Collaborating With School Psychologists: Moving Beyond Traditional Assessment Practices

• Published in: Young exceptional children Vol. 24; no. 1; pp. 28 - 38
• Main Authors: Albritton, Kizzy, Chen, Ching-I, Bauer, Sara G., Johnson, Ashley, Mathews, Rachel E.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-03-2021
• Subjects: At Risk Students; Consultants; Cooperative Planning; Counseling; Developmental Delays; Early Childhood Education; Early Intervention; Educational Legislation; Equal Education; Family Involvement; Family School Relationship; Federal Legislation; Individualized Education Programs; Interaction; Interdisciplinary Approach; Intervention; Partnerships in Education; Preschool Children; Role; School Psychologists; Special Education; Student Evaluation; Students with Disabilities; Teamwork; Young Children
• ISSN: 1096-2506; 2154-400X
• DOI: 10.1177/1096250619871951

Due to the diverse needs of young children at risk for or with developmental delays/ disabilities and their families, an interdisciplinary and collaborative team is required in schools to deliver family-centered, individualized early intervention/early childhood special education (EI/ECSE) services (Division for Early Childhood of the Council for Exceptional Children [DEC], 2017). DEC (2014) recommended practices point out that by nature, the intervention service team should always include multiple adults. This team typically consists of the family and professionals from various disciplines working together to plan and implement supports that are relevant to child and family needs. Another key personnel within early childhood (EC) settings is the school psychologist. EC practitioners (including EI/ECSE specialists) are highly encouraged to utilize DEC-recommended practices as guidelines to collaborate with school psychologists and other team members to develop positive family-- professional partnerships, empower families by building their capacities, and help children meaningfully participate in daily routines and activities in natural environments. Positive dynamics and quality interactions among team members can improve the fidelity, effectiveness, and sustainability of intervention programs and supports (DEC, 2014). In this article, the authors outline ways in which school psychologists can collaborate with EC personnel to improve the developmental, social-- emotional, and academic outcomes for preschool-age children.