Type I diabetes mellitus (T1DM) is one of the most common chronic illnesses in children and youth, with many affected students requiring individualized services and supports within educational settings. This article systematically reviews the research regarding the implications of this illness for students' cognitive and academic functioning to clarify the ways in which this disease may limit children's learning and school performance. The authors synthesize the findings, summarize the related literature regarding school-based supports, and provide recommendations for school psychologists to support the unique psychoeducational needs of this population. Results highlight the need for more research on effective school-based interventions to ensure academic success for children with T1DM. C 2011 Wiley Periodicals, Inc.

Positive behavior interventions and supports are increasingly utilized in school systems throughout the nation, particularly the school-wide multi-tiered support framework. Given such trends, and the basis of these practices in psychological principles and research, it is important to identify how school psychologists are trained to contribute to such efforts, their involvement in intervention activities, and their perceptions of this approach. We surveyed a national sample of 557 school psychologists regarding their training, involvement, and perceptions of positive behavior supports. The results indicate that although most respondents had a variety of training experiences in multiple behavior-related areas, one quarter did not report receiving any training related to school-wide positive behavior interventions and supports (SWPBIS). Although 35% of school psychologists reported employment in schools implementing SWPBIS, these schools varied in the SWPBIS elements in place. Implications for school psychology training and practice are addressed. C 2011 Wiley Periodicals, Inc.Reducing problem behavior is a key concern for educators across grade levels and settings, with "lack of discipline" consistently identified by professionals and the general public as a considerable school problem (Algozzine & Algozzine, 2010). Although the academic progress of students remains the primary objective of educators, teaching and learning can be hindered substantially by problem behavior, as, for instance, management of inappropriate student behavior has been found to consume as much as 80% of instructional time (Scott, 2001). Unfortunately, traditional methods of school discipline are primarily reactive and punitive, and are regarded ineffective in reducing undesirable student behaviors in schools (Skiba, 2002;Skiba & Peterson, 2000). Researchers suggest that many student behavior problems are the result of unclear expectations, lack of routine, and poor environmental arrangements that can be ameliorated through the application of school-wide positive behavior interventions and supports (SWPBIS), a preventative, multi-tiered systemic framework for behavior support and school discipline (Scott, 2001) that incorporates behavioral principals and practices shown to improve behavior. It is now considered best practice for school discipline (Algozzine & Algozzine, 2010) and implemented in more than 9,000 school systems nationwide (Horner, 2009). Because SWPBIS provides a general framework for behavioral intervention, implementation varies across sites, with certain defining core features, as will be discussed below.The focus of this article is on understanding school psychologists' preparation for and involvement in positive behavior interventions and supports (PBIS), with an emphasis on SWPBIS. First, we review the SWPBIS framework, with an emphasis on the psychological foundations and basic elements for supporting students' behavioral and academic competence. Next, we discuss the processes and roles within the framework, particularl...

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