The APA Division 16 Working Group on Translating Science to Practice contends that implementation science is essential to the process of translating evidence-based interventions (EBIs) into the unique context of the schools, and that increasing attention to implementation will lead to the improvement of school psychological services and school learning environments. Key elements of implementation and implementation science are described. Four critical issues for implementation science in school psychology are presented: barriers to implementation, improving intervention fidelity and identifying core intervention components, implementation with diverse client populations, and implementation in diverse settings. What is known and what researchers need to investigate for each set of issues is addressed. A discussion of implementation science methods and measures is included. Finally, implications for research, training and practice are presented.

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The current study investigated the impact of implementing Instructional Consultation Teams (IC Teams) on the disproportionate referral and placement of minority students into special education. Data were collected on referral and placement patterns of minority students in 13 IC Teams schools and 9 comparison schools. Three accepted indices of disproportionality—including risk indexes, odds ratios, and composition indexes—were calculated and analyzed for the baseline and for 2 years of project implementation. After 2 years of implementation, there were significant decreases in the risk of minority students in IC Team project schools being referred to and placed in special education when compared to nonproject schools. Moreover, the odds of minority students' being referred and placed in special education decreased by almost half in IC Team schools. Similar decreases in IC Team schools were noted when analyzing the composition indexes. The current findings also highlight the influence that quality classroom instructional practices have on the referral and placement of minority students for special education services.

Over the last decade, consultation services conducted by school psychologists have been thriving in many schools, demonstrating a paradigm shift from direct services based largely on assessment of students. The literature supporting this change is reviewed. However, the lack of consistent training and supervision of practitioners in consultation skills is a cause for concern. Among the skills needed are team leadership, organizational knowledge, and relationship building. A second shift is that educational consultation is developing a global presence, as is organizational consultation in other areas.

The process of altering how school-based services are conceptualized and delivered is discussed relative to the literature on effective change and innovation implementation. The development of the Instructional Consultation Team model is described, and a model for change consisting of three stages-initiation, implementation, and institutionalization-is presented to guide dissemination and utilization of the model. Particular emphasis is given to the importance of conducting relevant evaluations at each stage of the change model, with illustrative data from five years of development and evaluation of school-based consultation teams.