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School psychologists are key school-based personnel when responding to suicidal thoughts and behaviors. The present paper explored the experiences and attitudes of school psychologists, with a special focus on collaborating during suicide intervention activities. Using a descriptive phenomenological approach, a purposive sample procedure identified 10 school psychologists. Data were collected via in-person, semi-structured interviews. Most participants were female (n = 9) and all were practicing within the school setting and had delivered suicide intervention activities. Experiences described through interviews suggested collaboration while responding to suicide was a common activity that enhances the quality of services, external collaboration--though beneficial for students--can be a barrier to the provision of services, school psychologists cope through collaboration, and suicide intervention services would benefit from increased collaboration. Implications for practice include working to develop stable partnerships with external stakeholders and increasing collaboration during suicide assessment and response.

This study examined the predictive validity and classification accuracy of two commonly used universal screening measures relative to a statewide achievement test. Results indicated that second-grade performance on oral reading fluency and the Measures of Academic Progress (MAP), together with special education status, explained 68% of the variance in third-grade standardized test performance (N = 399). Six methods of dichotomous risk classification were also explored to predict whether students would pass or fail the state test. A random sample of half of the participants was used to establish locally appropriate risk cut-scores, holding sensitivity constant at 0.95; the cut-scores were then cross-validated on the remaining participants. Cross-validation reflected sensitivity of above 0.90 for all methods, with MAP Language Usage and two multi-screener methods demonstrating the strongest overall technical adequacy for risk classification. The limitations and implications of these findings are discussed.

Prior research has documented that classroom-level variables have a significant effect on student outcomes; however, previous findings have typically focused on average student outcomes and have only recently begun to use hierarchical linear modeling techniques. The present study aimed to investigate the effects of classroom-level variables on the reading and behavioral outcomes of at-risk kindergarten students. Hierarchical linear modeling was used to control for student factors and to examine the effects of (a) teacher variables, (b) context variables, and (c) instructional variables on several student outcomes. Results indicated that student-level factors were the strongest and most consistent predictors of student outcomes. After controlling for student factors, classroom- and school-level variables were relatively poor predictors. Implications for research and practice are discussed.

Within an RtI problem-solving context, assessment and decision making generally center around the tasks of problem identification, problem analysis, progress monitoring, and program evaluation. We use this framework to discuss the current state of the literature regarding curriculum based measurement, its technical properties, and its utility for making instructional decisions. Cursory examination of emerging alternatives (e.g., computer adaptive tests) is included, where appropriate. We then offer recommendations for local decision making, with an emphasis on high-quality assessment, responsible decision making, bridging the research-practice gap, and capitalizing on the expertise of school psychologists. (Contains 2 tables.)

This article summarizes the current knowledge of response-to-intervention (RTI) models in preschool settings, with an emphasis on evaluating the strengths and weaknesses of our current research base. Particular attention is given to the unique challenges of high-risk preschool settings. Presently, sufficient empirical support exists to begin establishing tiered intervention systems and building teacher capacity. Lacking, however, are valid and reliable assessment tools and insufficiently trained personnel to support a data-based decision-model within high-risk preschools. We conclude that organizational development should focus on building teacher capacity, establishing high-quality classroom instruction, and planning for sustainable programs, with adoption of a full RTI service delivery model serving as a long-range aspirational goal.

In this article, we present a balanced view of the prescriptive authority debate in relation to five major issues and within the context of the practice of psychology in the schools: (a) appropriate training, (b) quality of care, (c) access to services, (d) continuity of care, and (e) professional identity. We also provide an analysis of the quality and relevance of each issue within the school practice context. Despite the increasing momentum of the prescriptive authority initiative at the state level, it seems unlikely that prescription privileges will be extended to psychologists working in school-based practice settings. Nevertheless, informed school psychologists have the opportunity to become involved in this issue at both the national and state levels. These efforts may take the form of supporting or opposing the initiative or of lobbying for extension of prescriptive authority into some school settings. At the individual level, informed school psychologists will have the opportunity to develop strong working relationships with prescribing psychologists in their communities and to exercise appropriate professional judgments when referring students or families for services in the community.