Redefining School Psychology: Applications to Service Delivery
Steven R. Shaw
The profession of school psychology is undergoing rapid and major changes in response to changing laws, demographic shifts in the US, research, and changing national values. Although assessment and service to children with developmental disabilities remain significant aspects of school psychology, the role and function is expanding to such a degree that school psychology is being re-defined (Schrank, Teglasi, Wolf, Miller, Caterino, & Reynolds, 2005; Tilley, 2008). There have been many exercises and academic discussions of the definition of school psychology over the years (e.g., Bradley-Johnson, Johnson, & Jacob-Timm, 1995; Short & Talley, 1997). In keeping with the mission of School Psychology Forum, the emphasis of the journal is how this newest re-definition of school psychology affects professional practice.
This issue presents three illustrations of the practical implications of the revolutionary changes within school psychology. Taylor, Ding, Felt, and Zhang present an excellent detailed illustration of how school psychologists influence Tier 1 instruction in reading to all first grade students. Noltemeyer and McLaughlin present the results of a provocative survey concerning school psychologists' awareness and understanding of the most recent School Psychology: A Blueprint for Training and Practice III (Ysseldyke, Burns, Dawson, Kelly, Morrison, Ortiz, ...Telzrow, 2006). The results of which make the reader wonder who is driving the definition and scope of practice in school psychology. Shriberg, Wynne, Briggs, Bartucci, and Lombardo focus on the meaning and understanding of social justice to the profession of school psychology. Taken together these articles provide excellent research-to-practice information for the changing field of school psychology.
Bradley-Johnson, S., Johnson, C. M., & Jacob-Timm, S. (1995). Where will—and where should— Changes in education leave school psychology? Journal of School Psychology, 33 (3), 187-200. doi:10.1016/0022-4405(95)00007-9
Schrank, F. A., Teglasi, H., Wolf, I. L., Miller, J. A., Caterino, L. C., & Reynolds, C. R. (2005). American Academy of School Psychology reply to response-to-intervention perspective. The School Psychologist, 59 (1), 28, 29-33.
Short, R. J., & Talley, R. C. (1997). Rethinking psychology and the schools: Implications of recent national policy. American Psychologist, 52(3), 234-240. doi: 10.1037/0003- 066X.52.3.234
Tilly, W. D. (2008). The evolution of school psychology to science-based practice: Problem solving and the three-tiered model (2008). In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-V (pp. 17-36). Washington, DC: National Association of School Psychologists.
Ysseldyke, J. E., Burns, M., Dawson, P., Kelly, B., Morrison, D., Ortiz, S.,...Telzrow, C. (2006). School psychology. A blueprint for training and practice III. Bethesda, MD: National Association of School Psychologists.