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The Behavior Assessment System for Children, Third Edition (BASC-3) Behavioral and Emotional Screening System Teacher Form (BESS) is a universal screening measure designed to identify social, emotional, and behavioral risks in students. A series of confirmatory factor analyses (CFAs) were conducted to examine the extent to which the developer-proposed factor model fits the BASC-3 BESS data within an elementary K-5 sample of students ( N = 1472). Results suggested a higher-order factor structure, which was specified in accordance with developer recommendations, provided acceptable fit to the BASC-3 BESS data. Measurement invariance of the factor structure across student age levels was then examined via a series of multi-group CFA models. Introduction Multi-group CFA findings supported the configural, metric, and scalar invariance of the factor structure across age levels. Practical implications for educators and school psychologists interested in universal screening and directions for future research are discussed.

Universal screening for emotional and behavioral risk (EBR) within K–12 schools can identify students who might benefit from interventions within Multitiered Systems of Support. As few studies have...

This study examined the feasibility and potential efficacy of the Resilience Education Program (REP), a Tier 2 school-based internalizing intervention. REP represents a hybrid intervention approach, incorporating both small-group cognitive-behavioral instruction and a check-in/check-out reinforcement-based mentorship program. A randomized controlled trial research design was employed, in which students (grades 4–7) were randomly assigned to treatment (n = 21) or waitlist control (n = 17) groups. Given the early phase of REP research, the trial was underpowered but capable of generating unbiased effect size estimates that could inform subsequent fully powered efficacy trials. Outcomes of interest included student internalizing concerns (as reported by teacher and self-report measures) and the change mechanisms by which REP was theorized to influence internalizing concerns (i.e., emotional control and social support). Primary MANCOVA findings indicated that although non-statistically significant, between-group differences in youth self-reported and teacher-reported internalizing concerns corresponded to large effect sizes (ηp2 = .15–.19). A follow-up MANCOVA inclusive of change mechanism variables was also non-statistically significant, but representative of a large effect (ηp2 = .38). Following trial completion, REP implementers positively rated the acceptability of the REP intervention as a Tier 2 intervention for addressing internalizing concerns in the school setting.

The success of a comprehensive and integrated school mental health system is dependent on data to inform decision-making. Universal screening is one such method utilized by schools to inform treatment across universal, targeted, and individual levels of service. However, the use of multiple informants (teacher and student) remains elusive due to a lack of practical and research based-aggregation guidance. The purpose of the current study is to identify the optimal numbers of rater agreement profiles, determine demographic predictors of profiles membership, and if profiles differentially predict distal academic outcomes. Nearly 24,000 teacher-student dyads were included in this study. Results suggested four profiles emerged with significant differences in academic outcomes. Considerations for research and practice are presented.

Teachers are often called upon to identify students at behavioral and emotional risk by completing a variety of assessment tools. However, many teachers may lack the requisite skills to reliably id...

Research has demonstrated that regular school attendance is necessary for acceptable academic performance and the development of desirable social skills and behaviors. One in seven students in the ...

Schools have begun to use mindfulness training as one strategy for improving students’ academic achievement and social-emotional functioning. The purpose of the current study was to evaluate the effects of a brief mindfulness intervention on classroom climate and academic outcomes (i.e., reading fluency). Seven elementary school classrooms participated in a 10-week mindfulness intervention and were matched with seven control classrooms. Teachers were trained to implement a 2-min mindfulness-based intervention delivered three times per day. Results from this quasi-experimental study indicated an increase in classroom satisfaction among students participating in the intervention. Students in both control and intervention classes demonstrated increases in friction and decreases in cohesion. Improvements in students’ reading fluency were also observed. Teachers in the intervention group reported higher levels of classroom cohesion following the intervention. Both intervention and control group teachers reported changes in classroom climate over time, specifically indicating decreases in friction. Results from this exploratory study illustrate the varied implications and practicality of a brief mindfulness-based intervention in the classroom setting. Improvements in classroom satisfaction were evident for students; decreases in classroom cohesion and increases in friction emerged for both intervention and control groups. Further, discrepancies between teacher and student perceptions of class climate were also determined. These findings suggest that additional factors may be influencing classroom climate. Study limitations and avenues for future research are discussed.

Advocacy has been a core function and expectation of school psychologists for over 40 years. However, there is little empirical research and guidance around the role and function of a school psychologist as an advocate within public schools. Advocacy can include speaking up on matters that promote student well-being at both the individual student level and the broader systems level. The current article seeks to provide guidance to school psychologists as to the various levels of advocacy and how school psychologists can promote both individual- and systems-level advocacy. This includes a careful examination of relevant case studies to address barriers in order to help public service professionals increase advocacy efforts. Finally, calls to action are provided to inspire and strengthen school psychologists who want to impact change at the student and systems level. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Universal screening is a promising and proactive method to detect emotional and behavioral risk in schools. To date, most of the research on screening has evaluated teacher report formats. Despite the potential benefits, there has been a general lack of research on student self-report particularly in elementary grade levels. The purpose of this study was to evaluate the relative predictive ability of teacher and student report of risk on later academic outcomes. Results indicated that student self-report of risk significantly contributed to the prediction of academic outcomes even when controlling for demographic variables and in comparison to teacher report. The strength of this relationship increased from first to fifth grade. Implications and future research are discussed.

The purpose of this study was to evaluate the reliability, validity, and accuracy of scores from the Intervention Selection Profile-Function (ISP-Function): a brief functional assessment tool founded upon Direct Behavior Rating (DBR) methodology. Participants included 34 teacher-student dyads. Using the ISP-Function, teachers rated the extent to which students exhibited disruptive behavior, as well as the frequency with which disruptions were met with four consequences. Ratings were completed across three 10-min sessions, during which a research assistant also collected systematic direct observation (SDO) data regarding the same behavior and consequences. Results indicated adequate temporal reliability (≥.70) was attained for the adult attention and peer attention targets across the three ratings; in contrast, up to 8-18 data points would be needed to achieve adequate reliability across the remaining targets. Findings further suggested that while ISP-Function ratings of disruptive behavior, adult attention, and peer attention were moderately to highly correlated with SDO data, correlations were in the low range for the access to items/activities and escape/avoidance targets. Finally, analysis of difference scores showed that on average, mean ISP-Function scores fell within only 0.33 to 1.81 points of mean SDO scores (on the 0-10 DBR scale). Agreement coefficients indicative of exact score agreement were less consistent, suggesting accuracy ranged from poor to substantial. Results are promising, but future research is necessary to support applied ISP-Function use. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The purposes of this study were twofold. The first was to use latent class analysis to identify groupings of students defined by the presence or absence of academic or behavioral risk. The second was to determine whether these groups differed across various dichotomous academic and behavioral outcomes (e.g., suspensions, office discipline referrals, statewide achievement test failure). Students (N = 1,488) were sampled from Grades 3-5. All students were screened for academic risk using AIMSweb Reading Curriculum-Based Measure and AIMSweb Mathematics Computation, and behavioral risk using the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Latent class analyses supported the fit of a three-class model, with resulting student classes defined as low-risk academic and behavior (Class 1), at-risk academic and high-risk behavior (Class 2), and at-risk math and behavior (Class 3). Logistic regression analyses indicated the classes demonstrated statistically significant differences statewide achievement scores, as well as suspensions. Further analysis indicated that the odds of all considered negative outcomes were higher for both groups characterized by risk (i.e., Classes 2 and 3). Negative outcomes were particularly likely for Class 2, with the odds of negative behavioral and academic outcomes being 6-15 and 112-169 times more likely, respectively. Results were taken to support an integrated approach to universal screening in schools, defined by the evaluation of both academic and behavioral risk. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Systematic literature reviews have supported the effectiveness of behavioral Tier 2 interventions, with research being particularly plentiful in relation to Check-In/Check-Out (CICO) and social skills training (SST). Though findings indicate either approach is effective in isolation, a recent study suggested these approaches might be particularly effective when integrated. The purpose of the current study was to build upon this initial single-case design study with a larger sample within a randomized controlled trial. Participants included 91 elementary students who had been identified as being at risk of social-emotional and behavioral difficulties. Students were randomized into three intervention conditions: CICO only, SST only, and CICO + SST. Prior to intervention, information was collected regarding the function of student problem behavior and the extent of social skill deficits. Systematic direct observation data were then completed at pre- and post-test regarding student positive and negative social engagement. Multivariate general linear models were then conducted, with pre-test scores serving as covariates and intervention group and behavioral function serving as fixed factors. Results indicated that implementation of CICO, SST, and a combined CICO + SST was functionally related to a reduction in negative social engagement. Follow-up post hoc tests indicated that after adjusting for pre-test responding, the difference between conditions in effectiveness was moderated by behavioral function. Specifically, SST was less effective for students whose behavior functioned to escape social and academic situations. No such differences were noted between students whose behavior functioned to attain adult or peer attention. Implications for practice, methodological limitations, and directions for future research are reviewed.

As many youths will display symptoms of social-emotional or behavioral (SEB) health concerns during their childhood or adolescence, schools are called upon to provide supports to students who have demonstrated barriers to learning. Universal screening has been identified as one strategy to enhance the accurate identification of students struggling with SEB concerns. Universal screening measures take on a variety of formats but often include some type of brief behavior rating completed by a teacher, parent, or student to assess individual student functioning. The current chapter provides an overview of universal screening for SEB concerns. Available screening measures are reviewed, along with the psychometric evidence supporting each measure (e.g., validity, reliability, diagnostic accuracy). Procedural considerations are examined, including administration frequency and duration, screening informant selection, and parental consent protocols. Finally, a procedural framework is provided that outlines how to link screening results to evidence-based interventions.

Adversity, stress, and trauma can have a negative impact on students’ academic, behavioral, and social-emotional functioning. Screening and identification of students who have potential symptoms from experiencing traumatic stress may help schools provide services within an integrated model of service delivery. Successful implementation of a trauma-informed approach to school-based service delivery requires identification of early indicators of risk, followed by careful planning and decision-making regarding follow-up care. The current chapter provides an overview of strategies for assessing trauma symptoms within schools, discusses the differences between screening for trauma exposure versus symptomatology, and provides a brief list of trauma screening measures. This list includes the scope and focus, the practicality associated with administration, and the psychometric properties (e.g., validity, reliability, diagnostic accuracy) of each measure. The chapter concludes with an overview of important ethical, legal, and procedural considerations to guide schools in the selection and implementation of trauma screening.

Social–emotional learning (SEL) programs and practices have garnered increased interest over recent years, primarily in response to a preponderance of research regarding universal, targeted, and in...

Early intervention and prevention services for students at risk of emotional and behavioral problems are increasingly plentiful in the schools. However, recent reviews have revealed gaps in the literature regarding supports for students with internalizing problems. This gap has set precedent for the development of novel Tier 2 interventions that specifically address internalizing behavior problems. The primary purpose of this study was to investigate the efficacy of a novel, targeted intervention for elementary students who are at risk of internalizing problems: the Resilience Education Program (REP). REP is founded upon a social–ecological framework, integrating small-group cognitive–behavioral instruction with a modified check-in/check-out procedure. The current study employed a multiple-baseline single-case design with three student participants at risk of internalizing concerns. Visual analysis of direct observation data and single-case effect size estimates indicated that the REP intervention resulted in the decrease in internalizing behaviors and an increase in social engagement relative to baseline levels for two of three participants. Findings were further supported in that the changes noted in observational data were also partially confirmed by teacher ratings. Limitations of this study and future directions for researchers and practitioners are discussed.

Data derived from universal screening procedures are increasingly utilized by schools to identify and provide additional support to students at risk for behavioral and emotional concerns. As screen...

The purpose of this study was to evaluate the internal consistency reliability, validity, and diagnostic accuracy of Social, Academic, and Emotional Behavior Risk Screener–Teacher Rating Scale (SAEBRS) scores. Teachers ( n = 68) universally screened 1,242 elementary students using two measures: the SAEBRS and the Behavioral and Emotional Screening System (BESS). Multilevel analyses indicated that although SAEBRS scores were internally consistent at the overall level, reliability suffered for certain SAEBRS scores at the between-group (classroom) level. Multilevel correlational analyses revealed moderate-to-large and statistically significant relations between SAEBRS and BESS scores at the overall, between-group, and within-group levels. Follow-up Fisher’s z tests revealed a pattern of convergent and discriminant relations in accordance with theory-driven expectations. Receiver operating characteristic (ROC) curve analyses supported the diagnostic accuracy of each SAEBRS scale. Further examination of findings relative to prior research suggested SAEBRS diagnostic accuracy is moderated by the type of criterion measure under consideration.

The purpose of this study was to conduct reliability and validity generalization meta-analyses of evidence regarding the Student Risk Screening Scale (SRSS), a universal screener for externalizing behavior problems. A systematic review of the literature resulted in the identification of 17 studies inclusive of evidence regarding SRSS score (a) internal consistency reliability (i.e., alpha coefficients), and/or (b) criterion-related validity (e.g., correlations between the SRSS and various outcomes). Multilevel meta-analyses indicated that across studies, SRSS scores were associated with adequate internal consistency (α = .83). Analyses further suggested the SRSS was a valid indicator of both social and behavioral outcomes ( r = .52) and academic outcomes ( r = .42). Follow-up analyses suggested that in accordance with theory-driven expectations, the SRSS was a stronger indicator of externalizing problems and broad behavior outcomes relative to alternative outcomes (e.g., internalizing problems). Limitations and directions for future research are discussed, including recommendations for the collection of additional SRSS diagnostic accuracy evidence.

Initial research suggests screening for behavioral and emotional risk has been found to predict important behavioral and academic outcomes. The current study seeks to investigate the predictive validity of a novel screening measure, the Social, Academic, and Emotional Behavior Risk Screener-Teacher Rating Scale (SAEBRS-TRS). Although the SAEBRS-TRS has demonstrated initial evidence of strong psychometric properties (including reliability and validity), less is known about the SAEBRS-TRS's prediction of important student academic and behavioral outcomes. Hierarchical linear modeling (HLM) was employed due to the nested nature of the data of screening school-age children within classrooms. Results revealed that fall behavior screening data significantly and positively predicted spring reading scores, office disciplinary referrals, and student absences. Very little variance in the current model was due to differences between classrooms. Results suggest screening may be an important tool for school personnel seeking to use preventative methods for addressing student barriers to learning. (PsycINFO Database Record

As one out of five children in the United States demonstrate some type of mental or behavioral health concern warranting additional intervention, federal policies have emphasized the need for school-based mental health (SBMH) services and an expansion of Medicaid reimbursement for eligible children and families. Most youth access mental health services at school; therefore, it is important to evaluate how staffing ratios, credentialing, and state Medicaid policies may influence school psychologists’ involvement in the delivery of SBMH services. A survey of 192 school psychologists found that as practitioner to student ratios increased, the availability and provision of SBMH services decreased. As state Medicaid policies have been found to influence the provision of mental health services at school, current study results demonstrate an association between state level Medicaid policies and the number of school psychologists qualified to bill for Medicaid-reimbursable services. Implications for service delivery and policy development are discussed.

School resource officers (SROs) are being increasingly employed in schools to respond to incidents of school violence and to help address safety concerns among students and staff. While previous re...

Evidence-based interventions (EBIs) have become a central component of school psychology research and practice, but EBIs are dependent upon the availability and use of evidence-based assessments (EBAs) with diverse student populations. Multi-group confirmatory factor analysis (MG-CFA) is an analytical tool that can be used to examine the validity and measurement equivalence/invariance of scores across diverse groups. The objective of this article is to provide a conceptual and procedural overview of categorical MG-CFA, as well as an illustrated example based on data from the Social and Academic Behavior Risk Screener (SABRS) - a tool designed for use in school-based interventions. This article serves as a non-technical primer on the topic of MG-CFA with ordinal (rating scale) data and does so through the framework of examining equivalence of measures used for EBIs within multi-tiered models - an understudied topic. To go along with the illustrated example, we have provided supplementary files that include sample data, Mplus input code, and an annotated guide for understanding the input code (http://dx.doi.org/10.1016/j.jsp.2016.11.002). Data needed to reproduce analyses in this article are available as supplemental materials (online only) in the Appendix of this article.

Mindfulness is linked to a variety of social, emotional, cognitive, and behavioral well-being indicators in youth. Given increased interest among researchers and practitioners, high-quality instruments are needed to effectively measure the construct in children, youth, and young adults, especially in the context of mindfulness-based interventions conducted in school settings. Presented is a review of published and nonpublished measurement studies of mindfulness in school-aged youth. An overview of three survey instruments is provided, along with each instrument's development procedures, associated psychometric properties, and applications. Potential theoretical and applied uses of these measures in school-based settings are discussed.

The purpose of this study was to support the development and initial validation of the Intervention Selection Profile (ISP)–Skills, a brief 14-item teacher rating scale intended to inform the selection and delivery of instructional interventions at Tier 2. Teacher participants (n = 196) rated five students from their classroom across four measures (total student n = 877). These measures included the ISP-Skills and three criterion tools: Social Skills Improvement System (SSIS), Devereux Student Strengths Assessment (DESSA), and Academic Competence Evaluation Scales (ACES). Diagnostic classification modeling (DCM) suggested an expert-created Q-matrix, which specified relations between ISP-Skills items and hypothesized latent attributes, provided good fit to item data. DCM also indicated ISP-Skills items functioned as intended, with the magnitude of item ratings corresponding to the model-implied probability of attribute mastery. DCM was then used to generate skill profiles for each student, which included scores representing the probability of students mastering each of eight skills. Correlational analyses revealed large convergent relations between ISP-Skills probability scores and theoretically-aligned subscales from the criterion measures. Discriminant validity was not supported, as ISP-Skills scores were also highly related to all other criterion subscales. Receiver operating characteristic (ROC) curve analyses informed the selection of cut scores from each ISP-Skills scale. Review of classification accuracy statistics associated with these cut scores (e.g., sensitivity and specificity) suggested they reliably differentiated students with below average, average, and above average skills. Implications for practice and directions for future research are discussed, including those related to the examination of ISP-Skills treatment utility.

This chapter will provide an overview of the school mental health field which has grown significantly since its beginning days in child guidance clinics and primary focus on expanded models inclusive only of community providers. The opportunity to provide mental and behavioral health services within the school setting has been an ongoing goal for many mental health professionals (e.g., social workers, psychologists, counselors) who desire to improve access to care by providing evidence-based interventions to a greater number of children and families. Service delivery models that emphasize teaming and collaboration across school, community, and family stakeholders within the system of a multitiered public health continuum of promotion, prevention, early intervention, and treatment are increasingly showing positive outcomes for children in need.

Universal screening is useful in the early identification of behavioral and emotional concerns, but teacher-related variance can potentially influence screening scores and resulting decisions. The current study examined the extent to which burnout and self-efficacy as teacher-level variables accounted for variance in universal screening scores. The study participants included 1,314 K-6 students and 56 elementary school teachers. Teachers completed the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) for each student in their classroom, while also completing rating scales regarding their personal self-efficacy and levels of burnout. Hierarchical linear modeling was employed to estimate the extent of teacher-related variance and whether burnout and self-efficacy accounted for this variance. Unconditional models indicated 12-30% of variance in screening scores was between teachers. Conditional models indicated teacher self-efficacy and the depersonalization component of teacher burnout were statistically significant predictors of Emotional Behavior and Total Behavior scores on the SAEBRS. Results further suggested that when combined, burnout and self-efficacy variables accounted for 7-30% of between-teacher variance in screening scores. Implications for practice and future research are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

This study reports on an investigation of the concurrent validity of the bidimensional model of emotional health, using two analytic approaches—one categorical and the other continuous—with two subsamples of college students. Results from the categorical approach, using analyses of variance with the first subsample (n = 461), indicated that, compared to isolated emotional wellbeing and distress models, the bidimensional model of emotional health had incremental validity in relation to social connectedness, life satisfaction, physical health, and academic achievement outcomes. Findings from the continuous approach, using latent-variables path analyses with the second subsample (n = 490), indicated that the isolated emotional wellbeing model was a better predictor of the aforementioned quality-of-life outcomes than were the bidimensional and isolated distress models. Taken together, findings from both sets of analyses suggest that emotional wellbeing is a distinguishing predictor of college student outcomes. Implications for the theory and practice of mental health work at the college level are discussed.

The National Association of School Psychologists' Model for Comprehensive and Integrated School Psychological Services (2010a), often referred to as the National Association of School Psychologists' Practice Model, describes the comprehensive range of professional skills and competencies available from school psychologists across 10 domains. The Self-Assessment Tool for School Psychologists is a two-scale, 48-item self-report measure that is based on the Practice Model and designed to have practitioners assess the degree to which they engage in various professional activities (A scale), and the perceived level of importance of those activities to effective service delivery (B scale). The present study aimed to examine the factor structure and psychometric properties of the Self-Assessment Tool for School Psychologists and to evaluate the proposed interpretation regarding school psychologists' professional practices. Participants included a sample of 1,293 practicing school psychologists. Results o...

Traumatized youth are at an increased risk of a host of negative academic and psychoeducational outcomes. Screening and identification of students who experience potentially traumatic events may help schools provide support to at-risk students. In light of this, the current study examines the availability and use of trauma screening measures to detect early indicators of risk among youth in schools. A systematic review was conducted to identify measures available to screen children and youth for trauma exposure and/or symptoms, as well as the associated psychometric properties to support each instrument's applied use in schools. Eighteen measures met inclusion criteria, which consisted primarily of student self-report rating scales and clinical interviews. While many instruments measure the symptomology or exposure to trauma among children and youth, very little psychometric evidence was available to support the use of these measures in schools. Additional research is needed to endorse and expand the use of trauma screening measures in schools. (PsycINFO Database Record

School climate has been lauded for its relationship to a host of desirable academic, behavioral, and social-emotional outcomes for youth. The present study tested the hypothesis that school climate counteracts youths' home-school risk by examining the moderating effects of students' school climate perceptions on the relationship between family structure (i.e., two-parent, one-parent, foster-care, and homeless households), and academic performance (i.e., self-reported [grade point average] GPA). The present sample consisted of 902 California public high schools, including responses from over 490,000 students in Grades 9 and 11. Results indicated that, regardless of family structure, students with more positive school climate perceptions self-reported higher GPAs. Youths with two-parent, one-parent, and homeless family structures displayed stepwise, linear improvements in self-reported GPA as perceptions of climate improved. Foster-care students' positive school climate perceptions had a weaker effect on their self-reported GPA compared with students living in other family structures. A unique curvilinear trend was found for homeless students, as the relationship between their school climate perceptions and self-reported GPA was stronger at lower levels. Overall, the moderation effect of positive school climate perceptions on self-reported GPA was strongest for homeless youth and youth from one-parent homes, suggesting that school climate has a protective effect for students living in these family structures. A protective effect was not found for youth in foster-care. Implications for research and practice are discussed.

The purpose of this study was to evaluate the concurrent validity, sensitivity to change, and teacher acceptability of Direct Behavior Rating single-item scales (DBR-SIS), a brief progress monitoring measure designed to assess student behavioral change in response to intervention. Twenty-four elementary teacher-student dyads implemented a daily report card intervention to promote positive student behavior during prespecified classroom activities. During both baseline and intervention, teachers completed DBR-SIS ratings of 2 target behaviors (i.e., Academic Engagement, Disruptive Behavior) whereas research assistants collected systematic direct observation (SDO) data in relation to the same behaviors. Five change metrics (i.e., absolute change, percent of change from baseline, improvement rate difference, Tau-U, and standardized mean difference; Gresham, 2005) were calculated for both DBR-SIS and SDO data, yielding estimates of the change in student behavior in response to intervention. Mean DBR-SIS scores were predominantly moderately to highly correlated with SDO data within both baseline and intervention, demonstrating evidence of the former's concurrent validity. DBR-SIS change metrics were also significantly correlated with SDO change metrics for both Disruptive Behavior and Academic Engagement, yielding evidence of the former's sensitivity to change. In addition, teacher Usage Rating Profile-Assessment (URP-A) ratings indicated they found DBR-SIS to be acceptable and usable. Implications for practice, study limitations, and areas of future research are discussed. (PsycINFO Database Record

School psychologists are well positioned to address the behavioural and academic needs of all students through the provision of multi-tiered systems of support. Working as scientist–practitioners, school psychologists demonstrate knowledge and skills across psychological, educational, developmental and sociocultural contexts. School psychologists use this knowledge to collaborate and work alongside school leaders and educators to create strategies that support positive student behavioural functioning and academic success. This includes the development of universal systems of support, including social–emotional learning and positive behavioural interventions and supports, as well as targeted and intensive interventions that are designed to address the specific needs of individual students. School psychologists can use their knowledge of change management principles within schools to effectively implement programmes and interventions that work to improve academic and behavioural outcomes for all students.

Multicultural sensitivity and competency represent critical components to contemporary practice and supervision in school psychology. Internship and supervision experiences are a capstone experience for many new school psychologists; however, few receive formal training and supervision in multicultural competencies. As an increased number of students from culturally diverse backgrounds are accepted into school psychology training programs, it is likely students will encounter supervisory experiences in which the supervisor is of a culture other than their own. This paper explores cultural factors impacting supervision, reviews research on cultural match between supervisor and supervisee, as well as highlights best practice considerations for engaging in effective multicultural supervision.