These results suggest the importance of several factors in understanding the presenting concerns of treatment-seeking students with disabilities and mitigating academic distress for this population. Additional areas for research are presented. (PsycINFO Database Record

Science, technology, engineering, and mathematics (STEM) fields have a need for recruiting and retaining a diverse workforce. Understanding students’ aspiration to STEM careers is important for supporting underrepresented populations. Data from a nationally representative sample (N = 20,010) of high school students who reported career aspirations were analyzed. Analyses revealed significant relations between students’ aspirations and demographic variables, and differences in aspirations based on students’ race and gender. Findings highlight a need for counselors to implement career interventions that address students’ cultural contexts.

This article describes the development of a measure of interventionists' competence in implementing culturally responsive multitiered systems of support (MTSS) practices. We ran an exploratory factor analysis (EFA) on a 30-question survey that measured the multicultural competence of 651 school counselors and psychologists in MTSS implementation. The EFA indicated a five-factor structure of the Interventionist MTSS Multicultural Competence Scale (IMMCS): (a) Cultural Knowledge, (b) Cultural Awareness, (c) Cultural Skills, (d) Cultural Appreciation, and (e) Respect for Cultural Differences.

Black students experience a unique form of pervasive trauma based on their racial identity. Discrimination—a social determinant of health (Social determinants of health)—results in racial trauma that negatively affects students’ college and career outcomes, such as career adaptability, career thoughts, career decision making, and postsecondary attainment. We share recommendations for school counselors to adopt an antiracist and trauma-informed approach to implementing career development interventions that address SDOH-related challenges for Black students.

This study examined the development and technical adequacy of the Interventionist Knowledge and Skill Survey (IKSS), a self-assessment used for understanding the degree of knowledge and skills associated with interventionists working within a multitiered system of support (MTSS). A national sample of 600 school psychologists and school counselors completed 30 Likert-type items pertaining to interventionist knowledge and skills for MTSS. Item analysis reduced the items to 22, and exploratory factor analysis and a parallel analysis identified four factors: Intervention Knowledge, Intervention Skills, Intervention Selection and Evaluation, and Consultation and Communication. Reliability analysis of the four subscales was adequate, and several other analyses provided evidence for the validity of the IKSS. Discussion focuses on use of the IKSS for research and practice as well as study limitations. K E Y W O R D S assessment of knowledge and skills, interventionists, multi-tiered systems of support | INTRODUCTIONThere are various models of school-based prevention and intervention, all of which require knowledge and skills for implementation and student success. Response to intervention (RTI) is a prevention model with a foundation in special education law and allows an alternative method for the identification of a specific learning disability (Kovaleski, 2007).Using a three-tiered model, RTI relies on the creation of a system in which academic underachievement is addressed by school-wide reliance on evidence-based instructional strategies, small group remedial efforts, and individually tailored