Training programs will continue to change to meet the needs of consumers of school psychological services in the 21st century. Provides information about the factors influencing the preparation of school psychologists whose roles and functions must change to meet these needs. Emphasis is on the overall context of training and the anticipated…

Considers research agendas for moving the school psychology profession forward by yielding unique contributions in the millennium, while enabling school psychologists to enhance outcomes for children and families with greater precision and effectiveness. Specifically examines some research agendas in the areas of diagnosis and assessment,…

The Universal Nonverbal Intelligence Test (UNIT) is reviewed and critiqued. The UNIT is a completely nonverbal test that can be administered as a screening battery, a standard battery for special education eligibility decisions, or as an extended battery for diagnostic purposes. Implications for school psychology practice and research are…

Surveyed 33 directors of American Psychological Association-approved school psychology programs to determine what responsibilities and benefits attend their role as training director. Findings identified several responsibilities that virtually all training directors engaged in. Many respondents received release time from class but received few…

Describes two projects undertaken by School Psychology Program at University of Nebraska-Lincoln: Nebraska Psychology of Schooling Project, cooperative public school/university program targeted at improving practicum sites and experiences; and Nebraska Internship Consortium in Professional Psychology, program developed to ensure availability of…

National sample of 121 directors of school psychology training programs responded to survey measuring extent to which programs integrated multicultural themes into core courses, offered minority-related courses, exposed students to culturally diverse clients during practica and internships, provided minority issues research opportunities, and…

Provides an introduction to school psychology and special educational services in Mexico from information gathered from literature, interviews with administrators, and a tour of facilities. Although the focus is on Mexico, the knowledge gathered can inform practitioners from other nations who serve children for whom immigration and a lack of…

Investigates the effect of randomizing both contingencies for reinforcement and reinforcers to decrease classroom disruptive behavior in five adolescent students with serious emotional disorder. Results reveal that the percentage of observed intervals of disruptive behaviors decreased immediately and dramatically in all students. (Contains 24…

Provides a general review and discussion of studies relating to hemispheric asymmetry in normal and reading disabled populations and possible implications with regard to the meaningfulness of IQ test results. Emphasizes research suggesting that the verbal factors of the WISC-III are related to the length of the left temporal bank of the planum…

Reviews the articles in this issue of "School Psychology Quarterly" and briefly compares their methods for identifying profile patterns. Argues that subtest profile patterns on the existing generation of intelligence tests have modest reliability and weak relationships with achievement and diagnostic categorizations. (Contains 13…

Describes the development of a new measure of the self that takes greater account of the way individuals ruminate their external actions to inform and maintain their self image. The scale reveals how it is possible to utilize psychometric techniques to produce more ecological means of investigating the self. (Contains 71 references and 2 tables.)…

Evaluates the sequential introduction of compliance training components on the instruction-following of four elementary school students. The components included effective instruction delivery with reinforcement for compliance, time in, and time out. Increased compliance levels were maintained at follow-up with all four students. Discusses results…

To ensure that academic and sociobehavioral interventions for children will be more successful, proposes three main components to address when designing the interventions: social validity, treatment integrity, and generalization and maintenance. Describes the pertinent characteristics of each of these components as they relate to school-based…

The role of the school psychologist has evolved from the traditional position of psychometrician to a scientist-practitioner who assumes a more progressive, proactive leadership position in initiating reform in the schools. This shift is guided by a changing paradigm from child deviance, or child pathology, to a collaborative, problem-solving…

Having reaped the benefits of the Thayer Conference in my school psychology career, it is a pleasure to provide a comment about Dr. Fagan's article. I began my career as a master's-level school psychologist in the state of Wisconsin just prior to the passage of 94-142, now called IDEA. I am now a trainer of school psychologists at the doctoral…