When a new cottage industry develops around a bewildering array of buzzwords, something important is happening. When competent people from all walks of life struggle to make sense of these buzzwords, they are identifying important policy needs and problems with practice. When schools are in trouble, and when results for vulnerable children, youth, and families do not improve, the seeds are being sown for self-doubt, cynicism, skepticism, and maltreatment dynamics. When practicing professionals protect themselves from blame by pointing their fingers at others, when they manifest some of the same needs as the most vulnerable families, and when a growing number of them bum out and drop out, systemic problems are being implicated. When children kill other children, their teachers, and their parents, and when America's schools become their killing fields, something is clearly wrong, and that something needs to be fixed. When no one knows all that's wrong, and when there are competing definitions of what is wrong that needs fixing and what is good and right that needs strengthening, individuals, groups, entire professions, and organizations often work at cross-purposes. As they work at cross-purposes, they are effectively manufacturing diversity and simultaneously adding to the list of buzzwords. Finally, when the American "quick-fix mentality" reigns, even the most promising innovations often are constrained, stalled, or eliminated because of insufficient time, limited resources, inadequate supports, and ill conceived evaluations. The state of the art and science of integrated services--the topic addressed here--belongs in this context. For example, the concept of integrated services has become a mainstay in the buzzword industry. In fact, integrated services is associated with a long list of companion buzzwords. These include: interprofessional collaboration, interdisciplinary case management, inter-agency coordination; interprofessional education and training, capitated services community schools, full- service schools, charter schools, voucher and choice plans, asset-based youth development, policy decategorization, systems change and cross-systems change, and comprehensive systems of care. The length of this list is sufficiently bewildering. It becomes all the more challenging when human beings use these buzzwords. Often, they have in mind different meanings when they use the same words, and they mean the same things when they use different buzzwords (Lawson & Briar- Lawson, 1997).