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Lilly, Julianna D.; Reed, Dianne – Journal of Applied School Psychology, 2004
This study examined issues of psychological contract violation between parents of children with autism spectrum disorder and school districts that serve them. As such, the sampling strategy was to focus on parents who were dissatisfied with the educational services their child was receiving from the school district so that the parents' "lived…
Descriptors: School Personnel, Psychology, School Districts, Autism
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Crespi, Tony D.; Hughes, Tammy L. – Journal of Applied School Psychology, 2004
Adolescents are in crisis in school, home, and in the community. With an increasing array of problems, from alcohol and drug addiction to teenage pregnancy, the nation's youth are facing difficult challenges. In particular, family problems experienced by adolescents alone can seem daunting, with such issues as divorce, abuse, and discord changing…
Descriptors: Health Services, Family Problems, Adolescents, School Psychologists
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Theodore, Lea; Bray, Melissa A.; Kehle, Thomas J.; DioGuardi, Richard J. – Journal of Applied School Psychology, 2004
This review clarifies the vaguely defined and perplexing terminology that historically has been used in the descriptions of group contingencies. Group contingencies are reviewed and categorized as independent, interdependent, and dependent based on the seminal work of Litow and Pumroy. Further, group contingencies, based on these categorizations,…
Descriptors: Outcomes of Treatment
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Bain, Sherry K.; Rheams, Theresa Arceneaux; Lee, Young Ju; McCallum, Elizabeth Benhayon – Journal of Applied School Psychology, 2004
A review of studies since 1980 reporting social interaction interventions for preschool and kindergarten aged children is provided. Focus is on generalization and maintenance efforts. Reviewed studies fall into two categories, peer-mediated and child specific, and are classified by types of generalization strategies used based upon Stokes and…
Descriptors: Maintenance, Kindergarten, Interpersonal Relationship, Interaction
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Campbell, Stephanie; Skinner, Christopher H. – Journal of Applied School Psychology, 2004
A sixth-grade teacher and consultant serving as a behavioral specialist developed, implemented, and evaluated the Timely Transitions Game (TTG), a procedure designed to reduce room-to-room transition times. The TTG combined several procedures that have been shown to alter student behavior including explicit timing procedures and an interdependent,…
Descriptors: Student Behavior, Rewards, Behavior Disorders
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Rickards-Schlichting, Krisitine A.; Kehle, Thomas J.; Bray, Melissa A. – Journal of Applied School Psychology, 2004
The study investigated the effectiveness of self-modeling as an intervention for public speaking anxiety. The participants were six high school students with elevated levels of self-reported public speaking anxiety. Students presented public speeches to randomly selected peer audiences. Direct observations measured the behavioral manifestations of…
Descriptors: High School Students, Intervention, Audiences, Public Speaking
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Trolinder, Dorothy M.; Choi, Hee-sook; Proctor, Theron B. – Journal of Applied School Psychology, 2004
This study investigated the effectiveness of delayed, directive praise on the on-task behavior of children identified as having a low level of attention. Utilizing an A-B-A-B single subject design, each child received delayed praise, employed as a directive for future behavior, from his or her classroom teacher during the treatment phases. The…
Descriptors: Program Effectiveness, Positive Reinforcement, Time on Task
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Yarrough, Jamie L.; Skinner, Christopher H.; Lee, Young Ju; Lemmons, Cathy – Journal of Applied School Psychology, 2004
Campbell and Skinner used an A-B design to evaluate the effects of the Timely Transitions Game (TTG) on room-to-room transitions in a sixth-grade classroom. The TTG incorporated explicit timing, publicly posted feedback, and an interdependent group contingency with randomly selected transitions and criteria. The purpose of the current study was to…
Descriptors: Grade 2, Research Design, Integrity, Interrater Reliability
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Winn, Beth D.; Skinner, Christopher H.; Allin, Jessica D.; Hawkins, James A. – Journal of Applied School Psychology, 2004
The purpose of this manuscript is to describe and demonstrate how practicing school psychologists who are serving as consultants can empirically validate interventions using the non-concurrent multiple-baseline across-subjects (Non-Con M-B A-S) design. Over the course of a school year, three teachers, from different elementary schools, each…
Descriptors: Goal Setting, Consultants, Journal Writing, School Psychologists
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McCallum, Elizabeth; Skinner, Christopher H.; Hutchins, Holly – Journal of Applied School Psychology, 2004
A multiple-probe across-tasks design was used to determine if the taped-problems intervention, a variation of the taped-words interventions (Freeman & McLaughlin, 1984), could be used to enhance division fact fluency in a fourth-grade student. During the taped-problems intervention, the student was given a list of problems on a sheet of paper and…
Descriptors: Intervals, Intervention
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Robbins, Vestena; Collins, Kari; Liaupsin, Carl; Illback, Robert J.; Call, James – Journal of Applied School Psychology, 2004
One state's efforts to assess school readiness to implement a comprehensive mental health innovation are described. To determine the likelihood of achieving success with positive behavioral supports (PBS), a process to identify school buildings ready for planned organizational change was designed and implemented within a large-scale system of care…
Descriptors: School Buildings, School Readiness, School Psychology, Organizational Change
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Clarke, Angela T.; Power, Thomas J.; Blom-Hoffman, Jessica; Dwyer, Julie F.; Kelleher, Constance R.; Novak, Maytali – Journal of Applied School Psychology, 2004
This study examined psychometric properties of the Kindergarten Reading Engagement Scale (KRES), a brief teacher-report measure of classroom reading engagement. Participants were 27 students with identified reading deficits from a predominantly low-income, African-American community. Data were collected in kindergarten (Time 1) and first grade…
Descriptors: Measures (Individuals), Grade 1, Psychometrics, Kindergarten
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Sharp, Shannon R.; Skinner, Christopher H. – Journal of Applied School Psychology, 2004
An intact second-grade class of 13 African-American students had completed few chapter-book reading assignments. A consultant worked with their teacher to develop an intervention that consisted of paired readings and two interdependent group contingencies. Following the implementation of the program, all students began reading chapter-books and…
Descriptors: Tests, Reading Assignments, Intervention, Contingency Management
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