My responsibilities for the Future of School Psychology Conference were twofold. First, I was to discuss the critical issues that children face or will face as we move into the 2000s. My second task was to propose roles for school psychology, within the constraints of the shortage, to address these issues.

The computer is going to be a catalyst of deep and radical change in the educational system. New conceptual frameworks are needed for thinking about the learning process, and experimental methodologies need to be reexamined. Examples of computer impact in learning situations utilizing its interactive capabilities are presented. (BS)

A review of the conceptual and methodological considerations in assessment and treatment of children's fears and phobias is presented. Areas discussed include the definitional problems in the field, analogue and clinical research, experimental research methods, and criteria for the evaluation of outcome in fear and phobia research. (Author/DWH)

Standardized tests are merely a place to begin evaluation. As an alternative, criterion-referenced measures offer more specific information. The end point of assessment must involve diagnostic teaching and continuous evaluation of real-life task and setting modifications. (Author/CP)

Normative and psychometric properties of a recently developed teacher checklist, the Academic Performance Rating Scale (APRS), were studied using 493 urban elementary school children (251 males and 242 females). The APRS was a reliable and valid source of information about the quality of a student's academic performance and behavior. (SLD)