School Psychology Forum
Why Do School Psychologists Cling to Ineffective Practices? Let’s Do What Works
By Amanda M. VanDerHeyden
Identifying SLD in the context of RTI/MTSS, pp. 44-52
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ABSTRACT: This article considers the cost of poor decision making in school psychology, especially with regard to determining eligibility for special education under the category of specific learning disability. One common costly decision made by school psychologists is failing to use evidence-based assessment and intervention procedures that are likely to be of benefit to the student. VanDerHeyden comments on the direction of the field and discusses possible reasons that school psychologists continue to use practices that have not demonstrated a benefit for students. She then suggests specific ways in which school psychologists might overcome barriers to using effective assessment and intervention practices in schools.