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Yohannan, Justina; Carlson, John S. – Psychology in the Schools, 2019
Youth exposed to traumatic events are at higher risk for negative developmental outcomes, including low academic performance, poor social skills, and mental health concerns. To best address these risks, school-based intervention services, and trauma-informed practices can be provided. The goal of this study was to systematically review the…
Descriptors: Trauma, At Risk Students, Intervention, Educational Environment
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Eiraldi, Ricardo; McCurdy, Barry; Schwartz, Billie; Wolk, Courtney Benjamin; Abraham, Manju; Jawad, Abbas F.; Nastasi, Bonnie K.; Mautone, Jennifer A. – Psychology in the Schools, 2019
This paper describes implementation (fidelity, perceived acceptability) and tier 1 and Tier 2 outcomes of school-wide positive behavior interventions and supports approach including mental health supports at Tier 2 in two K-8 urban schools. Interventions for Tier 2 consisted of three manualized group cognitive behavioral therapy (GCBT) protocols…
Descriptors: Fidelity, Urban Schools, Positive Behavior Supports, Program Implementation
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Lam, Kelly Ka Lai; Zhou, Mingming – Psychology in the Schools, 2019
In recent years, grit has drawn increasing attention from both researchers and practitioners. As an important noncognitive indicator, grit has been used to understand individual success and performance in various fields. However, past empirical research has shown inconsistent findings on the relationship between grit and academic achievement. This…
Descriptors: Academic Achievement, Correlation, Elementary Secondary Education, Higher Education
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Krier, Jessie C.; Green, Tonika Duren; Kruger, Ashley – Psychology in the Schools, 2018
Children in the foster care system often face many educational challenges, including having an increased risk of language delays compared to the general population, with an estimated 35%-73% of the foster youth population experiencing language difficulties. Language delays are caused by many factors, but for children in foster care, one major…
Descriptors: Foster Care, Language Impairments, Developmental Delays, At Risk Persons
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Rahill, Stephanie A. – Psychology in the Schools, 2018
School psychologists spend a great deal of time translating assessment results into a psychoeducational report. The importance of creating reports that are both useful and understandable to the readers of the report while also being efficient for the school psychologist cannot be overstated. This study examines parent and teacher perceptions…
Descriptors: School Psychology, School Psychologists, Research Reports, Parent Attitudes
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Bender, Stacy L.; Roth, Rachel; Zielenski, Alicia; Longo, Zachary; Chermak, Ashley – Psychology in the Schools, 2018
Mindfulness has been gaining momentum in the field of school psychology, however compared to other applied psychology fields, less research on mindfulness interventions has been conducted. This study systematically reviewed mindfulness literature and empirical studies in nine school psychology journals from 2006-2016. The prevalence of mindfulness…
Descriptors: School Psychology, Incidence, Literature Reviews, Intervention
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Reddy, Linda A.; Cleary, Timothy J.; Alperin, Alexander; Verdesco, Arielle – Psychology in the Schools, 2018
School practitioners and educators are frequently challenged by the diverse and pervasive academic and behavioral needs of children at risk for and with attention-deficit hyperactivity disorder (ADHD). This paper examines the outcome literature on self-regulated learning (SRL) interventions for youth with ADHD by systematically reviewing the key…
Descriptors: Intervention, Independent Study, Active Learning, Attention Deficit Hyperactivity Disorder
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McClain, Maryellen Brunson; Otero, Tiffany L.; Haverkamp, Cassity R.; Molsberry, Fiona – Psychology in the Schools, 2018
School psychologists are increasingly engaged in service provisions for students eligible for special education services under the eligibility category of autism, including conducting school-based assessments and evaluations. Evaluations occur for a variety of reasons such as special education eligibility decision-making, treatment and…
Descriptors: Pervasive Developmental Disorders, Autism, School Psychology, Periodicals
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Semple, Randye J.; Droutman, Vita; Reid, Brittany Ann – Psychology in the Schools, 2017
Mindfulness-based curricula are being implemented in K-12 schools across the nation. Many of these programs, although well considered and implemented, have little or no research support for their effectiveness. Recognizing the paucity of published research in this area, a sampling of school-based programs currently being implemented in the schools…
Descriptors: Metacognition, Educational Practices, Curriculum, Qualitative Research
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Palmieri, Lauren E.; La Salle, Tamika P. – Psychology in the Schools, 2017
Students living in foster care are at risk for experiencing many challenges in school, spanning domains of social-emotional, behavioral, and academic functioning. They are twice as likely to be absent from school and to have received and out-of-school suspension and up to three and a half times more likely to receive special education services.…
Descriptors: Foster Care, At Risk Students, Academic Achievement, Student Needs
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Sadeh, Shanna; Sullivan, Amanda L. – Psychology in the Schools, 2017
In this article, we discuss conflict between law and science relative to the presumption in special education law that multidisciplinary teams and others identify the causes of problems giving rise to special education needs. First, we explain eligibility criteria, highlighting ambiguities therein and why criteria constitute a mandate for causal…
Descriptors: Ethics, Legal Problems, Guidelines, Educational Policy
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Sanetti, Lisa M. Hagermoser – Psychology in the Schools, 2017
Nearly a quarter of the students in the U.S. education system have a chronic health condition, disability, or special healthcare need. Students living in poverty and those at risk for or with disabilities have higher rates of health issues and encounter more barriers to accessing appropriate health care than their peers. The reciprocal influences…
Descriptors: School Health Services, Comprehensive School Health Education, Low Income Students, Poverty
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Rojas, Eliana D.; Avitia, Maria J. – Psychology in the Schools, 2017
This paper examines the achievement gap for culturally and linguistically diverse (CLD) learners through the lens of Bronfenbrenner's bioecological theory of human development. The population of CLD students in the United States continues to grow. Across the nation, CLD students continue to struggle in an increasingly accountability-based…
Descriptors: Teaching Methods, Achievement Gap, Cultural Differences, Second Language Learning
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Dwyer, Kevin P.; Osher, David; Maughan, Erin D.; Tuck, Christine; Patrick, Kathleen – Psychology in the Schools, 2015
Schools are often the geographic and sociological center of a community. Given modern community emergencies and challenges, schools should make the most of this role and best allocate their resources to maximize the positive impact they have during difficult times. This article uses the vantage point of school psychologists and school nurses from…
Descriptors: Emergency Programs, Cooperation, School Psychologists, Intervention
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Stone, Susan; Zibulsky, Jamie – Psychology in the Schools, 2015
Youth involved in child-serving systems of care (e.g., child welfare and juvenile justice) often exhibit specific academic performance problems. The magnitude of academic risk among these students is a serious concern given that school attachment, performance, and attainment closely relate to indicators of well-being across the lifespan. It is…
Descriptors: Child Abuse, Child Welfare, Welfare Services, Juvenile Justice
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