School psychology training programs are required to provide multicultural training to preservice school psychologists; however, trainers have had difficulty adequately including multicultural content into the curriculum. Thus, there is a gap between the requirements and the training that many school psychologists receive. Training programs have grappled with multicultural training because of difficulty identifying the structure and content of such training for school psychologists. To advance multicultural training in school psychology, guidance is needed regarding the content and structure necessary to adequately develop multicultural competence. Hence, the purpose of this article is to critically review the evidence on multicultural training in school psychology and provide a synthesis of the best evidence for preparing multiculturally competent school psychologists.

This article describes critical design ethnography, an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. Here, we reflect on the opportunities and challenges that emerged as we built local critiques then reified them into a designed artifact that has been implemented in classrooms all over the world.

No abstract

The purpose of this study was to evaluate the consultation competence of novice consultants using computer simulation. Computer simulation was used to closely approximate the school environment in which school consultants work and to directly observe all consultants' actions and decisions during the completion of a consultation case. For this study, three graduate students in university school psychology training programs were recruited to each complete the same three consultation cases, yielding nine cases. A collective case study design was used to examine case completion, individually and collectively. Results indicated that novice consultants demonstrated strongest competence in their knowledge of behavioral theory, assessment, and intervention. However, the weakest areas of consultation competence included relationship development, process consultation, and multicultural consultation. Based on these results, consultation trainers need to develop consultants' relationship development and multicultural consultation competence and explore the use of direct observation assessment tools such as computersimulation to evaluate the competence of consultants to ensure that school-based consultants are prepared for practice.

No abstract

No abstract

No abstract

UniversityThis study examined the effects of testing accommodations on the mathematics and reading test scores of a sample of 119 fourth graders and 78 eighth graders. The sample included 49 fourth-grade students diagnosed with a disability and 39 eighth-grade students diagnosed with a disability. The study used a 2 (Disability Status) x 2 (Testing Condition) ¥ 2 (Grade) ¥ 2 (Test Content Area) ¥ 2 (Order) mixed design. All students were tested under two conditions (i.e., accommodated or nonaccommodated) on equivalent forms of research editions of mathematics and reading tests from an achievement test used in many statewide assessment systems. Testing conditions were randomized to control for potential order effects. Results indicate that fourth-grade students with disabilities (SWD) benefited from testing accommodations more than students without disabilities (SWOD); this differential benefit was greater on the reading tests (effect size for SWD = .42, effect size for SWOD = .13) than on the mathematics tests (effect size for SWD = .46, effect size for SWOD = .27). Furthermore, a higher percentage of SWDs improved at least one proficiency level than SWODs. Both SWDs and SWODs in eighth grade gained slight benefits from the testing accommodations. More eighth-grade SWDs improved at least one proficiency level on the reading tests, but more SWODs improved at least one proficiency level on the math tests. The article discusses implications of these findings, limitations of the study, and directions for future research.