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Zibulsky, Jamie; Casbar, Christine; Blanchard, Tamar; Morgan, Chelsea – Psychology in the Schools, 2019
This study was designed to examine whether participation in a shared reading workshop alters the frequency with which parents ask their children questions during book reading sessions, particularly questions designed to strengthen component reading skills that they may not have known about before training. Participants in the reading workshop…
Descriptors: Parent Child Relationship, Story Reading, Reading Skills, Teaching Methods
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Johnson, Austin H.; Goldberg, Taryn S.; Hinant, Rachel L.; Couch, Lauren K. – Psychology in the Schools, 2019
Functional Behavior Assessments (FBAs) utilize direct and indirect methods to collect data on student behavior to generate a functional hypothesis and drive intervention development. School psychologists are trained to conduct FBAs and use them regularly in schools. However, no evidence exists describing the specific practices used by school…
Descriptors: Functional Behavioral Assessment, Correlation, Trend Analysis, Counselor Characteristics
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Cochrane, Wendy S.; Sanetti, Lisa M. H.; Minster, Molly C. – Psychology in the Schools, 2019
A random sample of 1,000 Nationally Certified School Psychologists were mailed a 17-item survey about treatment integrity. A total of 132 responded and answered questions about the importance of treatment integrity data for tiered interventions and the frequency and methods used to measure treatment integrity in one-to-one and problem-solving team…
Descriptors: School Psychologists, Counselor Attitudes, Beliefs, Intervention
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Maki, Kathrin E.; Adams, Sarah R. – Psychology in the Schools, 2019
Specific learning disability (SLD) identification procedures vary across states (Maki et al., 2015, "School Psychol Quart," 30, 457-469); however, the extent to which SLD identification methods are implemented at the district level is not well understood. Moreover, the high-stakes nature of SLD identification necessitates extensive…
Descriptors: Learning Disabilities, Disability Identification, School Psychologists, Training
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Talapatra, Devadrita; Roach, Andrew T.; Varjas, Kris; Houchins, David E.; Crimmins, Daniel B. – Psychology in the Schools, 2019
For individuals with intellectual disabilities (ID), transition services increase access to postschool opportunities. School psychologists should contribute to transition services but have reportedly limited involvement in this area. This study distributed a national survey (N = 176) assessing school psychologists' current knowledge, attitudes,…
Descriptors: Transitional Programs, Intellectual Disability, School Psychologists, Counselor Attitudes
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Soutullo, Olivia R.; Sanders-Smith, Stephanie C.; Smith-Bonahue, Tina M. – Psychology in the Schools, 2019
School psychologists are encouraged to establish family-school partnerships with culturally and linguistically diverse families across the spectrum of child development. Partnerships and collaborations have been described in prior literature as bidirectional, nonhierarchical relationships between families and schools, expanding on the more…
Descriptors: School Psychologists, Internship Programs, Family School Relationship, Student Attitudes
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Lockwood, Adam B.; Gross, Thomas J.; Farmer, Ryan L.; Loke, Stephen W. – Psychology in the Schools, 2019
The purpose of this study was to further examine the factor structure of the Huber Inventory of Trainee Self-Efficacy (HITS), a measure of school psychology trainee self-efficacy. Lockwood et al. (2017, Psychol. Sch., Vol. 54, pp. 655-670) extant data set, collected from 520 school psychology trainees, was utilized. Four measurement models were…
Descriptors: Self Efficacy, Measures (Individuals), Models, Measurement
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Greenspan, Scott B.; Fefer, Sarah A.; Whitcomb, Sara A.; Kemp, Jessica M. – Psychology in the Schools, 2019
Physical activity provides a myriad of well-documented social-emotional, behavioral, and academic benefits for youth. While research suggests that physical activity should be integrated within the school day to support the well-being of students, an understanding of related empirical work within school psychology research and practice is unclear.…
Descriptors: Physical Activities, Intervention, School Psychology, Youth
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Proctor, Sherrie L.; Owens, Courtney – Psychology in the Schools, 2019
Lack of racial and ethnic diversity in the school psychology workforce has been a concern since the profession's inception. One solution is to graduate more racially and ethnically diverse individuals from school psychology programs. This structured review explored the characteristics of studies published from 1994 to 2017 that investigated…
Descriptors: School Psychologists, Minority Groups, Ethnic Groups, Race
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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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Arora, Prerna G.; Levine, Jamie L.; Goldstein, Thalia R. – Psychology in the Schools, 2019
Research has pointed to the importance of interprofessional collaboration (IPC) between school psychologists and medical providers in the provision of quality mental health care for youth with chronic health conditions. However, little is known about current IPC practices among school psychologists. This study examined school psychology trainees'…
Descriptors: School Psychologists, Interprofessional Relationship, Allied Health Personnel, Physicians
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Vega, Desireé; Wolf, Jaclyn N.; Barton, Dylan O.; Stathatos, Michele; Iurino, Charlotte; Hammer, Lily – Psychology in the Schools, 2019
The purpose of this pilot study was to better understand the training experiences of bilingual school psychologists (BSPs) and identify their training needs in the provision of psychological services to English language learner students. The secondary aims of the study were to determine how school psychology programs can better prepare BSPs and…
Descriptors: Bilingualism, School Psychologists, School Psychology, Counselor Training
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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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Reinbergs, Erik J.; Fefer, Sarah A. – Psychology in the Schools, 2018
Hundreds of thousands of children are confronted with traumatic experiences each year in the United States. As trauma-informed care begins to take hold in schools, school mental health providers (e.g., school psychologists, counselors, and social workers) desire concrete service-delivery options for students affected by trauma. This article…
Descriptors: Trauma, Mental Health Programs, School Psychologists, School Counselors
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Hanchon, Timothy A.; Allen, Ryan A. – Psychology in the Schools, 2018
For over 40 years, the special education category "Emotional Disturbance" (ED) has elicited considerable confusion and controversy for educators. Perhaps most notably, the federal ED definition has been assailed for its inclusion of vague, construct-laden terminology, coupled with a general lack of clarity or guidance. In this article,…
Descriptors: Disability Identification, Emotional Disturbances, Special Education, Disabilities
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