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Cornell, Dewey; Maeng, Jennifer; Huang, Francis; Shukla, Kathan; Konold, Timothy – School Psychology Review, 2018
School psychologists are frequently called upon to assess students who have made verbal or behavioral threats of violence against others, a practice commonly known as threat assessment. One critical issue is whether the outcomes of a threat assessment generate the kind of racial disparities widely observed in school disciplinary practices. In…
Descriptors: Ethnicity, Racial Differences, School Psychology, School Psychologists
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Thayer, Andrew J.; Cook, Clayton R.; Fiat, Aria E.; Bartlett-Chase, Meghanne N.; Kember, Jessie M. – School Psychology Review, 2018
A promising development in school-based prevention and intervention science is the use of applied social-psychological concepts to improve students' experiences and outcomes in school. Mounting evidence from rigorous studies supports the efficacy of theoretically informed interventions grounded in social psychology, including growth mindset and…
Descriptors: Intervention, At Risk Students, Prevention, Outcomes of Education
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Van Norman, Ethan R.; Nelson, Peter M.; Parker, David C. – School Psychology Review, 2018
School psychologists regularly use decision rules to interpret student response to intervention in reading. Recent research suggests that the accuracy of those decision rules depends on the duration of progress monitoring, the number of observations available, and the amount of measurement error present. In this study, we extended existing…
Descriptors: Curriculum Based Assessment, School Psychologists, Decision Making, Accuracy
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Klingbeil, David A.; Moeyaert, Mariola; Archer, Christopher T.; Chimboza, Tatenda M.; Zwolski, Scott A., Jr. – School Psychology Review, 2017
School psychologists will likely become more involved in supporting the reading achievement of English language learners (ELLs). This requires evidence-based interventions that are validated for ELL students. Incremental rehearsal (IR) is an evidence-based intervention for teaching words, but the resource intensity often precludes its use. Using…
Descriptors: School Psychologists, English Language Learners, Reading Achievement, Intervention
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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
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Shernoff, Elisa S.; Frazier, Stacy L.; Maríñez-Lora, Ané M.; Lakind, Davielle; Atkins, Marc S.; Jakobsons, Lara; Hamre, Bridget K.; Bhaumik, Dulal K.; Parker-Katz, Michelle; Neal, Jennifer Watling; Smylie, Mark A.; Patel, Darshan A. – School Psychology Review, 2016
School psychologists have training and expertise in consultation and evidence-based interventions that position them well to support early career teachers (ECTs). The current study involved iterative development and pilot testing of an intervention to help ECTs become more effective in classroom management and engaging learners, as well as more…
Descriptors: School Psychologists, Role, Beginning Teachers, Mixed Methods Research
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Masten, Ann S.; Fiat, Aria E.; Labella, Madelyn H.; Strack, Ryan A. – School Psychology Review, 2015
Homelessness among children in poverty continues to confront schools, educators, and policymakers with major challenges. This commentary summarizes findings from 2 decades of research on academic risk and resilience in children experiencing homelessness. Recent research corroborates the early conclusion that although children experiencing…
Descriptors: Homeless People, Student Mobility, Risk, Resilience (Psychology)
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Cornell, Dewey; Bradshaw, Catherine P. – School Psychology Review, 2015
In this commentary, Cornell and Bradshaw report decades of research in school psychology have brought attention to the culture of peer bullying and harassment that was a largely neglected problem in most schools. At the same time, research on the school environment has brought recognition to the importance of a safe and supportive school climate.…
Descriptors: Bullying, School Psychology, Peer Groups, Educational Environment
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Fiorvanti, Christina M.; Brassard, Marla R. – School Psychology Review, 2014
The moral imperative of the United Nations Convention on the Rights of the Child, backed by robust empirical findings, leads to the conclusion that the protection of children from violence and neglect and the promotion of their well-being should be major priorities in every society. This article argues that "School Psychology: A Blueprint for…
Descriptors: Childrens Rights, School Psychology, School Psychologists, Violence
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August, Diane; McCardle, Peggy; Shanahan, Timothy – School Psychology Review, 2014
In the past decade the proportion of school-aged children in the United States who are English language learners (ELLs) grew by 32%, compared with a 4.9% overall increase in U.S. school enrollment. This only heightens the already important challenge of providing effective, appropriate reading instruction for ELLs because all teachers can expect to…
Descriptors: English Language Learners, Reading Instruction, Instructional Effectiveness, Reading Fluency
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Varma, Sashank; Schleisman, Katrina B. – School Psychology Review, 2014
Incremental rehearsal (IR) is a flashcard technique that has been developed and evaluated by school psychologists. We discuss potential learning and memory effects from cognitive psychology that may explain the observed superiority of IR over other flashcard techniques. First, we propose that IR is a form of "spaced practice" that…
Descriptors: Drills (Practice), Instructional Materials, School Psychology, School Psychologists
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Mercer, Sterett H.; Idler, Alyssa M.; Bartfai, Jamie M. – School Psychology Review, 2014
This study is an investigation of the extent to which school psychology intervention research is guided by theory and addresses theoretical implications of findings. Intervention studies published during 2007-2012 in four journals, "Journal of School Psychology," "Psychology in the Schools," "School Psychology…
Descriptors: School Psychology, Intervention, School Psychologists, Program Evaluation
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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
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Dart, Evan H.; Cook, Clayton R.; Collins, Tai A.; Gresham, Frank M.; Chenier, Jeffrey S. – School Psychology Review, 2012
Behavioral consultation has been shown to be an effective way for school psychologists to work with teachers in implementing interventions for student problem behavior. Some teachers are resistant to the behavioral consultation process and thereby fail to implement agreed upon interventions with integrity, which is problematic considering the…
Descriptors: Behavior Modification, Behavior Change, Correlation, Student Behavior
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Baker, Doris Luft; Stoolmiller, Mike; Good, Roland H., III; Baker, Scott K. – School Psychology Review, 2011
We empirically examined the effect of reading comprehension on passage fluency in English and Spanish in the context of Cummins interdependence hypothesis (1979) and Perfetti's blueprint of the General Components of Reading (1999). Participants were 96 second-grade English learners being taught to read in Spanish and English. Measures in both…
Descriptors: Reading Comprehension, Reading Fluency, Structural Equation Models, School Psychologists
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