NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 11 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Shernoff, Elisa S.; Bearman, Sarah Kate; Kratochwill, Thomas R. – School Psychology Review, 2017
School psychologists are uniquely positioned to support the delivery of evidence-based mental health practices (EBMHPs) to address the overwhelming mental health needs of children and youth. Graduate training programs can promote EBMHPs in schools by ensuring school psychologists enter the workplace prepared to deliver and support high-quality,…
Descriptors: School Psychologists, Mental Health, School Health Services, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Barrett, Courtenay A.; Cottrell, Joseph M.; Newman, Daniel S.; Pierce, Benjamin G.; Anderson, Alisha – School Psychology Review, 2015
Approximately 2.4 million children receive special education services for specific learning disabilities (SLDs), and school psychologists are key contributors to the SLD eligibility decision-making process. The Individuals with Disabilities Education Act (2004) enabled local education agencies to use response to intervention (RTI) instead of the…
Descriptors: Special Education, Learning Disabilities, Academic Ability, Academic Achievement
Garbacz, S. Andrew; Sheridan, Susan M.; Koziol, Natalie A.; Kwon, Kyongboon; Holmes, Shannon R. – School Psychology Review, 2015
The present study examined parent-teacher congruent communication within conjoint behavioral consultation (CBC). Specifically, the study purpose was to determine the extent to which congruence in parent-teacher communication (i.e., the degree to which parents and teachers view their communication in a similar fashion) moderated CBC's effects on…
Descriptors: Parent Teacher Cooperation, Interpersonal Competence, Intervention, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Joseph, Holly S. S. L.; Nation, Kate; Liversedge, Simon P. – School Psychology Review, 2013
Although eye movements have been used widely to investigate how skilled adult readers process written language, relatively little research has used this methodology with children. This is unfortunate as, as we discuss here, eye-movement studies have significant potential to inform our understanding of children's reading development. We consider…
Descriptors: Eye Movements, Word Frequency, Sentences, Young Children
Peer reviewed Peer reviewed
Direct linkDirect link
Castillo, Jose M.; Curtis, Michael J.; Gelley, Cheryl D. – School Psychology Review, 2013
In the past 2 decades the number of women in the field of school psychology has increased markedly, with some estimates suggesting that approximately 8 out of 10 school psychologists are women, but the percentage of school psychologists who are White has remained constant at approximately 90%. This study was conducted on behalf of the National…
Descriptors: Gender Differences, State Departments of Education, School Psychology, Age Differences
Peer reviewed Peer reviewed
Direct linkDirect link
Volpe, Robert J.; Briesch, Amy M. – School Psychology Review, 2012
Direct behavior rating (DBR) has been described as a hybrid of systematic direct observation and behavior rating scales. Although single-item (DBR-SIS) and multi-item (DBR-MIS) methods have been advocated, the overwhelming majority of research attention has focused on DBR-SIS. This study employed generalizability theory to compare the…
Descriptors: Video Technology, Behavior Rating Scales, Student Behavior, Graduate Students
Peer reviewed Peer reviewed
Direct linkDirect link
Clark, Chelsi R.; Mercer, Sterett H.; Zeigler-Hill, Virgil; Dufrene, Brad A. – School Psychology Review, 2012
The current study examined factors that may serve as barriers to the success of ethnic minority graduate students by assessing the academic, social, and emotional experiences of approximately 87 ethnic minority and 313 ethnic majority school psychology graduate students. Results indicated that ethnic minority graduate students reported…
Descriptors: Graduate Students, Graduate Study, Race, School Psychology
Peer reviewed Peer reviewed
Direct linkDirect link
Christ, Theodore J.; Riley-Tillman, T. Chris; Chafouleas, Sandra; Jaffery, Rosemary – School Psychology Review, 2011
The method of Direct Behavior Rating (DBR) incorporates aspects of both systematic direct observation and behavior rating scales to provide an efficient means to collect time series data. This study extended the development and evaluation of DBR Single-Item Scales (DBR-SIS) as a behavior assessment tool. Eighty-eight undergraduate students used…
Descriptors: Video Technology, Behavior Problems, Student Behavior, Observation
Peer reviewed Peer reviewed
Direct linkDirect link
Webster-Stratton, Carolyn; Reinke, Wendy M.; Herman, Keith C.; Newcomer, Lori L. – School Psychology Review, 2011
This article focuses on the Incredible Years Teacher Classroom Management (IY TCM) intervention as an example of an evidence-based program that embeds fidelity and adaptation within its design. First, the core features of the IY TCM program along with the methods, processes, and principles that make the intervention effective are described. The…
Descriptors: Evidence, Classroom Techniques, Intervention, School Psychologists
Peer reviewed Peer reviewed
Direct linkDirect link
Erchul, William P.; DuPaul, George J.; Bennett, Megan S.; Grissom, Priscilla F.; Jitendra, Asha K.; Tresco, Katy E.; Volpe, Robert J.; Vile Junod, Rosemary E.; Flammer-Rivera, Lizette M.; Mannella, Mark C. – School Psychology Review, 2009
The purpose of this study was to link consultant and teacher verbal interaction patterns to consultation outcomes. Participants were 4 consultants, 20 teachers, and 20 elementary school students with attention deficit hyperactivity disorder. Audiotaped Problem Analysis Interviews (PAIs) from Project PASS (Promoting Academic Success in Students)…
Descriptors: Intervention, Rating Scales, Teacher Influence, Attention Deficit Hyperactivity Disorder
Peer reviewed Peer reviewed
Direct linkDirect link
McCabe, Paul C.; Rubinson, Forence – School Psychology Review, 2008
The current study explored how graduate students in education, school psychology, and counseling are being prepared to help ensure an equal and safe learning environment for youth identifying as lesbian, gay, bisexual, and transgendered (LGBT). Focus groups were conducted with graduate students in a school of education that has made social justice…
Descriptors: Social Justice, Graduate Students, Focus Groups, Behavior Modification