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Domain 3: Interventions and Instructional Support to Develop Academic Skills

NASP Policy

NASP Model for Comprehensive and Integrated School Psychological Services: NASP Practice Model Overview
This is the NASP Practice Model brochure that summarizes the domains of practice and key messages related to the model.

School Psychologists: Improving Student and School Outcomes
This is NASP's policy statement on school psychologists' role in improving student outcomes. This document cross references NASP policy, standards for practice, and research outcomes.

Ready to Learn, Empowered to Teach: Excellence in Education for the 21st Century
This policy document outlines NASP's educational reform priorities and acknowledges throughout the importance of school-family-community partnerships in the delivery of comprehensive and coordinated school psychological services.

Appropriate Academic Supports to Meet the Needs of All Students
As outlined in this position statement, NASP endorses a comprehensive model of support for students with learning problems wherein academic instruction is linked to the needs of the student and does not require assigning students to categorical special education groups.

Grade Retention and Social Promotion
Although retaining students who fail to meet grade level standards has limited empirical support, promoting students to the next grade when they have not mastered the curriculum of their current grade, a practice termed social promotion, is not an educationally sound alternative. This position statement urges schools to utilized methods other than grade retention and social promotion to ensure that all students have access to effective and equitable education.

Ensuring High Quality, Comprehensive Pupil Services
This position statement supports policies and practices that enhance the education and development of all students through the organized delivery of comprehensive school-based pupil services including psychological services.

Prevention and Intervention Research in Schools
This position statement recognizes the need for research and evidence-based prevention and intervention practices to address student learning, social–emotional development, behavioral performance, instructional methodology, school practices, classroom management, and other areas salient to school-based services and improving student outcomes.


Formative Evaluation in School Psychology: Fully Informing the Instructional Process
This School Psychology Forum article discusses how formative assessment can best inform instructional practices.

Assisting Low Performance Readers with a Group Based Reading Fluency Intervention
This School Psychology Review article describes a study that was designed to combine several empirically validated reading interventions into an instructional package that could be used with small groups of children to increase oral reading fluency.

Behavior Problems in Learning Activities and Social Interactions in Head Start Classrooms and Early Reading, Mathematics, and Approaches to Learning.
This School Psychology Review article examines the relationship between early problem behavior and a comprehensive set of school readiness outcomes using a stratified random sample.

Early Intervention Programs that Address Reading and Behavior Difficulties
This Communiqué article examines a variety of reading intervention programs and their relationship on student performance.

Identifying Children in Middle Childhood who are at Risk for Reading Problems
This School Psychology Review article evaluates a universal screening battery for middle level students at risk for reading failure.

Reading Fluency as a Predictor of Reading Proficiency in Low Performing, High Poverty Schools.
This School Psychology Review article examined oral reading fluency as a predictor for reading problems in at risk students.

Long Term Diagnostic Accuracy of Curriculum Based Measures in Reading and Math
This School Psychology Review study examined the relationship between benchmark data and rate of growth across the year for reading, math computation, and math concepts.

Meta Analysis of Acquisition and Fluency Math Interventions with Instructional and Frustration Level Skills: Evidence for a Skill by Treatment Interaction
This School Psychology Review article reported a meta-analytic study investigating the link between skill proficiency and interventions.

School Psychology Review (Vol. 31, 3) Mini Series: Academic Enablers to Improve Student Performance: Considerations for Research and Practice.
This School Psychology Review mini-series presents a variety of articles exploring the construction of academic enablers and how these relate to academic skills and academic achievement.

Webinars, Workshops and Trainings

Improving Students Reading Skills with the HELPS Program
This NASP Online Learning Center video describes how student reading skills can be improved with the HELPS program.

Integrating RTI with Cognitive Neuropsychology: A Successful Approach to Developing Evidenced Based Reading, Writing, and Math Interventions
This NASP Online Learning Center 2-day Advanced Professional Training (APT) Workshop examines reading, writing, and mathematics from a brain-based educational perspective, and classifies learning disorders into distinct subtypes.

Teaching a Teacher an Intervention (Podcast)
This is a podcast about how to effectively incorporate teachers into intervention implementation and monitoring.

Best Practices in Delivering Intensive Academic Interventions
This Best Practices V online learning module examines evidenced based effective instruction.

Best Practices on Interventions for Students with Reading Problems
This Best Practices V online learning module examines the techniques and methods best suited for meeting the needs of students with reading problems.

Best Practices in Mathematics Instruction and Assessment in Secondary Settings
The purpose of this Best Practices V online learning module chapter is to describe how school psychologists might contribute to discussions and the development of practices that increase opportunities for student learning in upper elementary and secondary mathematics settings.

NASP Books and Publications

Best Practices in School Psychology V
By Alex Thomas and Jeff Grimes

Helping Children at Home and School III: Handouts for Families and Educators
By Andrea S. Canter, Leslie Z. Paige, and Steven Shaw

Homework, Organization and Planning Skills (HOPS) Interventions
By Joshua Langberg

Interventions for Achievement and Behavior Problems in a Three-Tier Model Including RTI.
Edited by Mark Shinn and Hill Walker

Tier 3 of the RTI Model: Problem Solving through a Case Study Approach
By Sawyer Hunley and Kathy McNamara

Implementing Response-To-Intervention at the School, District, and State Levels: Functional Assessment, Data-based Problem Solving, and Evidence-based Academic and Behavioral Interventions
By Howard Knoff

Pediatric Disorders: Current Topics and Interventions for Educators
By Paul C. McCabe & Steven R. Shaw

Transforming School Mental Health Services: Population-Based Approaches to Promoting the Competency and Wellness of Children
By Beth Doll and Jack Cummings, editors