Focus on the treatment team: School psychology

Kate McKenna, MEd, MSEd, MS, BCBA
Association for Science in Autism Treatment

Frank Cicero, PhD, BCBA-D (Certified School Psychologist)
Seton Hall University

History

School psychology, as a field, emerged in the late 19th and early 20th centuries when the laws requiring compulsory schooling increased the number of children attending public schools. As the need for educational strategies to teach students with varying learning needs became obvious, leaders in the fields of psychology and psychometrics began to focus their attention on how their skills and knowledge could positively influence practice in schools. When the field began, school psychologists primarily focused on assessing students for special education placement and addressing behavior problems. The field has since expanded to encompass a broader range of services, including prevention and intervention. School psychologists now play a vital role in supporting students’ mental health and academic success (Braden et al., 2001; D’Amato & Perfect, 2020).

Photographed by SHVETS production (pexels.com)

The concerns of the field of school psychology are multifaceted and draw from the disciplines of child psychology and educational psychology. In addition to focusing on assessment and intelligence testing, school psychology, like the study of child psychology, examines the developmental process of maturation from infancy to adolescence, how and why individual children differ from one another, and how children’s educational, social, and communication needs differ from those of adults. The field is also concerned with the learning processes and psychological problems, such as anxiety, obsessive compulsive disorder (OCD), and response to trauma, that may impact effective functioning of educational facilities. As does the educational psychologist, a school psychologist studies the cognitive development of students and the various factors involved in learning, including aptitude and the motivational forces that influence dynamics between students and teachers.

Lightner Witmer, widely considered the “father” of school psychology, established the first psychological clinic at the University of Pennsylvania in 1896, focusing on the assessment and treatment of children with learning difficulties. He advocated for a multidisciplinary, individualized approach to solving children’s learning problems. Another important influence in the development of educational psychology was G. Stanley Hall, the first American to earn a Ph.D. in psychology (from Harvard University) and the first president of the American Psychological Association (APA). Hall focused on working with administrators, teachers, and parents of exceptional children and created the child study movement. The first American to officially hold the title of school psychologist was Arnold Gesell, who focused on the educational evaluation of children. Alfred Binet and Theodore Simon, like Gesell, also focused on assessing students and developed the first intelligence test in 1905. The first textbook on school psychology, Psychological Service for School Problems, by Gertrude Hildreth, was published in 1930.

The field of school psychology was greatly influenced by the Thayer Conference, held in 1954 at the Hotel Thayer in West Point, New York. The primary goal of the conference, organized by the American Psychological Association, the Division of School Psychology, and the United States Public Health Service, was to establish a clear definition of school psychology and outline the necessary training and credentialing for practitioners. By addressing the roles and functions of school psychologists, their training, and the appropriate qualifications for the profession, the conference resulted in the establishment of a unified definition and standards for the small but rapidly growing profession.

School psychology continues to evolve, and today, school psychologists play a vital role in assessing students, collaborating in the development of Individualized Education Programs (IEPs), and providing support to and advocacy for students, families, and educators. School psychologists conduct assessments that determine a student’s eligibility for special education services and contribute to the development of IEPs. As members of the IEP team, they contribute their expertise to the creation of appropriate goals, accommodations, and interventions for students. They serve as advocates for students’ educational and emotional needs within the school setting. School psychologists provide consultation to teachers and families on managing challenging behaviors and implementing Functional Behavior Assessments (FBAs). They often offer immediate psychological support and intervention in emergency situations. It is important to note that some schools/districts do not employ a full time school psychologist and contract with one or more on a limited basis. In these instances, the role of the school psychologist may be restricted to testing and evaluations.

Education

School psychologists complete graduate-level coursework and experience in psychology and education. A master’s degree includes at least 60 credit hours of coursework that includes study of assessments, academic interventions, mental health, special education services, crisis response, behavioral interventions, and risk factors. A doctoral degree involves 90 credit hours of coursework. Both pathways require a year-long 1200-hour supervised internship. Coursework includes study in child development, educational and behavioral interventions, assessment, data collection and analysis, risk factors, and crisis management. Licensure for school psychologists varies by state. In some states, school psychologists are licensed by the state’s Department of Education. School psychologists may also be nationally certified by the National School Psychology Certification Board (NSPCB) as a Nationally Certified School Psychologist (NCSP).

This chart from the website of the National Association of School Psychologists (NASP) provides information on the multiple pathways to meeting the certification and credentialing standards to work as a school psychologist.

Professional Organizations

The National Association of School Psychologists (NASP) was formed in 1969 and has played a vital role in shaping the profession, setting standards, and advocating for the needs of students and school psychologists. NASP sets standards for graduate preparation, credentialing, professional practice, and ethics. NASP updated its Professional Standards in 2020, which is detailed in four documents: the NASP Practice Model, Principles for Professional Ethics, Standards for Graduate Preparation of School Psychologists, and Standards for the Credentialing of School Psychologists. The NASP outlines 10 Domains of Practice that describe the duties, skills, and expertise of school psychologists. An examination of the domains provides a glimpse of the breadth of training school psychologists receive.

Domain 1: Data-Based Decision Making
Domain 2: Consultation and Collaboration
Domain 3: Academic Interventions and Instructional Supports
Domain 4: Mental and Behavioral Health Services and Interventions
Domain 5: School-Wide Practices to Promote Learning
Domain 6: Services to Promote Safe and Supportive Schools
Domain 7: Family, School, and Community Collaboration
Domain 8: Equitable Practices for Diverse Student Populations
Domain 9: Research and Evidence-Based Practice
Domain 10: Legal, Ethical, and Professional Practice

Professional Journals

Published by NASP, the School Psychology Review is a primary resource for scholarly advances in school psychology research, training, and practice. It emphasizes original, data-based research, but also welcomes reviews and case studies that bridge the gap between research and practice.

Several other peer-reviewed professional journals provide information on current research, best practices, and emerging trends in school psychology. The Journal of School Psychology is the quarterly peer-reviewed journal of the Society for the Study of School Psychology that publishes original empirical articles and critical literature reviews related to interventions in school settings. School Psychology Review, published 6 times per year by NASP, highlights scholarly advances in research, training, and practice related to school psychology and education. Psychology in the Schools publishes research, opinions, and practice-focused articles relevant to school psychologists, teachers, counselors, and administrators. The Journal of Applied School Psychology is the official journal of the American Board of School Psychology and seeks out research and articles that focus on practical applications of psychology in schools.

Scope of Practice

In most states, the profession of school psychology is a master’s-level profession that is certified through the state education department, as with teachers. Therefore, there are very few states in which a school psychologist can hold a license to practice privately outside a school setting. School psychologists cannot diagnose, but they can identify potential issues and assist the IEP team in selecting the correct IDEA classification. An IDEA classification is one of 13 specific disability categories defined by the Individuals with Disabilities Education Act (IDEA), used to determine if a student (ages 3–21) qualifies for special education services. To receive services, the disability must adversely affect the child’s educational performance.

School psychologists collaborate with teachers and other professionals to develop and implement individualized education programs (IEPs) for any student who requires that level of support. They contribute to the identification, assessment, intervention, and inclusion of students with autism or other learning issues, working closely with teachers, families, and other school staff. Their involvement spans from conducting evaluations for special education eligibility to providing consultation on evidence-based practices for students with ASD. School psychologists can also play a key role in facilitating inclusion by providing support and information to teachers and other school staff.

In many school districts, the school psychologist is the professional who leads the Functional Behavior Assessment (FBA) and creates the Behavior Intervention Plan (BIP) for students. School psychologists often facilitate social skills groups for students with autism. They may also provide direct support to students, such as social skills groups, anxiety management techniques, or strategies for managing sensory sensitivities.

School psychologists are essential members of the team supporting students with ASD. Their expertise in assessment, intervention, and consultation makes them valuable contributors to the inclusion and success of these students in educational settings.

References:

Braden, J. S., DiMarino-Linnen, El, & Good, T. L. (2001). Schools, society, and school psychologists: History and future directions. Journal of School Psychology, 39(2), 203-219.

D’Amato, R. C., & Perfect, M. (2020). History of the future of proactive school psychology: Historical review at our 75th APA anniversary to transcend the past, excel in the present, and transform the future. School Psychology, 35(6), 375–384. https://doi-org.proxy.wexler.hunter.cuny.edu/10.1037/spq0000420

Fagan, T. K. (2005). The 50^th anniversary of the Thayer Conference: Historical perspectives and accomplishments. School Psychology Quarterly 20(3), 224-251.

Shahidullah, J. D., McClain, M. B., Azad, G., Mezher, K. R., & McIntyre, L. L. (2020). Coordinating autism care across schools and medical settings: Considerations for school psychologists. Intervention in School and Clinic, 56(2), 107-114. https://doi-org.proxy.wexler.hunter.cuny.edu/10.1177/1053451220914891

Reference for this article:

McKenna, K. & Cicero, F. (2026). Focus on the treatment team: School psychology. Science in Autism Treatment, 23(3).

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Focus on the Treatment Team: School Psychology