Ecological Systems Theory in School Psychology Review

Abstract.

Ecological systems theory (EST) has been suggested as a framework to provide effective school psychology services, but previous reviews of research found questionable consistency between methods and the principles of EST. The current article reviewed 349 articles published in School Psychology Review (SPR) between 2006 and 2015 and compared the methods with five criteria for consistency with EST. A large majority of the studies (87.0%) published in SPR assessed the dependent variable in a manner that represented an authentic environment, and 72.6% considered the individual. Only 37.4% considered the environmental context of the intervention, 33.2% considered multiple environments, and 46.1% examined the processes with which individuals interacted with their environment. Although the final three criteria were infrequently met, there were upward trends in the data for each. Implications for practice and research are included.

Additional information

Notes on contributors

Matthew K. Burns

Matthew K. Burns, PhD, is the associate dean for research for the College of Education and a professor of school psychology at the University of Missouri. He is the current editor of School Psychology Review and a past editor of Assessment for Effective Intervention. His current research interests include using data to identify appropriate interventions for reading and mathematics, as well as systems with which to deliver interventions.

Kristy Warmbold-Brann

Kristy Warmbold-Brann, MA, is a graduate student in the School Psychology Program at the University of Missouri and is the editorial assistant for School Psychology Review. Her research interests include universal screening for social–emotional learning concerns and the relationship between academic skills and behavior.

Anne F. Zaslofsky

Anne F. Zaslofsky, PhD, earned her doctoral degree in school psychology from the University of Minnesota. She received a specialist degree in school psychology from Northeastern University and is a Nationally Certified School Psychologist. She currently serves on a task force for Minnesota Math Corps, an AmeriCorps initiative serving students at risk for math difficulty in Minnesota schools. Her research interests include connecting academic assessment data to interventions, particularly in the area of mathematics. She has published in peer-reviewed journals, as well as invited chapters, and has presented at national conferences.