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Updated: Jun 11, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Rational thinking in school-based practice
Mary Kristen Clark1, Perry Flynn
1Department of Communication Sciences and Disorders, 300 Ferguson Bld., UNCG, P.O. Box 26170, Greensboro, NC 27402, USA. mklove@uncg.edu
Purpose:
We reflect on Alan Kamhi's (2011) prologue on balancing certainty and uncertainty as it pertains to school-based practice.
Method:
In schools, rational thinking depends on effective team processes, much like professional learning communities. We consider the conditions that are required for rational thinking and how rational team dialogue confronts uncertainties. We provide suggestions for how this dialogue can be used throughout the individualized education program (IEP) process to lead to more positive experiences for all team members as well as improved student outcomes.
Conclusion:
Rational thinking in school-based practice may be manifest by closer adherence to the tenets [corrected] of the Individuals With Disabilities Education Improvement Act of 2004 (IDEIA), ultimately resulting in increased rational thought and improved student outcomes.
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