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All interventions -- whether academic, behavioral, or social-emotional -- should be consistently delivered as planned to realize desired student outcomes. In other words, they should be delivered with fidelity. School psychologists can address this concern by monitoring fidelity and providing support for intervention implementation. In this final installment, the authors identify common reasons that interventions are not implemented with fidelity and share implementation supports that can be provided by school psychologists. Even after evidence-based universal intervention implementation supports, some teachers may benefit from more help. For teachers requiring additional support, practitioners can evaluate what type of support is needed (i.e., skill or performance deficit) and intensify support accordingly to ensure that teachers' unique needs are met, and students experience high-quality intervention delivery that is more likely to lead to improved outcomes.

The United States is experiencing a teacher shortage crisis that is even more pronounced in rural communities. Teachers may be driven away from the profession if they feel inadequately trained or under-supported to address students' mental health needs. As such, an important teacher retention strategy is to ensure schools have enough mental health professionals. The goal of this study was to explore three different yet complementary strategies to recruit and retain a robust rural school mental health workforce: a rural immersion program for graduate students enrolled in counseling and school psychology programs, a virtual professional development series for existing rural school mental health professionals, and a workforce hiring strategy. Each strategy showed promise: six out of seven students stated they were more inclined to work in a rural setting as a result of the immersion, self-efficacy and job satisfaction significantly increased for rural school mental health professionals participating in the virtual professional development, and important recruitment strategies were identified by rural school leaders. While there is reason for optimism when it comes to creating a robust rural school mental health workforce, funds are urgently needed to make these strategies available to rural communities across the country.

Although care coordination (CC; i.e., the organization of care activities between professionals to facilitate appropriate service delivery; McDonald et al., 2007) has yet to be studied extensively within schools, preliminary research suggests coordinating school mental health supports can be beneficial (Francis et al., 2021) and that interprofessional and interagency collaboration is warranted to meet student needs (McClain et al., 2022). We examined the perceptions of school mental health providers (SMHPs) regarding importance, quality, and engagement with within-district transition CC practices within a multitiered system of support framework. Participants were 163 SMHPs who endorsed being involved in designing, providing, or implementing mental health services in a U.S. school district. The three scales used to measure engagement with CC practices were based on the "Care Coordination Measures Atlas" (McDonald et al., 2014) and were found to have promising preliminary psychometrics. Descriptive statistics indicated SMHPs endorsed CC as very important but perceived school and district personnel to view it as less important, reported their own quality of CC was slightly above that of their school and district, and regularly engaged in broad CC practices. Moreover, bivariate correlations indicated SMHP's personal views of CC importance were not associated with the quality of school and district CC, yet engagement in broad CC activities was associated with transition facilitation practices, and attitudes about CC were associated with engagement in broad CC activities. Implications of findings are discussed.

The Positive Outcomes With Emotion Regulation (POWER) Program is a transdiagnostic intervention for adolescents at risk of developing emotional disorders. The POWER Program was designed to be implemented in secondary schools, by school personnel with or without specialized mental health training, as a Tier 2 intervention. In this pilot study, the POWER Program was implemented by school psychologists and school psychologists-in-training and evaluated across four focal student participants using a multiple-baseline-across-participants single-case design. Program efficacy was assessed using systematic direct classroom observations of student negative affect and social engagement as well as student and caregiver ratings of emotional and behavioral symptoms. Program usability was assessed through rating scales completed by intervention facilitators and student participants. Overall, results provide evidence of the POWER Program's small- to large-sized effects on students' emotional and behavioral functioning as observed in the classroom and self-reported by students. In addition, results suggest implementation facilitators' and students' positive impressions of the program, evident in ratings of high understanding, feasibility, and acceptability across groups. Study limitations are highlighted with attention to opportunities to further refine and evaluate the POWER Program.

Prior research suggests mindfulness-based interventions effectively reduce stress in trainee psychologists, enhance wellbeing and cultivate clinical skills and competencies. This study explored how trainee school psychologists perceived the effects of a mindfulness-based intervention on their development as psychologists. Forty trainee school psychologists participated in a 6-week online mindfulness-based intervention. They completed weekly written reflective journals throughout the programme which were later analysed using thematic analysis. Four core themes were identified: (1) changes in awareness and attention; (2) enhanced wellbeing; (3) commitment to ongoing personal practice and (4) cultivation and enhancement of professional development. Participants (n = 24) who completed the mindfulness workshop during the COVID-19 pandemic indicated that mindfulness practice was particularly useful for managing uncertainty and other related stressors. It was concluded that practicing mindfulness supported trainee school psychologists' personal and professional development, particularly related to compassion, resilience and therapeutic presence.

The science of behavior began in the laboratory setting, focusing on the direct measurement of behavior-environment relations. The field of applied behavior analysis (ABA) is relatively new with the first publications in the flagship journal, The Journal of Applied Behavior Analysis, appearing in 1968. Soon the application of the science was applied to the treatment of autism and, due to its tremendous success, the number of professionals claiming to use behavioral procedures increased exponentially. It became obvious that some sort of systemic oversight needed to be created to protect both consumers and practitioners, and difficult questions had to be raised concerning licensure, certification, which was more advantageous to pursue, and with what consequences. The purpose of this paper is to explore the historical roots of behavior analysis and provide commentary and context to the movement of certification up to the current day. Current challenges within the field of ABA will also be reviewed, along with recommendations to ensure that ABA-based intervention in the future is high in quality.

Research on the growth mindset interventions (GMIs) on nonacademic outcomes is burgeoning. The present systematic review aims to evaluate the effects of GMIs on social-emotional outcomes among school-aged children and adolescents. Using the PRIMSA guidelines, our search across three electronic databases (PsycINFO, ERIC, and PubMed) yielded an initial identification of 1057 records. Inclusion criteria include publication format, language, participant age range, and intervention purpose, focus and components. Risk of bias was analyzed at the study level using a list of research quality indicators and across studies by comparing nonpeer reviewed versus peer reviewed publications. Our final sample yielded 13 papers including 14 studies. The findings from these studies were extracted to examine research quality, sample characteristics, intervention content, and intervention effects of the GMIs. Results showed despite that study quality, samples, and intervention designs varied, core components of the interventions were highly similar. Intervention effect results suggest that mindsets can be changed toward a growth orientation through brief GMIs, and effectiveness of GMIs on social-emotional outcomes is promising, especially in reducing depressive symptoms and aggressive reactions to perceived social exclusion. Research gaps and future directions, and implications for school psychologists and other mental health professionals are discussed.

This systematic literature review explored how educational psychologists (EPs) use cognitive behavioural therapy (CBT) interventions within school settings, with whom and to what effect. The information available on the intervention design and delivery was benchmarked against Fuggle et al.'s framework that identified CBT competencies required for working with children and young people (CYP). Research into school-based CBT interventions involving EPs between 2013 and 2021 was systematically identified and assessed for quality using quantitative and qualitative frameworks. The aggregative analysis highlighted the heterogeneity of CBT interventions being used to support a range of outcomes. The heterogeneity of interventions made it difficult to draw decisive conclusions about the impact of CBT. Although intervention impact varied, overall a positive impact was observed particularly for CYP with anxiety. Benchmarking interventions against a CBT framework enabled competency profiling within EP practice, suggesting EPs could potentially work more collaboratively with school staff and parents. Implications for future research and practice are discussed.

Professional organization ethical codes are adopted to protect the public by educating their members to standards of conduct and by facilitating resolution of ethical complaints. Given that the last survey on ethics in school psychology was conducted over a decade ago, the aim of this study was to investigate the ethical dilemmas practitioners face today, along with their preparedness for resolving these dilemmas. We also examined workplace resources and whether preparedness and resolution were related to background variables (i.e., degree, setting, ethics training). Results indicated most school psychologists experienced at least one ethical dilemma over the past year, mostly in the areas of assessment and administrative pressure. Although most participants felt prepared to face ethical dilemmas, relatively few used a systematic decision-making model to resolve them. Last, most school psychologists reported feeling relatively unprepared for ethically delivering psychological services via telehealth. Implications for research and practice are discussed.

Students cannot experience the full potential benefits of an intervention unless they are receiving the intervention. This is the second installment in a three-part series on intervention fidelity designed to highlight the importance of ensuring classroom supports are implemented as intended. This article provides guidance related to measuring and supporting intervention fidelity.

As sports are the most popular extracurricular activity for children and adolescents, student-athletes are an ever-present population on campus and have unique risk and resilience factors as well as needs related to their well-being on and off the field. Mind-body health practices are a broad group of interventions that target physical and emotional wellness. This article presents evidence-based strategies that are low-cost, quick, and generalizable interventions for student-athletes to learn to support their performances in sports, academics, and in their future careers.

Intervention fidelity is the extent to which an individual- or systems-level student intervention is delivered comprehensively in a manner aligned with the initial plan. This first installment in a three-part series on intervention fidelity highlights the importance of ensuring classroom supports are implemented as intended and introduces solutions for commonly encountered barriers.

School psychologists play a critical role in the provision of functional, student-centered, and data-driven behavioral assessments and intervention. However, research examining their procedural knowledge and comfort conducting these assessments is minimal. In this manuscript, we will review the results of a mixed method study indicating that school psychologists perceive a gap between their knowledge of behavioral assessment and intervention and what they are expected to perform in the educational environment. Future implications and directions are discussed.

Since March 2020, many school districts across the country have employed remote learning procedures in response to the COVID-19 pandemic. During the pandemic, schools continued to provide special education services, yet little is known about how services were adapted for remote or hybrid learning during the height of the pandemic in the United States. In the current study, 332 respondents completed a web-based survey that asked what special education services were provided remotely, whether services were deemed effective, and how remote learning has influenced their well-being. Most respondents identified as White (79.5%), females (92.4%), and worked as special education teachers (52.9%) and school psychologists (35.4%). In compliance with federal guidelines, most respondents continued to hold individualized education plan meetings, conduct assessments, and provide interventions and related services. There was a significant decrease in respondents' reports of efficacy and sense of school connectedness during remote and hybrid learning. Respondents' identification as a person of color, along with reports of higher school connectedness and self-efficacy were positive predictors of their perceived effectiveness of remote special education service delivery. Recommendations are made for school districts to inform decisions regarding their approach to special education services and staff support during remote or hybrid learning.

Art and Indigenous culture are inseparable. From the immaculately decorated lodges and war shirts of thousands of years to contemporary mixed and digital media images, Indigenous arts are expressions of survivance. Creative arts have sustained Indigenous ways of knowing, being, doing, and healing through attempted cultural genocide. Research has shown that art engages youth in life skill-building, learning, emotional regulating, and spiritual healing, supporting art as an intervention for wellness. Culturally-based artistic expression and the process of creating promotes wellness among Indigenous youth. As primary sites of assimilation and colonialism, educational institutions have a responsibility to enact reconciliation through culturally-rooted arts-based approaches to wellness. School psychologists are wellpositioned to support these approaches. This study took place in Kainaiwa in Southern Alberta and explored Niitsitapi artists' and educators' perspectives on the impacts of culturally-rooted arts-based interventions with Niitsitapi middle school students in the classroom. Over 2 days, professional Indigenous artists shared their art practices with students at a middle school in Kainai First Nation in Alberta. We had research conversations with 12 Niitsitapi community members involved in the event using a decolonizing, community-based approach. Indigenous storywork was used to understand research conversations, highlighting information and guidance for school psychologists to inform their engagement with Indigenous students and community members in schools. Findings emphasized art as healing, particularly given its connection to culture. Further, cultural engagement through art supports student wellness and educational engagement. Art can be used to empower voice, overcome deficit narratives, create new stories, and cope with disharmony. Art can also engage youth in discovery and learning, providing an alternative to a lecture style of learning, increasing enjoyment in the classroom experience. These findings have practical implications for future interventions and the integration of art pedagogically. This paper offers recommendations that highlight stark distinctions between culturally-rooted art practice and conventional Eurocentric art approaches in education.

This study focused on the development of the Multi-Tiered Systems of Support--Sustainability Scale (MTSS-SS). Review of the literature identified factors associated with sustainability for multi-tiered systems of support (MTSS), and it indicated few sustainability measures currently exist for practitioners and researchers to incorporate into MTSS program evaluation. This study endeavored to create a brief measure of MTSS sustainability that could be used for evaluation in research and practice by school interventionists. Study participants included a national sample of 598 school counselors and school psychologists who worked as interventionists in schools using MTSS. This group completed the 10-item MTSS-SS. Outcomes from content validity ratings, principal axis factoring, internal consistency reliability analyses, and construct validity with known groups indicated the MTSS-SS possessed initial evidence of psychometric adequacy when used by interventionists from the disciplines of school counseling or school psychology. Discussion focuses on the use of the MTSS-SS, need for further development, and study limitations.

This exploratory study surveyed school mental health providers across the United States to examine their perception of the facilitators and the barriers to evidence-based professional practice (EBPP) when offering mental health services to students in schools and to identify any group differences of these perceptions. A national sample of school counselors, school psychologists, and social workers (N=303, 86.5% female) was surveyed using an original questionnaire. Results of the study identified 12 perceived facilitators to EBPP: educational and professional standards, continuing education training, graduate school training, personal theoretical orientation, publications from professional organizations, individual student needs, peer support from coworkers, providing supervision to other professionals, access to research, access to resources to provide specific programs and interventions, student preferences, and use of treatment plans. No perceived barriers to EBPP were identified when looking at the whole sample. However, an examination of specific groups within the study revealed two barriers: use of treatment plans and providing supervision to other professionals. Findings provide an updated understanding of perceived facilitators and barriers to EBPP and set the stage for future interventions targeting these factors. Implications and future research directions are discussed.

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.

The purpose of this study was to examine the accuracy of function-based decisions made in consideration of scores from the Intervention Selection Profile--Function (ISP-Function), a tool founded upon direct behavior rating (DBR) methodology. The ISP-Function is designed to be a brief measure, given the need for efficient and low-resource assessments in schools. Data from a previous investigation were used to create data reports for each of 34 elementary students with a history of exhibiting disruptive behavior in the classroom. The first report summarized ISP-Function data that the student's classroom teacher collected. The second report was representative of more typical functional behavior assessment (FBA), summarizing data collected via a functional assessment interview with the teacher, as well as systematic direct observation data. Nine school psychologists conducted blind reviews of these reports and derived decisions regarding the function of each student's behavior (e.g., adult attention or escape/avoidance). Gwet's agreement coefficients were statistically significant and suggested fair to almost perfect correspondence between ISP-Function and FBA reports. Limitations and implications for practice are discussed herein.

School psychologists can engage in consultation to address inequities in educational opportunities to support multiply marginalized students. This critical work is codified in the NASP 2020 Practice Model, which outlines professional and organizational principles to facilitate school psychologists' engagement in equitable, effective supports to students, schools, and families. However, the legacy of historical beliefs about race and ability, based on white supremacy, have become intertwined in complex ways that are evident within and across multiple school ecologies, including consultation. In this paper, we apply DisCrit, a theoretical framework that incorporates a dual analysis of race and ability through an integration of critical race theory and disability studies, to provide a conceptual review of problem-solving consultation structure, roles, and purpose. Next, we highlight the potential of embedding equitable implementation, an emerging perspective from implementation science, into consultation. Equitable implementation occurs when strong equity components (e.g., trusting relationships, community-defined evidence) are integrated into the implementation process to facilitate quality delivery of programs. With this perspective and an illustrated case study, we hope to provide actionable steps for researchers and practitioners to center disrupting problematic ecologies and advancing equity as foundational in their consultation. We also reflect on opportunities, challenges, and implications for training and practice that are aligned with the NASP 2020 Practice Model.

UK government statistics illustrate that children's mental health problems are rising. Schools are positioned as central to identifying and responding to children's mental health problems, and teachers are seen to play a crucial role in fostering positive relationships, developing supportive environments, and implementing targeted interventions. This exploratory research considered how primary teachers in the UK conceptualise mental health, specifically children's mental health, how they view and make sense of their role in relation to this, and approach working with children based on these understandings. Using Interpretative Phenomenological Analysis (IPA), semi-structured interviews were conducted with four primary school teachers. Four master themes were identified: environmental factors; relational approach; the impact of, and on, teachers; mental health as a personal and individual experience. The implications for teachers, schools and EPs are considered, with recommendations including developing support for teachers, creating relational primary school communities, and considering the "real-world" action EPs could take.

Bullying is associated with many adverse outcomes, including increased risk of substance abuse, delinquency, suicide, truancy, mental health problems, and physical injury, as well as decreased academic performance; even those witnessing bullying in school are at an increased risk of experiencing negative mental health effects (Rivers et al., 2009) and an increased sense of vulnerability (Glover et al., 2000).Although bullying can compound existing vulnerabilities for students from marginalized populations, research on culturally responsive bullying prevention programs is limited, particularly for American Indian/Alaska Native (AI/AN) communities. This article explains how a culturally responsive approach to mental and behavioral health, the Sweetgrass Method (SGM; Baez, 2011; Baez et al., 2022), can be applied to address bullying for AI/AN youth. SGM provides a culturally responsive framework for addressing mental and behavioral health concerns for Indigenous youth. School psychologists can apply the three interwoven strands of SGM to address bullying with introspection, communication, and continuity.

Postsecondary attainment is often viewed as an accomplishment yielding financial, social, and economic gains. Moreover, education has been a passport to a better quality of life. However, certain populations are often hindered from achieving these aforementioned goals. In particular, Black males are viewed from a deficit perspective, especially when it comes to excelling and achieving in the sphere of education. The authors discuss the collaborative role of school psychologists and school counselors as change agents in the college and career readiness of Black males. Specifically, the authors present an innovative approach to using a culturally responsive multitiered system of support that infuses Critical Race Theory to address the negative postsecondary outcomes Black males encounter. School psychologists and school counselors are appropriately trained to implement this model; therefore, recommendations for policy, practice, and research are provided in this article.

This study evaluated the relationship among use defending behaviors, gender, and self-esteem among students trained in a brief, bystander bullying intervention (N = 93). Students were taught four specific strategies to use to defend targets of bullying. We used hierarchical regression analyses to test a moderator model in which we hypothesized females would report using defending behaviors more frequently than males post-training and that baseline self-esteem would moderate this relationship. Findings partially supported our hypotheses. Specifically, for "Turning it Over" (i.e., reporting bullying to an adult) and "Coaching Compassion" (i.e., gently confronting the perpetrator to communicate their behavior is not acceptable), the gender x self-esteem interaction was significant, suggesting that females with high self-esteem were most likely to use these defending behaviors post-training. In contrast, for "Stealing the Show" (i.e., using their sense of humor to distract the peer audience's attention away from the target), high self-esteem was positively associated with frequency of using this defending behavior for both males and females. For "Accompanying Others" (i.e., reaching out to the target to offer support), females used this strategy more frequently than males, and self-esteem was not a significant moderator. Findings highlight the importance of gender and self-esteem as significant factors that influence whether or not bystanders defend targets of bullying post-training. Implications for bystander training in school-based bullying prevention programs are discussed.

We examined the outcomes of elementary school-based problem-solving teams (PSTs) who participated in a multi-component consultation focused on enhancing systematic problem solving. Consultation provided to each PST included training in the use of a problem-solving protocol (i.e., "Outcomes: Planning Monitoring, and Evaluating" ["Outcomes: PME"]) and subsequent performance feedback and training regarding team use of the protocol. A train-the-trainer model was used whereby researchers trained school psychologists to deliver the intervention and serve as coaches on the PSTs. At baseline, all three PSTs demonstrated low (i.e., <50%) problem-solving procedural integrity (i.e., the degree to which critical components of the problem-solving process were implemented), often scoring lowest for problem-solving components related to data collection and analysis (e.g., treatment integrity, progress monitoring, and pre-post intervention data). Each PST demonstrated increased problem-solving integrity following implementation of the first intervention component, problem-solving information and "Outcomes: PME" training. Procedural integrity also increased for the two PSTs that received the second intervention component, performance feedback. An increase in procedural integrity was not found for one PST that received the third intervention component, targeted consulting; however, data collection was incomplete. Results are discussed in terms of future research priorities to examine consultation that promotes the use of quality team problem-solving components.

Inequality in reading outcomes is perhaps the single greatest social justice issue faced by school psychologists, and school psychologists need a better understanding of reading theory and its application to intervention to better combat the important issue. The present study examined the active view of reading (AVR; Duke & Cartwright, 2021), by computing effect sizes from 333 studies that were reported in 26 meta-analyses. Interventions that targeted word recognition (effect size = 0.44) and language comprehension (effect size = 0.62) had statistically significant effects for striving readers, and interventions that targeted active self-regulation (effect size = 0.46) and bridging processes (effect size = 0.70) had medium-to-large median effects on reading. We found (a) large effects of interventions for striving readers focused on text structure, verbal reasoning, and vocabulary; (b) moderate effects for fluency, language structure, motivation, and phonics; and (c) limited research included in meta-analyses for several components of the AVR, including cultural and other content knowledge. The components unique to the AVR added significant variance in reading. Analyses suggest there are many intervention targets available to school psychologists as they work toward social justice in reading outcomes.

Schools in the United States are becoming increasingly diverse, and more culturally and linguistically competent school psychologists are needed to ensure all students receive the services they need to succeed. As schools in the United States grow increasingly diverse, effective interventions are essential for meeting the needs of emergent bilingual learners. Through a Multitiered Systems of Support (MTSS) framework that incorporates sociocultural theory, school psychologists can collaborate with other educators and community members to support these students and foster academic success.

Problem-solving frameworks have the potential to promote objective data-based decisions that increase the likelihood students are matched to appropriate evidence-based interventions. Unfortunately, cognitive biases, heuristics, and fallacies can lead to erroneous conclusions within problem-solving frameworks. Some of these effects have been well-studied within special education and related fields, while the effects of lesser-known biases that have not garnered the same level of attention have been extensively investigated in fields like finance and medicine. Previous educational decision-making research has focused largely on special education evaluation processes. The purpose of this paper is twofold. First, we highlight lesser-known cognitive biases that may impact educational decision making. Second, we discuss how said biases can be researched within problem-solving frameworks and challenged in practice.

School psychologists familiar with the autism evaluation process have an awareness of the complexity of this school-based process. This paper provides school clinicians with an introduction to a visual framework and descriptive language to think and talk about the complex students they evaluate in positive, nuanced, and accessible terms. This framework shifts the way in which school psychologists describe students during the autism assessment process away from the reductive language of deficits to the expansive language of describing individualized patterns of strengths and differences. The shift away from labeling behavioral deficits to describing patterns of behavioral differences leads to a positive narrative and creative ways to develop supports and interventions for students across age and ability levels. The use of this strength-based language supports parents, teachers, and students in their development of an individualized understanding of the diagnosis, promoting resiliency in the individual and in their support systems. Readers are provided with a student sample case to show how using this visual framework provides a way to describe individual students using a behavioral profile of strengths and differences, linking those profiles to positive behavior supports.

A survey of school psychology practice in Nova Scotia was conducted to update and extend previous work. Thirty-one school psychologists completed a survey about their practice across the six areas of competency identified by the Canadian Psychological Association (CPA) and their current versus preferred time in various areas of psychology practice. Results indicated that most participants currently practice across all areas of competency to some degree but spend most of their time engaged in assessment and evaluation. Findings suggest that the role of the school psychologist in Nova Scotia has changed very little since the previous work was completed and that school psychologists would like to diversify their practice to include more intervention and professional development. With appropriate training and supervision, the time is right to expand school psychology services to provide much-needed mental health services to a broader range of children and families. Recommendations for training and role diversification are discussed.

Conduct disorder (CD) is a pattern of repeated aggression toward others, disregard for the rights of others, and behaviors that violate major social norms at home, in school, and even in society at large (American Psychiatric Association [APA], 2013). Falling under the umbrella of "conduct problems" along with oppositional defiant disorder (ODD), a diagnosis of CD is associated with impairment in a spectrum of adjustment problems that persist across the lifespan (Kimonis et al., 2014). In children and adolescents, CD is among some of the most commonly diagnosed disorders and is generally understood to be more prevalent in boys (Kimonis et al., 2014; Moore et al., 2017). While there is a wealth of research on CD in general, there remains a significant gap concerning CD in girls. There are crucial differences in the various associated risk factors, symptom presentations, and outcomes in this specific population. This article examines the associations between biological and environmental contributions to the role of school psychologists as mental health providers.

Although there is a growing evidence base about effective classroom management practices, teacher implementation of these practices varies due to a number of factors. A school's organizational health is one aspect of the broader social environment that has been hypothesized to influence implementation of interventions. Yet, empirical evidence is limited on whether organizational contexts can influence teacher implementation of effective interventions and subsequently, classroom environments and student outcomes. In the present study, teachers in an urban school district were randomly assigned to receive training in the Incredible Years Teacher Classroom Management program (IY TCM), a classroom management intervention. We examined how teacher perceptions of their school environment moderated intervention effects for previously established treatment outcomes -- implementation of effective classroom methods, students' social behaviors, emotional regulation, and social competence. Results showed that treatment effects on teacher implementation and student outcomes were moderated by teachers' sense of affiliation to their school. Specifically, main effects on implementation of effective classroom management strategies were only observed among teachers whose perceptions of initial teacher affiliation was low or average; whereas main effects on student outcomes were only found for teachers with initial high levels of affiliation.

Schools must accurately implement effective interventions targeting deficits and/or learning challenges for secondary school-aged students with disabilities to fulfill their responsibility of preparing students for life after high school. School psychologists supporting this mission may be frustrated by the limited research conducted with secondary students. This study is designed to describe the evidence base for interventions used with secondary school students by relying on N = 1 research design studies. N = 1 research design can establish a functional relationship between the independent and dependent variable(s) and allows for the complexity of real world intervention implementation as experienced by practicing school psychologists, making N = 1 an ideal research base on which to make practical decisions in secondary schools. Although interventions increased secondary school-aged students' performance across studies, not enough well-designed studies were conducted across research groups for any specific intervention (i.e., meeting the minimum criteria established by What Works Clearinghouse) at the secondary school level. As a result, school psychologists will need to rely heavily on their professional judgment when combining the best available evidence with client and contextual variables to make individualized decisions for secondary school students. An application of this evidence-based practice decision-making model for a secondary student is provided.

Within classrooms and school settings, school psychologists are positioned to make significant impact through providing education and advocacy around the practices that support equity-centered, trauma-informed care. This article explores how school psychologists and other school-based professionals can advocate for youth who have been exposed to trauma at the classroom and school levels, as well as in their districts, communities, and beyond.

Self-regulated learning (SRL) entails a series of processes, such as goal-setting, planning, using strategies, observing, and reflecting, as well as motivational beliefs. SRL is a prominent academic enabler for the diverse students that school psychologists serve including students in general education, special education, and gifted programming. Although important, research indicates that SRL practices are not regularly and systematically embedded within the practices of school psychologists. This manuscript describes how SRL can be fused to the current roles fulfilled by school psychologists including assessment, intervention, and consultation. To support these goals, we provide a definition of SRL, identify overlaps and contrasts among related constructs, and unpack the research-to-practice gap within SRL. We then turn to identifying feasible and targeted recommendations to translate SRL supportive practices to school psychologist roles. We identify how multiple types of SRL assessments can be integrated into school psychologists' roles in assessment, how data captured from these assessments could inform intervention, and how school psychologists could consult with teachers to enhance SRL supportive practices in classroom settings. The manuscript concludes with a discussion of SRL training within graduate education, conferences, and professional workshops.

Insufficient sleep is common among school-attending youth and has been associated with academic, cognitive, social-emotional, and behavioral functioning. Despite these associations, it is believed that few school psychologists are prepared to identify, assess, or treat sleep problems manifested in the K-12 setting. However, no published research has explored the prevalence of behavioral sleep medicine training in the field of school psychology. The purpose of this exploratory study was to examine the current prevalence of behavioral sleep medicine training in school psychology graduate programs, including the prevalence of school psychologists who screen for sleep problems and assess or treat youth sleep disorders in the K-12 setting. Practicing school psychologists (n = 100) were recruited via state school psychology associations and school psychology graduate educators (n = 59; 29.4% response rate) were recruited via e-mail by the primary author. Those who self-selected to participate completed an online survey via Qualtrics. Findings show that 8.5% of surveyed graduate programs offer formal training in behavioral sleep medicine with 80% of surveyed school psychologists never receiving any classroom instruction in behavioral sleep medicine. Additionally, 77% of school psychologists reported never screening for sleep disorders, 79% reported not assessing for sleep disorders during special education evaluations, and 88% reported not treating sleep disorders in the school setting. The majority of school psychologists reported absent or minimal knowledge about how to assess or treat sleep disorders. Findings suggest minimal training in, and practice of, behavioral sleep medicine in the field of school psychology. Opportunities for greater integration are discussed.

The National Association of School Psychologists (NASP) emphasizes the role of school psychologists across a variety of domains, including engaging with families across multiple tiers of support (NASP, 2010a). However, the national school psychology shortage, leading school psychologists to work across various schools, may play a large role in the ability to work with families successfully and provide them with appropriate supports in the school setting. This study investigated the relationship between the current number of schools served by school psychologists, the availability of family-based engagement and intervention programs, and those responsible for implementing such programs. Survey results from 232 practicing school psychologists indicated 75% serve multiple schools. The number of schools served significantly related to the availability of parent education programs in schools, as well as those responsible for implementing parent education, parent involvement, and parent training programs. Other school-based professionals, such as teachers, school counselors, school social workers, and practicum students, were responsible for implementation when school psychologists were serving multiple campuses. Implications for training and future research are discussed.