Initial Implementation

The book is written for individuals interested in procedures for increasing consultation skills to assist parents, teachers, and other socialization agents to solve mental health and educational problems of children and youths.

Assessed the effects of 3 increasingly inclusive versions of the Behavioral Consultation (BC) model on problem behavior in mainstream classrooms in an effort to develop an effective and efficient approach to prereferral intervention.

Discusses the relationship between academic performance or achievement and classroom environment factors. Classroom variables are conceptualized as an academic ecology that involves a network of relationships among student and environmental factors that affect the acquisition of new skills and student engagement in academic work.

Within a problem-solving paradigm, the focus of the special education (SE) identification process is defining the accommodations and modifications that will help a child succeed in the educational environment. The purpose of this chapter is to outline a set of best practices to assist school psychologists and other educational professionals in meeting this goal.

Explored in this article are (a) the long-standing relation between mental health and schools, (b) the current status of mental health programs and services in schools, (c) efforts to establish school-community collaboration, and (d) work related to reframing the approach to mental health in schools.

 This review (a) provides an overview of what schools currently do related to mental health and psychosocial concerns, (b) clarifies key emerging trends, and (c) explores implications for major systemic changes.

This article explores this problem in terms of systemic change. Highlighted are basic ideas, phases, stages, steps, and lessons learned related to the planning, implementation, maintenance, and scale-up of school-based innovations

This document is an analysis of the most recent developments in some states that are implementing standards-based IEPs.

The functional family therapy approach described in this book, a synthesis of interpersonal, behavioral, and systems orientations, represents a new evolutionary step in the treatment of families. The goal of this book is to provide a clear description of the procedures and structure necessary for the successful practice of family therapy. 

This study examined a highly successful, well‐documented, national program to prevent teenage pregnancy and school failure—the Teen Outreach program—to address a fundamental question: How well can a developmentally focused, broadly targeted prevention program address the needs of those students within the program who are at the highest risk of problematic behavior. 

This document contains 13 articles concerned with the best practices in the supervision of school psychological services. 

An ecological model for school-based mental health services that targets urban low-income aggressive children—a highly vulnerable and underserved population—is presented.

In this chapter, concepts and practices concerning readiness for change are discussed as part of the larger frame of technology transfer interventions.

In this paper, the author surveys 117 published and unpublished studies spanning more than 25 years. He structures the literature review using a conceptual model shown as Program Implementation Stages

The committee members, who were appointed by the US National Academy of Science for their creative thinking and knowledge of medicine, healthcare, and commerce, provide excellently researched evidence for the failure of the US healthcare system. 

This article explores factors influencing the sustained use of Peer Assisted Learning Strategies (PALS) in math in one elementary school.

The Individuals with Disabilities Education Improvement Act of 2004 made important amendments to the federal special education law regarding the identification of students with learning disabilities. The book grounds RtI in law and policy predating IDEA 2004 in addition to walking the reader through the array of implementation issues.

The Child Development Project is a comprehensive school program to reduce risk and bolster protective factors among children. 

This study evaluates an exemplary system of care designed to provide comprehensive mental health services to children and adolescents

The modified Research, Development, and Diffusion (RD&D) model as exemplified by
change agents in federal organizations were examined as a viable strategy for
disseminating social program innovations.

This was a historic meeting among developers of evidence-based programs, leaders of various cultural, racial, and ethnic professional associations, and representatives of family associations. Evidence-based program implementation and cultural competence in human services have had parallel paths with limited intersection and dialogue.

The summary can be found on the "Resources" tab of the Active Implementation website.  

Focus groups with teachers of students with learning disabilities (n = 30) and teachers of students with emotional/behavior disorders (n = 19) were conducted to examine the the teachers’ perspectives about educational research and the extent to which they found research findings to be useful.

evaluate the long-term efficacy of a school-based approach to drug abuse prevention.

Students (N = 4,466) attending 56 schools in New York State were involved in a 3-year study testing the effectiveness of a cognitive-behavioral approach to substance abuse prevention.

This volume describes research aimed at identifying 10 model programs proven effective for violence prevention; describes the 10 programs selected from the more than 400 reviewed; and details the goals, targeted risk and protective factors, design, and other aspects of Life Skills Training, one of the model programs selected.

The authors tested the effectiveness of 2 alcohol and drug abuse prevention programs among inner-city minority 7th-grade students (N = 639) from 6 New York City public schools.

This article describes the characteristics of school mental health and social services in the United States, including state‐ and district‐level policies and school practices.

The current study hypothesized that providing performance feedback, which has consistently been shown to increase implementation integrity, to PSTs would enhance the procedural integrity of the process.

Explores existing models of the school as a health care service delivery setting and considers the implications of these models for the practice of psychology in schools. 

Educators at all levels, from classroom teachers to national policymakers, routinely use and approve materials and techniques without testing or evaluating them. This costs schools millions of dollars and does not yield the results educators and the public are clamoring for.

in this perspective, the author challenge us to accept the responsibility of moving education forward by doing more than paying lip service to the translation of research into practice. 

In this report, the rationale, development, implementation, and evaluation of a school-based mental health services program for high-risk children with serious emotional and behavioral problems is described.

This document is one of a series of reports based on the Special Education Expenditure Project, a study of the nation's spending on special education and related services based on analysis of data for the 1999-2000 school year.

Two school-based primary prevention interventions for adolescent depressive symptomatology and disorder were examined in separate studies with high school samples of 9th and 10th-grade adolescents.

This article draws on a review of theoretical and empirical literature on scale, relevant research on reform implementation, and original research to synthesize and articulate a more multidimensional conceptualization

A randomized experiment of Comer's School Development Program was conducted in 23 middle schools in Prince George's County, Maryland. Quasiexperimental analyses showed that the program theory may be correct in many of its predictions about student changes in psychological and social outcomes, but not achievement

Using fifth through eighth-grade students, the Comer School Development Program was evaluated in 10 inner city Chicago schools over 4 years, contrasting them with nine randomly selected no-treatment comparison schools.

An analysis of national and state placement patterns of students with serious emotional disturbance (SED) between 1988 and 1991 is reported. Relationships among state rates of placement across placement options and several economic and demographic variables also are examined.

The purpose of this study was to investigate gender and ethnicity disproportionality among students identified as having emotional disturbance (ED) and relationships between identification and sociodemographic factors.

Cronbach discuss the past and future place within psychology of two historic streams of method, thought, and affiliation which run through the last century of our science. One stream is experimental psychology; the other, correlational psychology. 

In order to engage effectively in system-level consultation, school psychologists need to call upon three areas of expertise: (a) understanding human behavior from a social systems perspective, (b) ability to use collaborative planning and problem solving procedures, and (c) familiarity with principles for organizational change

The goal of this article is to illustrate various strategies that the Hawaii Child and Adolescent Mental Health Division adopted to increase the use of empirical evidence to improve the quality services and outcomes for youth.

Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process

The authors examined the extent to which program integrity (i.e., the degree to which programs were implemented as planned) was verified and promoted in evaluations of primary and early secondary prevention programs published between 1980 and 1994. 

This seven-year study of the Coalition Campus Schools Project in New York City documented a unique “birthing” process for new, small schools that were created as part of a network of reform-oriented schools in a context of systemwide reform.

Problems associated with the school psychologists traditional assessment functions and methodology are identified and contrasted with the need for assessment information that can contribute meaningfully to the formulation and evaluation of educational interventions. 

a mini-series from School Psychology Review about Academic Enablers to Improve Student Performance: Considerations for Research and Practice. 

This volume of the Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act includes a number of modules reporting on the results of the National Assessment, as stipulated in Section 674(b)(4)(B) of the IDEA Amendments of 1997. 

This article reviews implementation issues in prevention trials and specifically highlights the study of implementation in the 34 programs determined to be effective in a recent review conducted by the Prevention Research Center for the Center for Mental Health Services.

This study evaluated the effect feedback to student peer tutors had on the level of treatment integrity in implementing a peer tutoring program.

This book presents a wide variety of exemplary programs addressing behavioral and social problems, school failure, drug use, injuries, child abuse, physical health, and other critical issues.

A review of school‐based drug abuse prevention programs was conducted for 1989–1994. In addition to a comprehensive literature review, interviews were conducted with a panel of 15 leading experts in prevention research. Key elements of promising prevention curricula were identified.

To help inform drug abuse prevention research in school settings about the issues surrounding implementation, the authors conducted a review of the fidelity of implementation research literature spanning a 25-year period.

Based on the experiences of the Collaborative for Academic, Social, and Emotional Learning (CASEL) and reviews of literature addressing implementation failures, observations about failures to "scale up" are presented.

a brief overview of findings from the Blueprints for Violence Prevention-Replication Initiative is presented, identifying factors that enhance or impede a successful implementation of these programs.

This section includes tools and resources that can help school leaders, teachers, and other stakeholders be more strategic in their decision-making about planning, implementing, and evaluating evidence-based interventions to improve the conditions for learning and facilitate positive student outcomes.

The causes of long-term continuity in the level of children's school performance are not completely understood. Some of the continuity undoubtedly stems from the persistence of cognitive status. This article reports on a follow-up study of school children in Baltimore that shows that it can also be related to the child's early social environment. 

Presents some of the current best practices in services for children and their families, as well as in the research and evaluation of these services. 

This paper describes a 4-year project that partnered psychologists based in universities and those in educational service districts to support development and implementation of school-wide academic and behavioral support systems in four elementary schools across four districts, representing different communities with varying demographic characteristics within one state in the north-central region of the United States. 

this paper is a mini-series from Scool Psychology Review. This special issue review highlights current research effort in American schools on bullying and peer victimization. and how this research can inform prevention and intervention planning. 

The purpose of this study was to investigate the relationship between school climate and children's academic and social development in the early elementary school years, controlling for maternal education and family resources, and to determine whether factors underlying school climate influence those outcomes. 

This paper explores the implementation of a professional development program (PDP) for school principals. Two methods for measuring fidelity of implementation of the PDP are examined

This paper describes the results of a process evaluation focused on discovering common implementation obstacles faced by schools implementing the Life Skills Training (LST) drug prevention program. 

The purpose of this commentary is to consider the crisis in education and the complex role teachers play in our society; to examine critically major aspects of the traditional modus operandi of behavior analysis that are counterproductive to teacher use; and to identify practices related to promoting greater teacher use and thereby enhancing the relevance of behavioral technology in education.

The purpose of this article is to present a conceptual framework for advancing mental health science and practice for vulnerable children that is in accord with the Surgeon General’s priorities for change. 

Fueled by public incidents and growing evidence of deficiencies in care, concern over the quality and outcomes of care has increased in both the United Kingdom and the United States. Both countries have launched a number of initiatives to deal with these issues. 

This is a comprehensive literature review of the topic of Implementation examining all stages beginning with adoption and ending with sustainability.

Quality indicators of prereferral interventions (i.e., behavioral definition, direct measure, step-by-step plan, treatment integrity, graphing of results, and direct comparison to baseline) were investigated as predictors of prereferral intervention outcomes with a sample of regular education teachers and related services personnel on the same 312 students. 

This study examined the factors that are important to successful implementation and sustainability of evidence-based interventions in school settings

Use of early detection and ongoing assessment of response as a basis for more focused intervention is described. Primary and secondary prevention issues also are discussed in relation to this approach.

The main enemies of large-scale reform are overload and extreme
fragmentation, Mr. Fullan points out. The three stories he outlines here serve
to lend coherence to an otherwise disjointed system.

This book is written for individuals at all levels of the educational system. All key players will find a chapter on their own roles, as well as chapters on other roles and agencies with whom they must interact. 

Sustainability has eight core elements, each carrying implications for those in the superintendency. In this article, the author expands on these eight core elements for sustainability.

This chapter describes some of the critical conceptual issues related to intervention implementation, and provides a selected review of the research regarding the assessment and assurance of intervention implementation.

In this final report, we present findings on the implementation and impacts of an intervention
that identified school districts' highest-performing teachers and then used monetary
incentives to encourage them to transfer into the lowest-achieving schools.

This two‐level study of child welfare and juvenile justice case management teams addresses construct, measurement, and composition issues that plague multilevel research on organizational culture and climate.

We, the people, appear to understand that the linchpin of each American's necessary apprenticeship in a democracy is a qualified, caring, competent classroom teacher, Mr. Goodlad points out. The role of Presidents and governors is to cheer us on, not to mislead us with the mythology of school reform. 

This article assesses these differences using data from 981 Black and White male and female adolescents and latent variable structural equations techniques. 

The study uses data from 2018 Black and White males and females and latent-variable structural equations techniques to examine group differences in the measurement of risk factors for substance use.

A 3-year study in eight middle schools tested a program to improve adolescent conduct. The program sought to increase clarity of school rules and consistency of rule enforcement, improve classroom organization and management, increase the frequency of communication with the home regarding student behavior, and increase reinforcement of appropriate behavior. 

This project was undertaken to develop a comprehensive account of the levels of problem behaviors in schools. It also looked at what schools do to prevent problem behaviors and how they promote a safe and orderly environment.

This report has been developed to help stimulate researchers and practitioners to place greater emphasis on how they conceptualize and measure implementation of evidence-based prevention programs

This study examined the effectiveness of the PATHS (Promoting Alternative Thinking Strategies) curriculum the emotional development of school-aged children. 

The report examines the effect of state funding systems and high stakes testing on special
education enrollment. 

This column suggests an intervention continuum to be used that extends beyond the current model, providing a matrix that aligns social-emotional or behavioral skills with specific interventions shown to be effective for students who fall under other disability labels.

Discusses educational changes from a system perspective. Sets forth a series of assertions based on eight years of experience with special-education reform initiatives in Iowa. Presents generalizations from an experiential base regarding critical components and characteristics of change process. Gives specific recommendations for persons contemplating educational innovative initiatives. 

To determine if a commonly used violence prevention curriculum, Second Step: A Violence Prevention Curriculum, leads to a reduction in aggressive behavior and an increase in prosocial behavior among elementary school students.

 In this issue you will find both a brief introduction to the new Empirically Supported Interventions Section and the first of a two-part substantive discussion of vital issues pertaining to this topic. A companion piece further extending this analysis will follow shortly in a subsequent issue. 

To examine the long-term effects of an intervention combining teacher training, parent education, and social competence training for children during the elementary grades on adolescent health-risk behaviors at age 18 years. 

This article provides an overview of multisystemic therapy (MST). Specifically, the theoretical and empirical foundations for the demonstrated clinical and cost-effectiveness of MST in treating children and adolescents presenting serious clinical problems and their families are discussed.

Validated a measure of clinical supervision practices, further validated a measure of therapist adherence, and examined the association between supervisory practices and therapist adherence to an evidence-based treatment model (i.e., multisystemic therapy [MST]) in real-world clinical settings. 

Like proponents of standards-based reform in other states, Washington State policy and business leaders assumed that the establishment of a performance-based system would change the behavior of teachers, parents, school administrators, and students.

This paper examines five dimensions when implementing RtI: the tier model, identification of “at risk students”, preventative treatment, progress monitoring, and strategies for nonresponders.

This outstanding textbook presents innovative interventions for youth with severe emotional and behavioral disorders. Community Treatment for Youth is designed to fill a gap between the knowledge base and clinical practice through its presentation of theory, practice parameters, training requirements, and research evidence.

This report, preceded as it was by the seminal report of the Surgeon General on Mental Health (2000) and followed by the Surgeon General’s Youth Violence (2001) and Culture, Race and Ethnicity Reports (2002), represented a critical shift in federal health priorities.

This book presents clear and functional techniques for deciding what students with learning disabilities should be taught and how. This book can also function as a tool to assist pre-service teachers (students) with deciding how to teach and what to teach to regular/non-special education children.

This study examined the relationships between 2 carefully specified dimensions of teacher efficacy (general and personal teaching efficacy) and aspects of a healthy school climate (institutional integrity, principal influence, consideration, resource support, morale, and academic emphasis).

This book offers the basis for answering these and other questions. The authors demonstrate the significant relationship that exists between school health and academic performance. They then present the measures, developed over many years of careful research, that can best test the organizational climate of any school.

A meta-analysis was undertaken to synthesize research results about the effectiveness of mainstream service programs for minority juvenile delinquents relative to White delinquents.

The book is an attempt to extend the description and explanation of organizational processes we have shifted from an earlier emphasis on traditional concept of individual psychology and interpersonal relationship.

Addressing research-to-practice issues effectively requires getting researchers to do better research and getting policymakers to make better choices.

Ninety-four children (aged 9-13 years) with anxiety disorders were randomly assigned to cognitive behavioral treatment or waiting-list control. 

This book provides information on the process and skills of data visualization, teaching the concepts and skills of how to present data and inspiring effective visual design.

This report presents an overview of issues related to evidence-based practice and the role that the school psychology profession can play in developing and disseminating evidence-based interventions.

The task force on interventions by the American Psychological Association (APA, Task Force on Promotion and Dissemination of Psychological Procedures, 1995) stimulated considerable enthusiasm among many about the role of ESIs in practice.

The inauguration of the ESI section of School Psychology Quarterly represents a new era in research for our profession that we hope will usher in advancements for both the science and practice of school psychology.

By using data collected for the National Longitudinal Evaluation of Comprehensive School Reform (NLECSR), this article explores the factors that predict CSR model implementation and the ways that CSR model implementation varies.

This workbook helps program developers and community leaders identify basic issues in: sustaining promising initiatives, addressing strategic details, and developing a comprehensive plan. It includes a guide and five step-by-step modules that help initiative leaders identify specific resources and strategies that are needed to successfully sustain effective programs and services.

This paper examines the evidence-based education issues that come into play with the implementation of a Positive Behavior Support school culture.

in this article, the author describes the policies of precision teaching. 

The bulletin describes the procedures used to select studies for the meta-analysis, presents the methods of analysis used to answer the above questions, and then discusses effective interventions for noninstitutionalized and institutionalized offenders. 

This study examines key substance use, delinquency, and school-based aggressive behavior outcomes at a 1-year follow-up for a cognitive-behavioral intervention delivered to aggressive children and their parents at the time of these children's transition to middle school. 

In 1986, the National Association of School Psychologists (NASP) position paper, "Rights without Labels," was published. This document was radical because it acknowledged that serious problems existed in the educational classification system and proposed the necessity of serving students with special needs within the general education setting without labeling them.

This comprehensive approach recognizes that school environments can be adaptive systems with the potential to prevent or ameliorate behavior problems. 

This article describes the results of a process evaluation focused on discovering common implementation obstacles faced by 42 sites implementing eight of the Blueprints programs. This evaluation revealed that most sites involved in the project faced many challenges when implementing in real-world settings

This Report describes the Blueprints programs, presents lessons learned about program implementation, and provides recommendations for program designers, funders, and implementing agencies and organizations.

The Classroom Environment Scale (CES) helps create a positive school climate in which more students succeed. The instrument evaluates the effects of course content, teaching methods, teacher personality, class composition and characteristics of the overall classroom environment.

Reschly, D. J. (1988). Obstacles, starting points, and doldrums notwithstanding: Reform/revolution from outcomes criteria. School Psychology Review, 17(3), 495-501.

The Workgroup reviewed the NIMH research portfolio that extends from academic research settings to large, State-wide service systems, to the moving target of “front-line” clinical care. The review made vividly clear the need for mutually enriching interaction between research and both practice and service systems. 

Research on students with serious emotional disturbances (SED) suggests that these children are significantly underidentified. National special education data bear out this conclusion to a large extent.

This guide for parents outlines what they need to know about the legislation.

The purpose of this paper is to provide a brief overview of historical trends in the funding of special education programs, to discuss current issues, and to consider alternative directions for the future

Recognizing that what, how, and how much children learn in school depends in large part on the social and emotional competence they developed as preschoolers, this monograph examines the current state of research regarding the social and emotional risk and protective factors that predict early school problems or success.

This award-winning twelve-volume reference covers every aspect of the ever-fascinating discipline of psychology and represents the most current knowledge in the field. This ten-year revision now covers discoveries based in neuroscience, clinical psychology's new interest in evidence-based practice and mindfulness, and new findings in social, developmental, and forensic psychology.

This article introduces the special series in School Psychology Review on "Emerging models for promoting children's mental health: Linking systems for prevention and intervention." This article describes existing problems with the mental health system and priorities tha have been identified as targets for change. 

This article identify five areas that subsume the major activities of problem solving or non categorical service delivery. They are (1) assessment for interventions (2) support for interventions  (3) parent involvement (4) problem solving collaboration (5) resources for students as a part of general education.

This book confronts the widespread impression that policy or program implementation should be easy, arguing instead that implementation, even under the best of circumstances, is exceedingly difficult. 

Presents an analysis and critique of current school psychological services that emphasize unresolved dilemmas in the current system, which are interpreted as establishing the basis for special education reform.

This chapter describe and contrast different paradigms for the design and delivery of school psychological services, analyze problems in the traditional delivery system, and review major policy and reform statements. The chapter concludes with a discussion of the knowledge base, underlying principles, and strategies that form the basis for psychological services that emphasize problem solving, functional assessment, and educational accountability.

Drawing on normative, empirical, and critical literatures, this review explores the role of school administrators in responding to the needs of diverse students. Three administrative tasks are highlighted: fostering new meanings about diversity, promoting inclusive school cultures and instructional programs, and building relationships between schools and communities. 

The roles and functions of 52 school psychologists from Iowa and Tennessee were examined. A multivariate analysis of variance (MANOVA) was used to test differences between reported time spent on prereferral, assessment, intervention, consultation, and curriculum‐based assessment

This review examined the overlap between state-created curriculum evaluation tools and The Hexagon Tool created by the National Implementation Research Network. The author followed systematic procedures while conducting a web search and visiting each state’s department of education website in search of curriculum evaluation tools.

This paper provides a synthetic review of research on school-based mental health services.

This book examines the major themes of instruction and gives a step-by-step outline of the consultation process from referral to the final report.

This chapter examines what happens when schools engage in a process of comprehensive
school reform (CSR)

This literature review examines the use of school-based positive behavior support (PBS), an alternative to traditional disciplinary practices that includes databased decision making and team collaboration.

Twenty-eight investigations were identified in which general education teachers were surveyed regarding their perceptions of including students with disabilities in their classes. Research synthesis procedures were employed to summarize responses and examine the consistency of responses across time, geographical location, and item type.

The leadership stories in the book demonstrate the many ways that the core ideas in The Fifth Discipline, many of which seemed radical when first published in 1990, have become deeply integrated into people's ways of seeing the world and their managerial practices.

This book offers the latest in evidence-based measures that have proven to create safer, more effective schools. The book emphasizes the interwoven nature of violence and academic underachievement, the importance of prevention and early intervention, the need to integrate intervention and remediation services in a seamless delivery system, and the enormous protective benefits of school success in all areas of a child's life.

This chapter examine the intricacies of teaching beginning reading in schools and describe a pre- vention model of schoolwide beginning reading improvement.

This article describes Success for All, a comprehensive reform program for elementary
schools, with a focus on strategies the program uses to increase the chances that the
program will remain in use over extended periods.

The authors argue that, although conceptualizing school psychology as primarily an indirect service specialty has advanced our thinking about effective service delivery, conceptualizing school psychological services from a public health perspective will provide an even broader framework that can increase both the efficacy and efficiency of school psychologists' work.

The thesis of this paper is that the current problem behavior of students in elementary and middle schools requires a preventive, whole-school approach. The foundation for such an approach lies in the emerging technology of positive behavior support. 

This article focuses on what we know and need to know about school-wide applications of effective practices and systems for preventing problem behaviors.

The purpose of this chapter is to describe those characteristics of schoolwide positive behavior support (SW-PBS) practices and systems that establish and maintain an effective, efficient, and relevant social culture in which teaching and learning are maximized. 

The purpose of this article is to provide one perspective on the source and features of RtI and how RtI provides a useful framework for implementing SWPBS. 

This article focuses on the systemic implementation features of SWPBS as a means of increasing the accurate adoption and sustained implementation of effective behavioral practices at the individual student, classroom, and school-wide levels. This article describes SWPBS, suggest how SWPBS might be implemented at broader systems levels, and discuss research and practice implications.

Reports a study that analyzed relationships among supportive principal behavior, faculty collegiality, faculty trust, and effectiveness. Data from 2,777 middle school teachers indicated that supportive principals, not teacher behavior, promoted trust in the principal. Teacher collegiality, not principal behavior, fostered trust among colleagues.

This article highlights a framework of general phases and specific steps for di  usion of major new approaches across a school district. The overlapping phases are seen as encompassing: (a) creating readiness, (b) initial implementation, (c) institutionalization, and (d) ongoing evolution. The discussion includes lessons learned in applying the framework.

This study examined the fidelity of problem-solving implementation by multidisciplinary
teams (MDTs) in 227 schools and the relationship to student outcomes.

Even when schools within a system reflect closely the demands of their progenitor and achieve both the appearance and reality of a high degree of similarity, differences do exist. The organizational climate of schools is one such difference. 

This chapter presents the conceptual and operational underpinnings of a problem-solving special education system designed to improve educational results for students with disabilities.

This paper discusses four types of violence then briefly review the risk literature in order to highlight promising targets for intervention. Then the authors organize their review of the efficacy of specific approaches by the specific level targeted. 

Of Edward Tufte’s books, this is the most design oriented. It provides examples using maps, charts, scientific presentations, diagrams, computer interfaces, statistical graphics and tables, stereo photographs, guidebooks, courtroom exhibits, timetables, use of color, and a pop-up to illustrate his points on the effective use of visual mediums to communicate the meaning of data and impart important messages.

This is the first book from Edward Tufte and it lays out his theories and rules that are the basis for the effective display of information and data to maximize communication.

This third book by Edward Tufte is a guide on how to more effectively communicate information visually. It offers examples of poorly presented information and the dire consequences that can result from mediocre and inadequately thought out presentations. It provides concrete samples of effective ways to present statistics and tips one can use to avoid many of the pitfalls of powerpoint presentations.

This text offers a pragmatic assessment of the role of police and school crime through the perspective of esteemed academicians and practitioners. School Crime and Policing hopes to spark awareness and encourage preparedness for the safety of our schools and our communities.

This report, the first Surgeon General's report on youth violence in the United States, summarizes an extensive body of research and seeks to clarify seemingly contradictory trends, such as the discrepancies noted above between official records of youth violence and young people's self-reports of violent behaviors.

This Twenty-second Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA) marks the 25^th anniversary of the passage of P.L. 94-142, the Education for All Handicapped Children Act of 1975.

The purpose of the conference was to engage a group of citizens in a thoughtful, meaningful dialogue about issues of prevention, identification, recognition, and referral of children with mental health needs to appropriate, evidence-based treatments or services. 

This book offers concrete examples from educational testing to illustrate the importance of empirically and logically scrutinizing the evidence used to make education policy decisions. Wainer uses statistical evidence to show why some of the most widely held beliefs in education may be wrong.

This text provides practical guidelines and techniques for effectively managing acting out behavior in elementary students. It attempts to characterize acting-out behavior in the context of schooling; describe what is known about coping effectively with it; and illustrate applications of successful interventions. 

This article provides a reconceptualization of the role of schools in preventing antisocial behavior problems among children and youth.

This classic in the literature of child violence and antisocial behavior has been updated to include coverage of the most recent and important school safety, prevention, and universal intervention programs.

Expanded School Mental Health Programs: Advancing Reform and Closing the Gap Between Research and Practice

The authors discuss the growing movement in the United States to develop expanded school mental health programs. These programs represent partnerships between schools and community mental health agencies to expand the range of mental health services provided by schools.

This paper review findings bearing on the efficacy of psychosocial treatments and medications under controlled experimental conditions. It also reports evidence, where available, on the effectiveness of both classes of treatment with clinically referred youth treated in real-world clinical contexts.

Developed by the Office of Special Education and Rehabilitative Services (OSERS), this report presents current weaknesses in the education of students with learning problems (those having difficulties learning for any of a variety of reasons) and suggested strategies for correcting those weaknesses.