Retooling Psychology to Serve Children and Adolescents With Severe Disabilities

Abstract: Psychologists providing services to children and adolescents with severe disabilities face numerous challenges requiring an expanded approach to evaluation, consultation, and intervention. Professionals’ specific training needs are discussed. Consideration is given to potential reforms within psychology as community-integration programs and inclusionary models of education continue to progress. A 3-year federally supported in service training project is described in detail. Best training practices are discussed which emphasize an interdisciplinary process, functional and contextual approaches to evaluation and intervention, and broadened views of the consultative and educational roles of psychologists.