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Drevon, Daniel D.; Hixson, Michael D.; Wyse, Robert D.; Rigney, Alexander M. – Psychology in the Schools, 2019
The purpose of this study was to conduct a descriptive and quantitative review of the literature examining the effectiveness of check-in check-out (CICO), a commonly used behavioral intervention in the context of a Positive Behavior Interventions and Supports framework. Studies that experimentally investigated the effectiveness of CICO or modified…
Descriptors: Positive Behavior Supports, Student Behavior, Intervention, Program Effectiveness
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Roesslein, Rachel I.; Codding, Robin S. – Psychology in the Schools, 2019
Understanding fractions has been a pervasively difficult skill for struggling math learners, yet it is essential for success in secondary level mathematics skills. The present systematic review examined the evidence base of fraction interventions for elementary level students identified as struggling math learners. Twelve studies met inclusion…
Descriptors: Fractions, Intervention, Mathematics Instruction, Elementary School Mathematics
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Hall, Cristin M.; Breeden, Nicole C.; Giacobe, Nicklaus – Psychology in the Schools, 2019
Educational professionals, including school psychologists, are utilizing extant social media platforms to gather ideas, strategies, and resources to serve students with a variety of needs. The concern about the quality of resources remains a consistent reservation by proponents of adherence to best practices and evidence-based programs. The…
Descriptors: School Psychologists, Institutional Characteristics, Social Media, Evidence Based Practice
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Solomon, Benjamin G.; Poncy, Brian C.; Caravello, Devin J.; Schweiger, Emily M. – Psychology in the Schools, 2018
The purpose of the current study is to determine whether single-case intervention studies targeting reading fluency, ranked by traditional outcome metrics (i.e., effect sizes derived from phase differences), were discrepant with rankings based on instructional efficiency, including growth per session and minutes of instruction. Converging with…
Descriptors: Intervention, Reading Fluency, Effect Size, Instructional Effectiveness
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Breeden, Nicole C.; Hall, Cristin M.; Giacobe, Nicklaus – Psychology in the Schools, 2018
The present study seeks to understand the evidence base of coping-related content (pins) shared by followers of the National Association of School Psychologists (NASP) on Pinterest. NASP's Pinterest followers are pinning professionally, but the efficacy of the content being shared is largely unknown. Using a component analysis approach, the…
Descriptors: Factor Analysis, Coping, School Psychologists, Evidence Based Practice
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Reddy, Linda A.; Forman, Susan G.; Stoiber, Karen C.; Gonzalez, Jorge E. – Psychology in the Schools, 2017
The present investigation examined 460 school psychology trainers' attitudes and beliefs about the conditions for the education and training of evidence-based practices (i.e., assessments and interventions) in training programs in the United States and Canada using an online survey. Trainer attitudes and beliefs about education and training in…
Descriptors: Evidence Based Practice, School Psychology, Online Surveys, Likert Scales
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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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Stichter, Janine P.; Herzog, Melissa J.; Owens, Sarah A.; Malugen, Emily – Psychology in the Schools, 2016
Despite the movement toward identification of evidence-based practices (EBPs), there is a discrepancy in the availability of school-based EBPs targeting the unique needs of students with high functioning forms of autism and related social needs. Based on calls for systematic intervention development and evaluation processes, the current study…
Descriptors: Intervention, Program Effectiveness, Adolescents, Curriculum
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McCurdy, Barry L.; Thomas, Lisa; Truckenmiller, Adrea; Rich, Sara House; Hillis-Clark, Patricia; Lopez, Juan Carlos – Psychology in the Schools, 2016
This investigation employed a participatory action research method involving school psychology consultants and educators to design and evaluate the impact of school-wide positive behavioral interventions and supports in a self-contained school serving students with emotional and behavioral disorders. The traditional practices of a universal…
Descriptors: Participatory Research, Action Research, Counselor Role, Evidence Based Practice