This study compared the reading comprehension abilities of 21 children with Attention-deficit/Hyperactivity Disorder (ADHD), to 21 carefully matched peers who did not have ADHD. To focus on the effect of ADHD on reading comprehension, variables known to affect this skill were controlled (word identification) or measured (word attack, reading speed, vocabulary, background knowledge). Children with ADHD obtained lower reading comprehension test scores than did peers without this disorder. However, results failed to support the hypotheses that there would be an interaction between group membership (ADHD and non- ADHD) and level of reading comprehension (macroprocessing versus microprocessing), and that children with ADHD would have difficulty monitoring the accuracy of their comprehension. Instructional, assessment, and theoretical implications of these findings were discussed.

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In an effort to promote the social and cognitive competence of youth, school psychologists must be prepared to address a multitude of contextual factors and life events that impact children's performance and adjustment in school and subsequent developmental trajectories. The domain of crisis preparedness and intervention has received increased attention during the past decade (as evidenced by a growing school crisis intervention literature) and is currently a training standard for school psychologists in some parts of the world. Crisis situations may emerge following natural disasters such as floods, fires, tornadoes or earthquakes and also from human generated situations such as bombings and school shootings. Each of these events is likely to affect the children and families in schools and communities by presenting them with problems that will be challenging to cope with. There are a variety of crisis preparedness and intervention models and strategies available to address crisis situations. Without a shared foundation for crisis intervention, responding to crisis situations may be further complicated, especially in situations where international colleagues are collaborating. Therefore, a shared foundation that includes both preparedness and intervention while emphasizing both developmental and school considerations will be invaluable in our efforts to facilitate collaboration among diverse colleagues across multiple contexts. The purpose of this article is to 275

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Documenting the effects of crisis intervention work on school psychologists was the primary purpose of this study. To examine these effects a sample of 400 randomly selected school psychologists were surveyed. Half of the surveys were returned. Among respondents who had previously participated in a crisis intervention, just over 90% reported one or more of 37 specific negative reactions following crisis intervention work. Physical reactions in general and fatigue/ exhaustion in particular were the most frequently reported reactions. All respondents reported use of self-care strategies and 94% viewed these strategies as important. Implications of these findings for the practice of school psychology are discussed.

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