Collaborating With School Psychologists: Moving Beyond Traditional Assessment Practices

28 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 1, March 2021 https://doi.org/10.1177/1096250619871951 DOI: 10.1177/1096250619871951 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Due to the diverse needs of young children at risk for or with developmental delays/ disabilities and their families, an interdisciplinary and collaborative team is required in schools to deliver family-centered, individualized early intervention/early childhood special education (EI/ECSE) services (Division for Early Childhood of the Council for Exceptional Children [DEC], 2017). DEC (2014) recommended practices point out that by nature, the intervention service team should always include multiple adults. This team typically consists of the family and professionals from various disciplines working together to plan and implement supports that are relevant to child and family needs. For example, families may work with an ECSE teacher and a speech–language pathologist to provide multiple learning opportunities across daily routines, and activities for their children to practice using words to request items they need. Another key personnel within early childhood (EC) settings is the school psychologist. EC practitioners (including EI/ECSE specialists) are highly encouraged to utilize DECrecommended practices as guidelines to collaborate with school psychologists and other team members to develop positive family– professional partnerships, empower families by building their capacities, 871951 YECXXX10.1177/1096250619871951YOUNG EXCEPTIONAL CHILDRENCollaborating With School Psychologists / Albritton et al. research-article2019