There has been increased interest in executive function (EF), not only in relation to specific clinical disorders, but also in relation to development and school performance in children and youth who may not have a clinical disorder. EF is associated with self-regulation, effortful control, inhibition, and social-emotional status; deficits in EF may result in maladjustment. Not only predictive of behavioral outcomes, EF is associated with academic performance in both math and reading. With this increased recognition of the importance of EF, approaches to foster development of EF and address EF deficits within a multitiered system of support (MTSS) have been developed. While further research is needed, preliminary results indicate improvements in social-emotional function, behavior, and academic skills, as well as targeted EF skills. The theoretical basis and available research are reviewed, and implications for future research provided.

School psychologists often need to coordinate student support services with nonschool providers to fully address nonacademic (e.g., physical health) areas of concern, to enhance student functioning in a comprehensive and consistent fashion, and to share data regarding school performance and inform evaluation and modification of community support services. This chapter provides an overview of current knowledge and best practice guidelines for communicating and coordinating services with nonschool providers. We describe theoretical models (e.g., social-ecological) that can guide practice, and discuss service coordination in the context of a multitiered system of support. A continuum of care is proposed, including collaborative implementation of prevention services (e.g., screening, health education), and the use of conjoint behavior consultation to deliver targeted and individualized interventions in collaboration with nonschool providers. The chapter concludes with a discussion of possible barriers to service coordination and recommendations for addressing these barriers.