“…Most germane to this special issue, the traditional tethering of school psychology practice to special education identification processes through federal mandates has limited the opportunity to engage in more prevention and early intervention activities aimed at supporting the behavioral and social-emotional needs of students. Although school psychology has a long history of dissatisfaction with a narrow scope of practice (e.g., Farling & Agner, 1979) and standards for training have required a wide range of competencies (National Association of School Psychologists, 2010), practice in the field continues to be dominated by special education assessment and related activities (Castillo, Curtis, & Gelley, 2012). However, as schools face an increasingly stressed and challenged population of students, models that focus on serving one student at a time are becoming less tenable (Doll & Cummings, 2008).…”