title: Rational thinking in school-based practice.
abstract: OBJECTIVE
  We reflect on Alan Kamhi's (2011) prologue on balancing certainty and uncertainty as it pertains to school-based practice.
  
  
  METHODS
  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.
  
  
  CONCLUSIONS
  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.
authors.affiliation: Department of Communication Sciences and Disorders, 300 Ferguson Bld., UNCG, P.O. Box 26170, Greensboro, NC 27402, USA. mklove@uncg.edu
authors.forename: Mary Kristen
authors.initials: MK
authors.lastname: Clark
authors.forename: Perry
authors.initials: P
authors.lastname: Flynn
mesh_terms: D002648:Child; D003299:Cooperative Behavior; D004185:Disability Evaluation; D036262:Empirical Research; D055317:Evidence-Based Practice; D019983:Guideline Adherence; D006801:Humans; D033183:Interdisciplinary Communication; D007805:Language Development Disorders / Q000175:diagnosis / Q000628:therapy*; D010043:Outcome and Process Assessment, Health Care; D010348:Patient Care Team; D011369:Professional-Patient Relations; D011787:Quality of Health Care; D012572:School Health Services; D013064:Speech Disorders / Q000175:diagnosis / Q000628:therapy*; D013850:Thinking; D035501:Uncertainty