered as the National Association of School Psychologists (NASP) Distinguished Lecture at the NASP 2010 Annual Convention on March 4, 2010 in Chicago, Illinois. At the time of this talk, the author believes education and psychology are involved in three…

Looking back over 40 years, much has changed and much has not changed in the field of school psychology and in the National Association of School Psychologists (NASP). This article presents the author's opinions and recollections on school psychology and NASP which do not necessarily represent those of NASP or the many leaders with whom he has…

After a nationwide search, the NASP PREPaRE Workgroup recently invited Brian Lazzaro, Christina Conolly-Wilson, and Melinda Susan to join the workgroup. This was done in an attempt to meet the ever-increasing demand and associated duties that accompany the dissemination of the PREPaRE Crisis Prevention and Intervention Training Curriculum. In this…

Currently, more than two thirds of school-aged children with mental health needs do not receive treatment. By exploring the numerous barriers that limit children's access to mental health care, the authors argue that school psychologists have a key role to play in supporting comprehensive mental health services for children. This article provides…

This year, the Communications Workgroup is dedicated to keeping an eye on the positive--in students, in colleagues, and in themselves. Recognizing the positive people and opportunities encountered can temper the stress of crises, differences of opinion, and daily challenges of being a school psychologist. Emphasizing possibilities is also a…