Teams and other collaborative structures have become commonplace in American schools, although historically school staff members functioned more independently from one another. In this article, we describe the growing influence of collaboration and teaming in a variety of school contexts, but focus on the empirical literature on problem-solving teams as reflecting the state of research and practice in the schools. A review of the research on problem-solving teams, using an input-mediator-outcome-input framework, provides evidence for how teaming could become more effective and efficient in this context as well as sets an agenda for what additional research is needed. Key challenges to school teams are considered next, along with recommendations for change. The first challenge is the lack of training of school staff in the key components of teaming. A second issue is the difficulty in implementing teams in the organizational context of schools. (PsycINFO Database Record

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I n reviewing the research literature, it is evident that consultation models rather than consultation competencies have driven the evolution of schoolbased consultation (Newell & Newman, 2014). That is, much of the research has focused on the creation and evaluation of models of consultation instead of identification of the knowledge, skills, and attitudes needed for psychologists to be effective in school settings. With this imbalance, training in school-based consultation has largely focused on teaching-specific models of consultation rather than competencies, especially with respect to process and multicultural

School psychologists will likely become more involved in supporting the reading achievement of English language learners (ELLs). This requires evidence-based interventions that are validated for ELL students. Incremental rehearsal (IR) is an evidence-based intervention for teaching words, but the resource intensity often precludes its use. Using peers as interventionists may increase the contextual validity of IR while maintaining the benefits when compared with other drill techniques. This efficacy study examined if (a) peermediated IR (PMIR) was effective for teaching ELL students high-frequency words and (b) improvements in word reading generalized to changes in students' oral reading fluency. Five ELL students participated in a randomized multiple

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