In assessment of Latino and other bilingual-bicultural students, culture and language are rarely seen as central; in contrast, they are often seen as peripheral. School psychologists infrequently consider the culture of the student to be integral to their assessment and seldom consider it as a source of learning-related assets. However, when the…

This study evaluated the relationship between acculturative stress, symptoms of internalizing mental health problems, and academic performance in a sample of 94 Latino middle school students. Students reported on symptoms indicative of depression and anxiety related problems and acculturative stress. Teachers reported on students' academic…

An understanding of the current intervention research is critical to the adoption of evidence-based practices in the delivery of psychological services; however, the generalizability and utility of intervention research for culturally and linguistically diverse youth may be limited by the types of research samples utilized. This study addresses…

The purpose of this study was to examine the validity of two Dynamic Indicators of Basic Early Literacy Skills (DIBELS) early literacy measures with first-grade Korean speaking English Learners (ELs). A total of 30 first-grade Korean ELs were screened three times during the year using early literacy measures from DIBELS. A sample of students was…

Although self-management interventions have a long history of empirical evaluation, attention has not been paid toward understanding actual use of this class of interventions. From a nationally representative sample of school psychology practitioners, a total of 295 respondents were presented with a description of a self-management intervention as…

Youth suicide is a global public health problem and some lessons for more effectively preventing it can be found in a perhaps unlikely source: the Golden Gate Bridge. Issues discussed include means restriction and method substitution, the stigma associated with suicide and the consequences of it, myths and misconceptions regarding suicide, and…

Current assessments in the schools are based on a deficit model (Epstein, 1998). "The National Association of School Psychologists (NASP) Model for Comprehensive and Integrated School Psychological Services" (2010), federal initiatives and mandates, and experts in the field of assessment have highlighted the need for the comprehensive…

Current approaches to mental health in school tend to overemphasize individually prescribed treatment to the detriment of prevention programs. Moreover, they are implemented as another fragmented set of interventions, and this contributes to the continuing marginalization of student and learning supports. Finally, when the focus is on individuals'…

This article describes the results of a national survey pertaining to school psychologists' knowledge and use of evidence-based, social-emotional learning (SEL) interventions. For the study, 331 school psychologists responded to a survey that listed (a) techniques for identifying SEL interventions, (b) 16 SEL programs that have been identified by…

The purpose of this study was to teach female juvenile offenders with disabilities a self-management procedure to help improve on-task behavior and academic performance during independent practice of math calculation facts. Students were taught to set goals and were provided with incentives for goal attainment. A reversal single-case design…

This exploratory study examined (a) Integrated Systems Model (ISM) implementation levels, and (b) the effect of implementation of the academic and behavioral components of ISM on student academic outcomes. Participants included 2,660 students attending six suburban elementary schools. Hierarchical linear regression was conducted using a control…

Although there is promising evidence for parent-tutoring strategies for improving oral reading fluency, such parent tutoring programs are not widely used in schools. This study examined the effectiveness of providing parent training in school settings using teachers as trainers. An evidence-based reading package including listening passage…

Commonly used in clinical and medical settings, no-suicide contracts (NSCs) solicit commitment from suicidal individuals not to attempt suicide. The prevalence of community and school-based Mental Health Professionals' (MHPs) use of NSCs with suicidal youth (SY) is unknown. Additionally, minimal feedback is available regarding MHPs' current…

Within the Response-to-Intervention framework, students who fail to profit from high-quality general education instruction, accommodations, and supplemental instruction progress to a more intensive intervention program, sometimes referred to as "Tier III." This article describes a problem-solving approach to designing such intensive, data-based,…

School psychologists can work within a Response to Intervention (RtI) framework to increasingly promote the mental health of students. This article shares the unfolding of two composite case studies that exemplify how a practicing school psychologist can use a problem-solving framework to deliver effective mental health interventions to individual…