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Response to Intervention: Ready or Not? Or, from Wait-to-Fail to Watch-Them-Fail
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Reynolds, Cecil R.; Shaywitz, Sally E. – School Psychology Quarterly, 2009
Response to Intervention (RTI) models of diagnosis and intervention are being implemented rapidly throughout the schools. The purposes of invoking an RTI model for disabilities in the schools clearly are laudable, yet close examination reveals an unappreciated paucity of empirical support for RTI and an overly optimistic view of its practical,…
Descriptors: Intervention, Learning Disabilities, Special Education, Federal Programs
A Qualitative Analysis of Factors Influencing the Interpersonal Dynamics of a Prereferral Team
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Etscheidt, Susan; Knesting, Kimberly – School Psychology Quarterly, 2007
The reauthorized Individuals with Disabilities Education Improvement Act (IDEIA) encourages the use of problem-solving prereferral approaches and permits local education agencies to use 15% of federal funds for early intervention services for students who have not been identified as needing special education but who need additional academic and…
Descriptors: Disabilities, School Psychologists, Problem Solving, School Districts
Implemetation of the IDEA by School Psychologists: An Exploratory Study Using the Theory of Street-Level Bureaucracy.
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Summers, Amy P.; Semrud-Clikeman, Margaret – School Psychology Quarterly, 2000
Based on the theory of Street-Level Bureaucracy, this exploratory study examines implementation of the Individuals with Disabilities Education Act (IDEA) by school psychologists. Six school psychologists and their supervisors participated. Results show that when school psychologists experience conflict in their work, they develop coping strategies…
Descriptors: Beliefs, Coping, Counselor Role, School Psychologists
Partnering to Chart Our Futures: School Psychology Review and School Psychology Quarterly Combined Issue on the Multisite Conference on the Future of School Psychology
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Sheridan, Susan M., Ed.; D'Amato, Rik Carl, Ed. – School Psychology Quarterly, 2003
For more than half a century, school psychologists have considered the need for role expansion and revision if they are to meet the poignant needs of children, youth, families, and school personnel. In fact, as previously discussed, school psychology practitioners and trainers have come together for a variety of conferences hoping to transform our…
Descriptors: Federal Legislation, Conferences (Gatherings), School Psychology, School Psychologists