Proposes that the current problem behavior of students in elementary and middle schools requires a preventive, whole-school approach based on positive behavior support. The features of positive behavior support are defined, and the application to whole-school intervention articulated. The steps used to implement school-wide positive behavior…

Proposes that effective implementation of school-wide systems of positive behavior support will require moving the consultation process from individual cases to working teams of educators. Key skills and possible measurement strategies to develop and sustain school-wide consultation efforts are described. (Contains 48 references.) (GCP)

Uses both exploratory (EFA) and confirmatory factor analyses (CFA) to examine the factor structure of the WISC-III among White and Black students from the WISC-III standardization sample and a sample of 348 Black students referred for psychological evaluation. Results of the EFA provided evidence of a large first principal factor as well as the…

Reports the results of the first joint confirmatory factor analysis (CFA) of the Cognitive Assessment System (CAS) and the Woodcock-Johnson Tests of Cognitive Abilities-3rd Edition (WJ III). Results of these analyses do not support the construct validity of the CAS as a measure of the PASS (planning, attention, simultaneous, and sequential)…

Examines whether curriculum-based assessment (CBA) procedures could be incorporated into a functional behavioral assessment (FBA) to identify antecedent events that occasion off-task classroom behaviors of students in a general education classroom. Suggests that the use of CBA during a functional analysis appears to be a practical and effective…

Advocates for the need to design, evaluate, and implement school-based prevention programs that focus upon decreasing the daily aggression and victimization that occur in elementary schools across the nation. Five model programs are reviewed and the key role that school psychologists play in the challenge to reduce aggression is highlighted.…

A case study is described in which a school psychologist served as the participatory researcher in an action research process for the development of a family-school partnership program in an elementary school. Concludes that participatory action research is a viable means for school psychologists to provide leadership in developing research-based,…

Reviews and describes new developments in the Shared Concern method (SCm), a tool for tackling group bullying amongst teenagers by individual talks. The psychological mechanisms of healing in the bully group and what hinders the bully therapist in eliciting them have become better clarified. The most important recent advancement of the SCm…

Youths who question their affectional orientation are increasingly identified as a group with needs for support. This article reviews definitions of sexual orientation, identity, and questioning youths and suggests implications these have for youths and programs. Makes recommendations for school programs that support the alliances among youths…

This article summarizes the theoretical and treatment literature in the area of gender atypical youth. A social constructionist perspective is provided as a lens through which the school psychologist may view the gender-nonconforming child in an effort to de-pathologize some aspects of gender atypicality and avoid the automatic confabulation of…

An annotated bibliography of materials relevant to multicultural and cross-cultural consultation in schools is provided. It features journal articles, books, and discussion papers. (GCP)

Study focuses on assessment from an internal source (self) before any formal training is given to students. A random sample of 570 from ten state-run high schools in Barbados, West Indies was selected. Results showed leptokurtic, negatively skewed frequency distributions of responses for Achievement and Understanding scales indicating a variation…

Discusses relationship between institutional mission and publication productivity in school psychology; categorizes top 50 institutions identified by Webster, Hall, and Bolen (1993) by university mission; and presents publication productivity rankings by category of institution. Analysis suggests that doctoral institutions have higher productivity…

Traces a century of growth in international school psychology. Cites various conditions and events which fostered development of international school psychology and four international, regional, and national conferences that strongly impacted on school psychology. Describes creation of International School Psychology Committee in 1972 and efforts…

Describes accountability methods built into practicums for school psychology trainees. Results of intervention-based services were summed across individual cases developed by trainees as a means of examining the overall effectiveness of the practicum experiences. Outcomes are reported as procedural adherence to the model of service delivery,…