Uncovering Critical Research Agendas for School Psychology: Conceptual Dimensions and Future Directions

Abstract

In this article, we consider research agendas that make sense not only for moving the profession forward by yielding unique contributions in the millennium, but that enable school psychologists to enhance outcomes for children and families with greater precision and effectiveness. We specifically examine some research agendas in the areas of diagnosis and assessment, consultation, prevention and intervention, and evaluation of programs/interventions. Following a contextual scope of practice, potential priorities for future research are presented for consideration. We discuss the need for changes both in the focus and framework used to conceptualize and conduct future research. In addition, we recognize that the direction of research must accommodate the needs of the field by embracing a cross-directional design wherein research not only informs practice but wherein practice informs research.

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