School psychology training programs take great pride in claiming to prepare scientist-practitioners consistent with the tradition of the Boulder model. Science as a basis for practice is also endorsed by government initiatives, such as in the case of Individuals with Disabilities Education Act of 2004 and No Child Left Behind Act of 2001, in which…

Evidence-based interventions (EBIs) have proved to be an exciting, yet frustrating aspect of school psychology practice. The argument for EBIs is that educational and psychological interventions strongly supported by a consensus of peer reviewed experimental and quasi-experimental studies will result in the best possible outcomes for students.…

This article explains a process for improving specific learning disabilities (SLD) eligibility guidelines in a special education cooperative in Nebraska. The Central Nebraska Support Services Program (CNSSP) is a special education cooperative that serves four public school districts and seven parochial schools in central Nebraska. Children birth…

The sheer amount of time that school psychologists spend conducting assessments, coupled with the shift in the field toward incorporating a socially just lens into practice, elicits the question: What constitutes socially just academic assessments, and what are the related best practices? Considering the complexities related to applying a social…