Susan G. Forman

Implementation Science and School Psychology

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.

Systems Consultation for Multitiered Systems of Supports (MTSS): Implementation Issues

The process of implementation has been of increasing interest to researchers and practitioners who want to bring research-based programs and practices to organizational settings such as schools. This commentary article addresses the factors critical to implementation of multitiered systems of supports (MTSS). Practice issues of importance to implementation of MTSS include: recognition of the complexity of the implementation process, use of data-based intervention and implementation decision making, the importance of interdisciplinary cooperation and leadership, and provision of ongoing technical assistance. The need for better specification of implementation strategies and identification of core implementation components are suggested as essential to advancing research-based knowledge in this area.

Development and initial validation of the Rutgers Instrument for Evaluation of Students in Psychology.

A rating scale was developed to measure the progress of graduate students in psychology programs toward competence. Content for the scale was based on American Psychological Association’s (APA) Standards of Accreditation for Health Service Psychology. Content validity evidence was collected on a pilot version of the Rutgers Instrument for Evaluation of Students in Psychology (RIESP) based on feedback from 11 experts in educational and psychological measurement, indicating the items were usable and fit the appropriate domains and areas. A field study was conducted on the next iteration of the RIESP to collect evidence including internal consistency, validity based on internal structure, and validity based on relations with other variables. Participants included 36 supervisors and 43 students associated with a doctoral level school psychology program. Scores from the RIESP primarily had internal consistency in the excellent range, and its subscale scores correlated in the very large and nearly perfect ranges. The RIESP total score shared correlations in the medium range with the Praxis School Psychologist test, in the very large range with the Graduate Record Examination (GRE) Psychology test, and in the large range with the verbal reasoning task of the GRE General test. These findings are discussed within a classical test theory framework, providing evidence for the RIESP and similar measures of graduate student competence in psychology.

Comprehensive Behavioral Health and School Psychology: An Implementation Agenda

The preceding articles provide important examples and guidance for the provision of high-quality behavioral health services for children and adolescents in schools. In this article, we discuss (a) the conceptual framework that underlies the need to develop comprehensive integrated care, (b) the foundational implementation issues that need to be considered when establishing and sustaining comprehensive behavioral health services for children and adolescents in schools, and (c) the role of school psychologists in determining local contextual needs to bridge communications between schools and healthcare communities.