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Mann, Angela; Castillo, Jose; Myers, Mary Alice – Psychology in the Schools, 2019
Despite persistent calls for school psychologists to provide comprehensive and integrated services, school psychologists may have difficulty providing these services because of critical shortages in the profession. This practical action research study involved surveying district supervisors of school psychologists and training program directors in…
Descriptors: School Psychologists, Labor Supply, Labor Force Development, Barriers
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Allen, Ryan A.; Hanchon, Timothy A. – Psychology in the Schools, 2013
The federal definition of emotional disturbance (ED) provides limited guidance to educational professionals charged with making Individuals with Disabilities in Education Improvement Act eligibility determinations. Despite calls to revise the definition, the ED category remains largely unchanged nearly four decades after being codified into…
Descriptors: School Psychology, Emotional Disturbances, Eligibility, School Psychologists
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Sansosti, Jenine M.; Sansosti, Frank J. – Psychology in the Schools, 2012
General education placements are believed to offer numerous benefits for students with high-functioning autism spectrum disorders (HFASDs), yet decisions about including students with HFASDs remain controversial. This article presents data from a qualitative analysis of definitions and decision making considerations for a school district with a…
Descriptors: General Education, Student Placement, Decision Making, Definitions
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Walcott, Christy M.; Chenneville, Tiffany; Tarquini, Sarah – Psychology in the Schools, 2011
Sexuality education programs have been prevalent in U.S. public schools for decades (Cornblatt, 2009). Although strong public support exists for school-based sexuality education (e.g., Albert, 2007; Dailard, 2001), there is a great divide among parents, policy makers, and the public at large regarding how to prevent sexual activity (and its…
Descriptors: Undergraduate Students, Sex Education, Sexuality, Recall (Psychology)
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Taub, Gordon E.; McGrew, Kevin S.; Keith, Timothy Z. – Psychology in the Schools, 2007
This study examined the effect of improvements in timing/rhythmicity on students' reading achievement. 86 participants completed pre- and post-test measures of reading achievement (i.e., Woodcock-Johnson III, Comprehensive Test of Phonological Processing, Test of Word Reading Efficiency, and Test of Silent Word Reading Fluency). Students in the…
Descriptors: Intervention, Experimental Groups, Cognitive Ability, Scores