Expertise in which areas is most relevant to school psychologists participating on prereferral intervention teams (PITs)?

Expertise in which areas is most relevant to school psychologists participating on prereferral intervention teams (PITs)?

• A. Consultation, problem solving, and data‑based decision making
• B. Administrative leadership
• C. Phonological processing
• D. Direct therapy with students

Answer: (B)

Prereferral intervention teams rely on professionals who guide teachers through systematic problem solving using data to guide decisions. The most relevant expertise for school psychologists on these teams is collaborative consultation with teachers and families, guiding the problem-solving process, and using progress-monitoring data to determine how well an intervention works and when to adjust or escalate supports. This approach centers on designing and evaluating classroom-level interventions and ensuring decisions are data-driven, rather than relying on administrative duties, focusing solely on a single skill area, or delivering direct therapy to students. Administrative leadership is more about running or directing school operations, which isn’t the core function of PIT work. Phonological processing is a specific cognitive domain and not the overarching skill set needed for coordinating prereferral interventions. Direct therapy with students refers to delivering interventions one-on-one, which may occur in some contexts but isn’t the primary activity of PITs, where the emphasis is on team-based problem solving and data-driven decision making.

Prereferral intervention teams rely on professionals who guide teachers through systematic problem solving using data to guide decisions. The most relevant expertise for school psychologists on these teams is collaborative consultation with teachers and families, guiding the problem-solving process, and using progress-monitoring data to determine how well an intervention works and when to adjust or escalate supports. This approach centers on designing and evaluating classroom-level interventions and ensuring decisions are data-driven, rather than relying on administrative duties, focusing solely on a single skill area, or delivering direct therapy to students.

Administrative leadership is more about running or directing school operations, which isn’t the core function of PIT work. Phonological processing is a specific cognitive domain and not the overarching skill set needed for coordinating prereferral interventions. Direct therapy with students refers to delivering interventions one-on-one, which may occur in some contexts but isn’t the primary activity of PITs, where the emphasis is on team-based problem solving and data-driven decision making.