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McKenna, John William; Parenti, Melissa – Journal of Applied School Psychology, 2017
Teachers must provide high-quality instruction based on evidence-based practices to provide students meaningful opportunities to learn and to improve school outcomes. Although teachers have access to a variety of resources on evidence-based practices, poor implementation may limit the effectiveness of teacher practices, as indicated by low levels…
Descriptors: Fidelity, Educational Quality, Teacher Effectiveness, Intervention
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Segool, Natasha K.; Goforth, Anisa N.; Bowman, Nicholas; Pham, Andy – Journal of Applied School Psychology, 2016
The almost ubiquitous use of Facebook and other social networking sites (SNSs) by adults in the United States raises important practice considerations for school psychologists. This study examined the SNS practices of school psychologists, graduate trainers, and graduate students to explore (a) SNS use training experiences for school…
Descriptors: Social Networks, Social Media, School Psychology, School Psychologists
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Kilgus, Stephen P.; Fallon, Lindsay M.; Feinberg, Adam B. – Journal of Applied School Psychology, 2016
Prior research has suggested Check-In/Check-Out (CICO) effectiveness is linked to the function of problem behavior. Though effective for students whose misbehavior occurs to gain attention, findings are equivocal for behavior that occurs to escape academic tasks. The purpose of this study was to therefore evaluate a modification to CICO, wherein…
Descriptors: Behavior Problems, Student Behavior, Elementary School Students, Intervention
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Hartman, Kelsey; Gresham, Frank – Journal of Applied School Psychology, 2016
Disruptive behavior in the classroom negatively affects all students' academic engagement, achievement, and behavior. Group contingencies have been proven effective in reducing disruptive behavior as part of behavior interventions in the classroom. The Good Behavior Game is a Tier 1 classwide intervention that utilizes an interdependent group…
Descriptors: Student Behavior, Behavior Problems, Intervention, Behavior Modification
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Boccio, Dana E. – Journal of Applied School Psychology, 2015
Suicide remains the third leading cause of death among young people in the United States. Considering that youth who contemplate suicide generally exhibit warning signs before engaging in lethal self-harm, school-based mental health professionals can play a vital role in identifying students who are at risk for suicidal behavior. Nevertheless, the…
Descriptors: Suicide, At Risk Persons, Risk Assessment, Youth
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Harris, Bryn; Sullivan, Amanda L.; Oades-Sese, Geraldine V.; Sotelo-Dynega, Marlene – Journal of Applied School Psychology, 2015
Past researchers suggested there are a number of shortcomings in the psychoeducational evaluation process and practices used with English language learners (ELLs). In the present exploratory study, the authors descriptively examined the assessment practices used in the special education eligibility determination process for ELLs as documented in…
Descriptors: English Language Learners, Psychoeducational Methods, Special Education, Student Evaluation
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Rowe, Sarah Stebbe; Witmer, Sara; Cook, Elizabeth; daCruz, Katelin – Journal of Applied School Psychology, 2014
Universal screening and progress monitoring are two essential components of the response-to-intervention (RTI) framework. Within RTI models, teachers are commonly expected to collect, score, and use much of the associated student performance data. One measure that is commonly used within RTI models is Curriculum-Based Measurement in Reading…
Descriptors: Teacher Attitudes, Curriculum Based Assessment, Reading, Progress Monitoring
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McGoey, Kara E.; Rispoli, Kristin M.; Venesky, Lindsey G.; Schaffner, Kristen F.; McGuirk, Lindsay; Marshall, Stephanie – Journal of Applied School Psychology, 2014
Evidence-based practices are rarely translated into school settings. The literature examining the science-to-practice gap provides possible explanations, although these explanations are not supported with empirical evidence. Variables affecting behavior intervention implementation, such as lack of teacher training, lack of time, lack of resources,…
Descriptors: Teacher Attitudes, Intervention, Elementary School Students, Stress Variables
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Coles, Jeremy T.; Skinner, Christopher H.; Best, Tiffany L.; Wood, Allison; Luna, Elisa; Adcock, Wes – Journal of Applied School Psychology, 2013
The authors used a withdrawal design to evaluate an intervention designed to decrease interruptions during small-group instruction in a Kindergarten class. A new rule was put into place; during teacher-led small-group instruction, those not in the small group were required to address questions to designated student leaders, as opposed to…
Descriptors: Intervention, Small Group Instruction, Kindergarten, Student Leadership