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Kahn, Jeffrey H.; Jones, Jayme L.; Wieland, Amy L. – Psychology in the Schools, 2012
The literature suggests that teacher responses to bullying are a function of the type of aggression (overt vs. relational), the gender of the children involved, and characteristics of the teacher. We extended the literature by examining teachers' dispositional coping styles as a predictor of their responses to bullying. Preservice teachers (N =…
Descriptors: Aggression, Bullying, Vignettes, Coping
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Sulkowski, Michael L.; Joyce, Diana J. – Psychology in the Schools, 2012
Many college students display academic and social-emotional needs that are not being addressed by extant university supports. School psychologists who work in postsecondary settings and have expertise in providing psychoeducational services may be uniquely positioned to help many of these students. However, few school psychologists currently work…
Descriptors: Student Needs, School Psychology, College Students, Expertise
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Ostmeyer, Katrina; Scarpa, Angela – Psychology in the Schools, 2012
Participatory action research (PAR) is a method used to develop interventions with the direct input of stakeholders. Social skills are a core deficit of children with high-functioning autism spectrum disorders (HFASD) that can affect academic performance and other areas of well-being, yet empirically supported services are not always available.…
Descriptors: Stakeholders, Action Research, Autism, Focus Groups
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Hulac, David M.; Dejong, Kayla; Benson, Nicholas – Psychology in the Schools, 2012
Manipulating the ratio of known to unknown items has been shown to improve student on-task behavior and increase the desirability of schoolwork. Although many intervention protocols manipulate ratios of known to unknown items, these frequently require extensive adult cuing. School psychologists recommending such interventions may face resistance…
Descriptors: Intervention, Action Research, School Psychologists, Multiplication
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Bilias-Lolis, Evelyn; Chafouleas, Sandra M.; Kehle, Thomas J.; Bray, Melissa A. – Psychology in the Schools, 2012
Students with intellectual disabilities can exhibit a wide array of challenging behaviors in the classroom that pose disruptions to the learning milieu and management problems for those involved in their education. Self-modeling, a behavioral intervention that involves viewing edited videotapes of oneself depicting exemplary behavior, has had…
Descriptors: Behavior Problems, Behavior Modification, Behavior Change, Video Technology
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Kraemer, Elisabeth E.; Davies, Susan C.; Arndt, Kelli Jo; Hunley, Sawyer – Psychology in the Schools, 2012
Attending to instruction is a critical behavior for academic success. Many elementary school teachers, however, identify disruptive and inattentive classroom behaviors as key barriers to students' successful educational performance. This study examined the impact of two class-wide positive behavior support programs. The Mystery Motivator and…
Descriptors: Behavior Modification, Grade 5, Elementary School Teachers, Comparative Analysis
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Sklad, Marcin; Diekstra, Rene; De Ritter, Monique; Ben, Jehonathan; Gravesteijn, Carolien – Psychology in the Schools, 2012
To answer the question of whether teaching social and emotional skills to foster social-emotional development can help schools extend their role beyond the transfer of knowledge, the authors conducted a meta-analytical review of 75 recently published studies that reported the effects of universal, school-based social, emotional, and/or behavioral…
Descriptors: School Role, Social Development, Emotional Development, Behavior Development
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Burns, Matthew K.; Klingbeil, David A.; Ysseldyke, James E.; Petersen-Brown, Shawna – Psychology in the Schools, 2012
Methodological rigor in intervention research is important for documenting evidence-based practices and has been a recent focus in legislation, including the No Child Left Behind Act. The current study examined the methodological rigor of intervention research in four school psychology journals since the 1960s. Intervention research has increased…
Descriptors: Evidence, Intervention, School Psychology, Federal Legislation
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Magyar, Caroline I.; Pandolfi, Vincent – Psychology in the Schools, 2012
Students with autism spectrum disorders (ASD) present unique programming challenges to school personnel because of the wide variability of clinical symptoms and the high rates of emotional and/or behavior disorders (EBD) that can affect learning outcomes. Currently, there is little empirically based guidance to assist in determining the support…
Descriptors: At Risk Students, Behavior Disorders, Intervention, School Personnel
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Rubenstein, Lisa Davia; Siegle, Del; Reis, Sally M.; Mccoach, D. Betsy; Burton, Meredith Greene – Psychology in the Schools, 2012
The seeming lack of motivation of many academically gifted students is an area of frustration and concern for many parents, teachers, and psychologists. This article explores two studies in which researchers designed interventions to improve academic achievement. Both interventions were created using the Achievement-Orientation Model. The first…
Descriptors: Intervention, Academically Gifted, Self Efficacy, Psychologists
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Pyle, Nicole; Vaughn, Sharon – Psychology in the Schools, 2012
The research on Response to Intervention (RtI) with secondary students is scant; however, a recently conducted, multiyear, large-scale implementation of RtI with middle-school students provides findings that inform practices and future directions for research. This article provides an overview of the findings from each of the 3 years of an…
Descriptors: Reading Instruction, Response to Intervention, Reading Difficulties, Remedial Instruction
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Reinke, Wendy M.; Stormont, Melissa; Webster-Stratton, Carolyn; Newcomer, Lori L.; Herman, Keith C. – Psychology in the Schools, 2012
This article focuses on the Incredible Years Teacher Classroom Management Training (IY TCM) intervention as an example of an evidence-based program that embeds coaching within its design. First, the core features of the IY TCM program are described. Second, the IY TCM coaching model and processes utilized to facilitate high fidelity of…
Descriptors: Generalization, Classroom Techniques, School Psychologists, Fidelity
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Vo, Abigail K.; Sutherland, Kevin S.; Conroy, Maureen A. – Psychology in the Schools, 2012
As more young children enter school settings to attend early childhood programs, early childhood teachers and school psychologists have been charged with supporting a growing number of young children with chronic problem behaviors that put them at risk for the development of emotional/behavioral disorders (EBDs). There is a need for effective,…
Descriptors: Educational Strategies, Behavior Disorders, Intervention, Early Childhood Education
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Lopata, Christopher; Thomeer, Marcus L.; Volker, Martin A.; Lee, Gloria K.; Smith, Tristram H.; Smith, Rachael A.; Mcdonald, Christin A.; Rodgers, Jonathan D.; Lipinski, Alanna M.; Toomey, Jennifer A. – Psychology in the Schools, 2012
This study examined the feasibility and initial efficacy of a comprehensive school-based intervention (CSBI) for 12 children with high-functioning autism spectrum disorders, aged 6 to 9 years. Treatment included a 3-week summer preparation program followed by a 10-month CSBI, comprising social skills groups, therapeutic activities, face and voice…
Descriptors: Children, Autism, Elementary School Students, Pervasive Developmental Disorders
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Thomeer, Marcus L. – Psychology in the Schools, 2012
This study examined the collaborative development of a comprehensive school-based intervention (CSBI) and component feasibility for seven children, aged 7 to 8 years, with high-functioning autism spectrum disorders (HFASDs). In Phase I, focus groups were conducted in two school districts with school staff and/or parents of children with HFASDs.…
Descriptors: Young Children, Autism, Elementary School Students, Pervasive Developmental Disorders
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