References
- Albritton, K., Anhalt, K., & Patton Terry, N. (2016). Promoting equity for our nation’s youngest students: School psychologists as agents of social justice in early childhood settings. School Psychology Forum: Research in Practice, 10(3), 237–250.
- Albritton, K., Chen, C., & Bauer, S. G. (2021). Collaborating with school psychologists: Moving beyond traditional assessment practices. Young Exceptional Children, 24(1), 28–38. https://doi.org/https://doi.org/10.1177/1096250619871951
- Albritton, K., Mathews, R. E., & Anhalt, K. (2019a). Systematic review of early childhood mental health consultation: Implications for improving preschool discipline disproportionality. Journal of Educational and Psychological Consultation, 29(4), 444–472. https://doi.org/https://doi.org/10.1080/10474412.2018.1541413
- Albritton, K., Mathews, R. E., & Boyle, S. (2019b). Is the role of the school psychologist in early childhood truly expanding? A national survey examining school psychologists’ practices and training experiences. Journal of Applied School Psychology, 35(1), 1–19. https://doi.org/https://doi.org/10.1080/15377903.2018.1462280
- Donovan, L., McCoy, D., Denune, H., Barnett, D. W., Graden, J. L., & Carr, V. (2015). Preparing doctoral-level consultants for systems change: Implementing and supervising multitiered practices in early childhood education. Journal of Educational and Psychological Consultation, 25(2/3), 252–275. https://doi.org/https://doi.org/10.1080/10474412.2014.929957
- Farrell, P., & Travers, T. (2005). A healthy start: Mental health promotion in early childhood settings. Australian e-Journal for the Advancement of Mental Health, 4(2), 98–107. https://doi.org/https://doi.org/10.5172/jamh.4.2.98
- Friedman-Krauss, A. H., Barnett, W. S., Garver, K. A., Hodges, K. S., Weisenfeld, G. G., & DiCrecchio, N. (2019). The state of preschool 2019. National Institute for Early Education Research, http://nieer.org/yearbook
- Friedman-Krauss, A. H., Barnett, W. S., Garver, K. A., Hodges, K. S., Weisenfeld, G. G., Gardiner, B. A., & Jost, T. M. (2022). The state of preschool 2021. National Institute for Early Education Research, http://nieer.org/yearbook
- Friesen, A., Butera, G., Kang, J., Horn, E., Lieber, J., & Palmer, S. (2014). Collaboration and consultation in preschool to promote early literacy for children: Lessons learned from the CSS curriculum. Journal of Educational and Psychological Consultation, 24(2), 149–164. https://doi.org/https://doi.org/10.1080/10474412.2014.903189
- Hojnoski, R. L., & Missall, K. N. (2006). Addressing school readiness: Expanding school psychology in early education. School Psychology Review, 35(4), 602–614. https://doi.org/https://doi.org/10.1080/02796015.2006.12087964
- Kelly-Vance, L. (2018). President’s message: Early childhood: Untapped potential for school psychologists. Communique, 47(4), 2.
- National Association of School Psychologists. (2015). Early childhood services: Promoting positive outcomes for young children (Position statement).
- National Association of School Psychologists. (2020). The professional standards of the National Association of School Psychologists. https://www.nasponline.org/standards-and-certification/nasp-practice-model
- Zero to Three. (2016). Infant-early childhood mental health. https://www.zerotothree.org/resources/110-infant-early-childhood-mental-health