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Newman, Daniel S.; Simon, Dennis J.; Swerdlik, Mark E. – Psychology in the Schools, 2019
Supervision is a distinct competency area in professional psychology with a burgeoning research base. Yet it remains unclear to what extent the broad supervision research base generalizes specifically to supervision of psychological services in schools for both preservice trainees and credentialed school psychologists. The purposes of this study…
Descriptors: Literature Reviews, Supervision, School Psychology, Counselor Training
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Dart, Evan H.; Radley, Keith C.; Mason, Benjamin A.; Allen, Justin P. – Psychology in the Schools, 2018
Students with developmental disabilities have been found to exhibit higher rates of problem behavior in the classroom than their typically developing peers. Effectively addressing these students' behavior concerns requires the identification of interventions that can be implemented in an educational setting. Furthermore, matching intervention…
Descriptors: Student Behavior, Behavior Problems, Developmental Disabilities, Intervention
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Begeny, John C.; Levy, Rebecca A.; Hida, Rahma; Norwalk, Kate – Psychology in the Schools, 2018
Past studies have examined the contents of journal articles in school psychology, and more recently there has been increased interest in examining the frequency and characteristics of experimental studies appearing in school psychology journals. However, no prior studies have examined the international representation of experimental and…
Descriptors: School Psychology, Journal Articles, Literature Reviews, Periodicals
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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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Villarreal, Victor; Castro, Maria J.; Umaña, Ileana; Sullivan, Jeremy R. – Psychology in the Schools, 2017
The purpose of this study was to provide an updated content analysis of articles published in major journals of school psychology spanning the years 2010-2014, with an emphasis on intervention research (including intervention and participant characteristics). Six journals--"School Psychology Review," "School Psychology…
Descriptors: Intervention, Educational Research, Research Design, School Psychology
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Robinson, Lee; Bond, Caroline – Psychology in the Schools, 2017
The most thoroughly researched topic in relation to autistic spectrum disorders (ASDs) is the evaluation of interventions. Educational psychology in the United Kingdom and Ireland is the most closely allied profession to school psychology in the United States. In considering what is published by and for the profession, it is important to include…
Descriptors: Foreign Countries, Comparative Education, Autism, Pervasive Developmental Disorders
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Kruger, Alicia M.; Strong, Whitney; Daly, Edward J., III; O'Connor, Maureen; Sommerhalder, Mackenzie S.; Holtz, Jill; Weis, Nicole; Kane, Elizabeth J.; Hoff, Natalie; Heifner, Allison – Psychology in the Schools, 2016
Behavior-analytic academic intervention research has gained popularity among school psychologists because it offers a unique combination of robust principles of behavior and a degree of clarity and precision about functional relationships that is unparalleled in other learning paradigms. This article reviews the literature for a type of antecedent…
Descriptors: Academic Achievement, Success, Intervention, Literature Reviews
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Farmer, Ryan L.; Floyd, Randy G. – Psychology in the Schools, 2016
School-based practitioners are to implement and report functional behavior assessments (FBAs) that are consistent with both the research literature and the law, both federal and state. However, the literature regarding how best to document the FBA process is underdeveloped. A review of applied behavior analytic and school psychology literature as…
Descriptors: Evidence Based Practice, Functional Behavioral Assessment, Reports, Technical Writing
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Mckenney, Elizabeth L. W.; Dorencz, Julie; Bristol, Ryan M.; Hall, Lacey P. – Psychology in the Schools, 2015
Recent years have seen a rise in the number of students identified with autism spectrum disorder (ASD), with increasing estimates of prevalence still emerging from cohorts monitored by the Centers for Disease Control and Prevention. However, dissemination to a school psychology audience about these students' needs has been disparate, with…
Descriptors: School Psychology, Periodicals, Journal Articles, Autism
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Ray, Dee C.; Armstrong, Stephen A.; Balkin, Richard S.; Jayne, Kimberly M. – Psychology in the Schools, 2015
The authors conducted a meta-analysis and systematic review that examined 23 studies evaluating the effectiveness of child centered play therapy (CCPT) conducted in elementary schools. Meta-analysis results were explored using a random effects model for mean difference and mean gain effect size estimates. Results revealed statistically significant…
Descriptors: Meta Analysis, Play Therapy, Literature Reviews, Student Centered Curriculum
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Jenkins, Lyndsay N.; Floress, Margaret T.; Reinke, Wendy – Psychology in the Schools, 2015
The use of teacher praise in the classroom has been the subject of empirical research since the 1970s, but despite more than four decades of research on the use of teacher praise, large gaps continue to exist in the literature. Clarifying the role and benefit of teacher praise is particularly important because the use of positive, proactive…
Descriptors: Teacher Behavior, Positive Reinforcement, Student Behavior, Correlation
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Grunewald, Stephanie; Shriberg, David; Wheeler, Anitra S.; Miranda, Antoinette Halsell; O'Bryon, Elisabeth C.; Rogers, Margaret R. – Psychology in the Schools, 2014
One indicator of school psychology's capacity to provide culturally responsive practice is the percentage of articles in leading school psychology journals that have a "significant diversity focus." To date, there have been three published empirical studies (Brown, Shriberg, & Wang; Miranda & Gutte; Rogers Wiese) that have…
Descriptors: Literature Reviews, School Psychology, Ethnic Diversity, Educational Research
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Glueck, Courtney L.; Reschly, Amy L. – Psychology in the Schools, 2014
The purpose of this article is to explore the construct of congruence, particularly with regard to school-family collaboration and partnerships. An in-depth review of the empirical and theoretical literature supporting a shift in focus from encouraging family involvement to creating effective school-family partnerships is presented, followed by an…
Descriptors: Family School Relationship, Cooperation, Partnerships in Education, Literature Reviews
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