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Functional Assessment of the Academic Environment 30+ Years Later

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Abstract

The current paper examines the progress that has been made in the area of academic assessment and intervention since Lentz and Shapiro’s (1986) seminal work over 30 years ago that opened the door to school psychologists helping teachers with developing and evaluating academic interventions through consultation. Lentz and Shapiro’s model has stood the test of time and spawned considerable research that has resulted in useful assessment and intervention technologies that school psychologists can incorporate in their practice today. The model and recent technological innovations and how to use them in school-based consultation are discussed and illustrated through a case example. Recommendations are made for both practice and future research in refining analysis and academic intervention within a consultation framework.

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  1. Educational Psychology Department, University of Nebraska-Lincoln, 33 Teachers College, Lincoln, NE, 68588-0345, USA

    Edward J. Daly III, Natalie Hoff, Elisabeth J. Kane, Jaynie Hawkins, Alicia M. Kruger, Nicole Bricko, Allison Heifner & Lauren Scanlan

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Correspondence to Edward J. Daly III.

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Alicia M. Kruger was deceased.

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Daly, E.J., Hoff, N., Kane, E.J. et al. Functional Assessment of the Academic Environment 30+ Years Later. Contemp School Psychol 24, 1–15 (2020). https://doi.org/10.1007/s40688-019-00251-2

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