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Pears, Katherine C.; Heywood, Cynthia V.; Kim, Hyoun K.; Fisher, Philip A. – School Psychology Review, 2011
Reading skills are core competencies in children's readiness to learn and may be particularly important for children in foster care, who are at risk for academic difficulties and higher rates of special education placement. In this study, prereading skills (phonological awareness, alphabetic knowledge, and oral language ability) and kindergarten…
Descriptors: Learning Readiness, Oral Language, Phonological Awareness, Path Analysis
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Begeny, John C. – School Psychology Review, 2011
Approximately 40% of U.S. fourth-grade students are nonfluent readers. In response to the need for fluency-based instructional programs for elementary-aged students, the Helping Early Literacy with Practice Strategies (HELPS) Program was developed by integrating eight evidence-based fluency-building instructional strategies into a systematic…
Descriptors: Emergent Literacy, Reading Fluency, Reading Programs, Reading Instruction
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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
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Gresham, Frank M. – School Psychology Review, 2011
The author was favorably impressed with the breadth, scope, and quality of the articles in this issue that dealt with the various aspects and correlates of social behavioral functioning as well as assessment and intervention considerations. Each of these articles dealt with a unique aspect of social behavioral functioning in children and youth and…
Descriptors: Intervention, School Psychologists, Social Behavior, Evaluation Methods
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Fien, Hank; Santoro, Lana; Baker, Scott K.; Park, Yonghan; Chard, David J.; Williams, Susanna; Haria, Priti – School Psychology Review, 2011
The purpose of the current study was to evaluate the effect of small-group instruction on the vocabulary and comprehension of first-grade students identified with low language and low vocabulary skills. Overall, 102 first-grade students scoring below the 50th percentile on relational vocabulary were blocked by classroom, matched according to…
Descriptors: Small Group Instruction, Reading Aloud to Others, Effect Size, Vocabulary Skills
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Mikami, Amori Yee; Gregory, Anne; Allen, Joseph P.; Pianta, Robert C.; Lun, Janetta – School Psychology Review, 2011
We investigated the effects of My Teaching Partner-Secondary (MTP-S), a teacher professional development intervention, on students' peer relationships in middle and high school classrooms. MTP-S targets increasing teachers' positive interactions with students and sensitive instructional practices and has demonstrated improvements in students'…
Descriptors: Control Groups, Intervention, Teacher Participation, Systems Approach
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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
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Dishion, Thomas – School Psychology Review, 2011
This special issue, Developing Social- Emotional and Behavioral Interventions with School Communities: Systematic and Collaborative Processes, reflects the current state of the science for improving schools to better educate children and adolescents and promote their behavioral health. The innovations described in this volume describe advancements…
Descriptors: Intervention, School Psychology, Interpersonal Competence, Student Behavior
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January, Alicia M.; Casey, Rita J.; Paulson, Daniel – School Psychology Review, 2011
Outcomes of 28 peer-reviewed journal articles published between 1981 and 2007 were evaluated quantitatively to assess the effectiveness of classroom-wide interventions for the improvement of social skills. All interventions included in the study were implemented with intact classrooms that included both socially competent children and those with…
Descriptors: Intervention, Social Behavior, Journal Articles, Interpersonal Competence
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Shernoff, Elisa S.; Marinez-Lora, Ane M.; Frazier, Stacy L.; Jakobsons, Lara J.; Atkins, Marc S. – School Psychology Review, 2011
Despite alarming rates and negative consequences associated with urban teacher attrition, mentoring programs often fail to target the strongest predictors of attrition: effectiveness around classroom management and engaging learners Edution; and connectedness to colleagues. Using a mixed-method iterative development framework, we highlight the…
Descriptors: Evidence, Classroom Techniques, Urban Schools, Mentors
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Leff, Stephen S.; Crick, Nicki R. – School Psychology Review, 2010
The problem of youth violence has become a national priority given both the cost and repercussions to youth, to the school systems, and to society. Over the past two decades there has been increasing research examining gender differences in the expression of aggression. This research has suggested that boys typically display their aggression…
Descriptors: Interpersonal Competence, Violence, Aggression, School Psychologists
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Leff, Stephen S.; Waasdorp, Tracy Evian; Crick, Nicki R. – School Psychology Review, 2010
Research suggests that involvement in relational aggression is associated with serious adjustment problems, including concurrent and future social maladjustment (e.g., problematic friendships; rejection), internalizing problems (e.g., depressive symptoms), and school avoidance. Despite the burgeoning literature focusing on the harmful and damaging…
Descriptors: Intervention, Aggression, Prevention, School Psychologists
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Low, Sabina; Frey, Karin S.; Brockman, Callie J. – School Psychology Review, 2010
Relational forms of aggression are known to increase during the middle school years. To date, the majority of efficacy studies of elementary school-based programs have focused on the reduction of physical and direct verbal aggression, to the exclusion of effects on relational aggression. "Steps to Respect: A Bullying Prevention Program" is one…
Descriptors: Bullying, Aggression, Prevention, Playgrounds
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Leff, Stephen S.; Waasdorp, Tracy Evian; Paskewich, Brooke; Gullan, Rebecca Lakin; Jawad, Abbas F.; MacEvoy, Julie Paquette; Feinberg, Betsy E.; Power, Thomas J. – School Psychology Review, 2010
Despite recent research suggesting that relationally aggressive behaviors occur frequently and may lead to physically aggressive actions within urban school settings, there has been little prior research to develop and evaluate relational aggression prevention efforts within the urban schools. The current article describes the development and…
Descriptors: Urban Schools, Aggression, Females, Prevention
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Leadbeater, Bonnie – School Psychology Review, 2010
The collection of articles in this special issue on relational aggression gives a glimpse into the complex social networks, first, of children's relational aggression and, second, of the collaborators who develop and validate children's prevention programs. The programs described in this special section are among the first to address relational…
Descriptors: Aggression, Prevention, Early Adolescents, Social Networks
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