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No Child Left Behind Act 20011
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Campbell, Jonathan M.; Caldwell, Elizabeth A.; Railey, Kirsten S.; Lochner, Olivia; Jacob, Rachel; Kerwin, Shelby – School Psychology Review, 2019
Elementary school students frequently report no knowledge about autism spectrum disorder (ASD) and often endorse negative attitudes toward peers with ASD. Investigators evaluated a peer education autism program, the Kit for Kids (KfK), with 234 students from 19 classrooms and 3 elementary schools. Students receiving the KfK curriculum reported…
Descriptors: Autism, Pervasive Developmental Disorders, Elementary School Students, Student Attitudes
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VanDerHeyden, Amanda M.; Codding, Robin S.; Martin, Ryan – School Psychology Review, 2017
Schools need evidence-based guidance on which measures in mathematics, administered under what particular set of conditions (e.g., time of year), provide the most useful prediction. The purpose of this study was to examine decision accuracy among commonly used screening measures with a priority toward identifying the least costly screening…
Descriptors: Evidence Based Practice, Mathematics Tests, Scores, Computation
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Booster, Genery D.; Mautone, Jennifer A.; Nissley-Tsiopinis, Jenelle; Van Dyke, Devin; Power, Thomas J. – School Psychology Review, 2016
Accumulating research has identified family behavioral interventions as an empirically supported psychosocial treatment for students with attention deficit hyperactivity disorder (ADHD). The mechanisms behind the effectiveness of these interventions, however, have been less well studied. The current study examined possible mediators of improvement…
Descriptors: Child Rearing, Parenting Styles, Family Programs, Intervention
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VanDerHeyden, Amanda M.; Codding, Robin S. – School Psychology Review, 2015
The current article presents additional analyses of a classwide mathematics intervention, from a previously reported randomized controlled trial, to offer new information about the treatment and to demonstrate the utility of different types of effect sizes. Multilevel modeling was used to examine treatment effects by race, sex, socioeconomic…
Descriptors: Intervention, Mathematics Instruction, Randomized Controlled Trials, Effect Size
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Spilt, Jantine L.; Hughes, Jan N. – School Psychology Review, 2015
Previous studies have found that different trajectories of conflicted relationships with teachers predicted academic underachievement. However, little is known about what places children at risk of atypical conflict trajectories. This follow-up study examines whether African American ethnicity, IQ, and socioeconomic status (SES) are unique…
Descriptors: African American Children, At Risk Students, Teacher Student Relationship, Elementary School Students
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Bear, George G.; Mantz, Lindsey S.; Glutting, Joseph J.; Yang, Chunyan; Boyer, Deborah E. – School Psychology Review, 2015
Prevalence rates for bullying victimization among children with disabilities have varied greatly in the research literature. Two reasons for such variability were the focus of this study: (a) rates vary as a function of disability type, and (b) rates vary based on the bullying measure and criteria used to classify students as bullying victims. The…
Descriptors: Special Education, Special Needs Students, Bullying, Disabilities
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Froh, Jeffrey J.; Bono, Giacomo; Fan, Jinyan; Emmons, Robert A.; Henderson, Katherine; Harris, Cheray; Leggio, Heather; Wood, Alex M. – School Psychology Review, 2014
Gratitude is essential to social life and well-being. Although research with youth populations has gained momentum recently, only two gratitude interventions have been conducted in youth, targeting mostly adolescents. In the current research, we tested a new intervention for promoting gratitude among the youngest children targeted to date.…
Descriptors: Teaching Methods, Psychological Patterns, Elementary School Students, Randomized Controlled Trials
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Shapiro, Edward S.; Gebhardt, Sarah N. – School Psychology Review, 2012
This article reported the concurrent, predictive, and diagnostic accuracy of a computer-adaptive test (CAT) and curriculum-based measurements (CBM; both computation and concepts/application measures) for universal screening in mathematics among students in first through fourth grade. Correlational analyses indicated moderate to strong…
Descriptors: Accuracy, Correlation, Computer Assisted Testing, Adaptive Testing
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January, Stacy-Ann A.; Ardoin, Scott P. – School Psychology Review, 2012
Despite evidence that the maze is a reliable measure of reading comprehension, existing research suggests potential problems with the manner in which maze probes are developed. Specifically, research suggests students may be able to respond accurately to a large portion of target words without having to comprehend what they are reading. The…
Descriptors: Accuracy, Context Effect, Cloze Procedure, Multiple Choice Tests
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Begeny, John C.; Krouse, Hailey E.; Brown, Kristina G.; Mann, Courtney M. – School Psychology Review, 2011
Teacher judgments about students' academic abilities are important for instructional decision making and potential special education entitlement decisions. However, the small number of studies evaluating teachers' judgments are limited methodologically (e.g., sample size, procedural sophistication) and have yet to answer important questions…
Descriptors: Student Attitudes, Teacher Evaluation, Reading Achievement, Rating Scales
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Mathieson, Lindsay C.; Crick, Nicki R. – School Psychology Review, 2010
Peer aggression in children is a serious issue that school psychologists often encounter on a daily basis. To develop a better understanding of aggression, it is important to look at specific subtypes of aggression and how they are related to adjustment difficulties. Past research has examined the links between reactive and proactive physical…
Descriptors: Aggression, School Psychologists, Student Adjustment, Correlation
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Speece, Deborah L.; Ritchey, Kristen D.; Silverman, Rebecca; Schatschneider, Christopher; Walker, Caroline Y.; Andrusik, Katryna N. – School Psychology Review, 2010
The purpose of this study was to identify and evaluate a universal screening battery for reading that is appropriate for older elementary students in a response to intervention model. Multiple measures of reading and reading correlates were administered to 230 fourth-grade children. Teachers rated children's reading skills, academic competence,…
Descriptors: Reading Comprehension, Reading Difficulties, Reading Fluency, Word Recognition
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Goffreda, Catherine T.; DiPerna, James Clyde – School Psychology Review, 2010
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are brief measures of early literacy skills for students in Grades K-6 (University of Oregon, 2009; see Kaminski & Good, 1996). School psychologists and other educational professionals use DIBELS to identify students who are in need of early intervention. The purpose of this review was…
Descriptors: Early Intervention, Reading Fluency, School Psychologists, Validity
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Verlaan, Pierrette; Turmel, France – School Psychology Review, 2010
The development process of a program for raising awareness of indirect and relational aggression in elementary school children and teachers is described and a preliminary outcome evaluation of the program was conducted. The 188 participants were derived from 8 fourth- through sixth-grade elementary classes in two lower-middle-class schools from…
Descriptors: Elementary School Students, Theory Practice Relationship, Consciousness Raising, Participatory Research
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Christ, Theodore J.; Silberglitt, Benjamin; Yeo, Seungsoo; Cormier, Damien – School Psychology Review, 2010
Curriculum-based measurement of oral reading (CBM-R) is often used to benchmark growth in the fall, winter, and spring. CBM-R is also used to set goals and monitor student progress between benchmarking occasions. The results of previous research establish an expectation that weekly growth on CBM-R tasks is consistently linear throughout the…
Descriptors: General Education, Curriculum Based Assessment, Oral Reading, Disabilities
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