Key points are not available for this paper at this time.
The purpose of this paper is to provide a framework for the mini-series on linking assessment to instructional interventions. First, an historical perspective of the role of school psychologists is outlined, including a discussion of recent developments that encourage a reconceptualization of school psychologists' traditional assessment activity. Then, the mayor assumptions, organization, and perspective of the mini-series are described.
Fuchs et al. (Mon,) studied this question.