Commentary: Paradigm Shift, Outcomes Criteria, and Behavioral Interventions: Foundations for the Future of School Psychology

Abstract

This series of articles documents the increasing sophistication of behavioral interventions across a broad class of behaviors including academics, social behaviors, and emotional regulation. The foundation for effective interventions in the schools is better than at any time in history and, most important, the current political realities are more supportive of evidence-based interventions than at any previous time. The further development and implementation of behavioral interventions is discussed in the context of the paradigm shift that is underway in general and special education and its enormous implications for school psychology practice. The foundations for a shift from a correlational to an experimental foundation for educational policy and school psychology practice are discussed in this article with implications suggested for continuing education and preservice preparation of school psychologists.

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Notes on contributors

Daniel J. Reschly

Dan Reschly is a 1971 PhD graduate of the University of Oregon and currently serves as Department Chair and Professor of Education and Psychology in Peabody College, Vanderbilt University. Dr. Reschly's research has focused on school psychology professional practices, overrepresentation and appropriate assessment/intervention with minorities, and high-incidence disabilities. He has been involved in school psychology leadership for 30 years in roles such as NASP President, Editor of School Psychology Review, and chair/member of three National Academy of Science panels related to assessment, mental retardation, and minority overrepresentation. He has received numerous honors including the NASP Lifetime Achievement Award.