Psychology in the Schools via MedWorm.com

An observation study of reading instruction provided to elementary students with learning disabilities in the resource room

Psychology in the Schools — Fri, 12 Mar 2010 00:00:00 +0100

This study documents the amount and quality of reading instruction provided to second- through fifth-grade students with learning disabilities provided resource-room services. Reading instruction provided by 10 special education resource-room teachers was observed. Findings reveal that teachers and students were on task during instructional time that included phonological awareness, word study, comprehension, reading fluency, and vocabulary instruction of average to high average quality. Although class size was small overall, whole-group instructional delivery was most common. Students made statistically significant gains in oral reading fluency but did not increase their standard scores on measures of comprehension or word reading. © 2010 Wiley Periodicals, Inc. (Source: Psychology in th...

Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study

Psychology in the Schools — Thu, 11 Mar 2010 00:00:00 +0100

This longitudinal experimental study investigated the reading progress of students with IQs ranging from 40 to 69 (i.e., range for students with mild or moderate mental retardation or intellectual disabilities [ID]) across at least two academic years, as well as the effectiveness of a comprehensive reading intervention for these students across the same period of time. Participants were 59 elementary students who were randomly placed into treatment and contrast groups. Students in the treatment condition received daily, comprehensive reading instruction in small groups of 1-4 students for 40-50 minutes per session across two or three academic years. Measures of phonemic awareness, phonics, word recognition, comprehension, and oral language were included. Findings indicate that students wit...

Vocabulary use during storybook reading: Implications for children with augmentative and alternative communication needs

Psychology in the Schools — Thu, 11 Mar 2010 00:00:00 +0100

This study examined vocabulary used by typically developing kindergartners while being read a storybook. Words used by the kindergartners were compared to vocabulary on premade, commercially available storybook communication displays marketed for individuals with AAC needs. Results revealed that vocabulary on commercially available communication displays did not include the words used most frequently by the kindergartners. Results suggest that practitioners who use commercially available communication displays may need to modify the materials to provide children with AAC needs sufficient vocabulary to enhance their participation during storybook-reading interactions. © 2010 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Introduction to the special issue: The role of literacy assessment and intervention in special education

Psychology in the Schools — Wed, 10 Mar 2010 00:00:00 +0100

No abstract. (Source: Psychology in the Schools)

Evidence-based early reading practices within a Response to Intervention system

Psychology in the Schools — Wed, 10 Mar 2010 00:00:00 +0100

Many students who experience reading failure are inappropriately placed in special education. A promising response to reducing reading failure and the overidentification of students for special education is Response to Intervention (RTI), a comprehensive early detection and prevention system that allows teachers to identify and support struggling readers early, before they fail. A key component of RTI is the implementation of evidence-based reading practices within a multitiered framework. School psychologists are increasingly being asked to lead or be members of RTI building teams. As such, they can play an important role in assuring that evidence-based practices in reading are implemented with integrity. The purpose of this article is to provide a framework for judging the extent to whic...

Why intensive interventions are necessary for students with severe reading difficulties

Psychology in the Schools — Wed, 10 Mar 2010 00:00:00 +0100

This article reviews research related to intensive interventions within a Response to Intervention framework. We review the research from studies that provided different levels of intensity of intervention with the goal of establishing a case that movement through less intensive tiers of intervention may not be an effective and responsible approach to addressing the reading difficulties of some students, particularly those with significant reading difficulties or disabilities. © 2010 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

The development of phonological awareness with specific language-impaired and typical children

Psychology in the Schools — Wed, 10 Mar 2010 00:00:00 +0100

This study investigated kindergarten, preschool, and first-grade children who were typical or specific language impaired (SLI) to determine whether there were developmental differences in their phonological awareness abilities (i.e., syllable, onset/rime, phonemes). Results revealed a significant difference between children who were typical and children who were SLI on the sound-segmentation tasks. The children who were typical were more effective at segmenting than were children who were SLI. Significant differences were also noted between the types of phonological task completed among participants. The combined data from this study revealed developmental trends in phonological awareness for the typical population. The developmental trend was not observed in the SLI population, however. C...

Effects of a 6-week, co-taught literacy unit on preservice special educators' literacy-education knowledge

Psychology in the Schools — Wed, 10 Mar 2010 00:00:00 +0100

For special education preservice teachers to be prepared to assist students with disabilities to achieve their maximum potential in literacy, an innovative, co-taught literacy unit was implemented within existing methods courses. The intensive, 6-week unit was created to prepare all candidates in both mild interventions and severe interventions licensure programs to meet the literacy needs of diverse learners. The curriculum was designed around the National Reading Panel's five critical components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) in addition to the topics of emergent literacy and writing. Pre- and posttests were administered, revealing a significant growth in participant knowledge related to literacy assessment and instruction. Implications for f...

A measure of emergent literacy for students with severe developmental disabilities

Psychology in the Schools — Wed, 10 Mar 2010 00:00:00 +0100

This study examined the underlying structure of the Nonverbal Literacy Assessment (NVLA), an instrument designed to measure emergent literacy for K-fourth-grade students with severe developmental disabilities. The NVLA was conceptualized as having six constructs that reflected emergent literacy skills: (a) phonemic awareness, (b) phonics, (c) comprehension, (d) vocabulary, (e) listening comprehension, and (f) text awareness. Confirmatory factor analysis using data from 207 student administrations was used to examine the six-factor model and two alternative models. Results suggested that all three models fit the data, but the high corrections coefficients among the constructs suggested that a one-factor model of emergent literacy was the best-fitting model. Implications and limitations are ...

An investigation of Detect, Practice, and Repair to remedy math-fact deficits in a group of third-grade students

Psychology in the Schools — Sat, 13 Feb 2010 00:00:00 +0100

Discussion focuses on the importance of developing effective and efficient basic-skill-remediation procedures and directions for future research. © 2010 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers

Psychology in the Schools — Fri, 05 Feb 2010 00:00:00 +0100

This study examined the relationship between emotion-regulation ability (ERA), as assessed by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), and both job satisfaction and burnout among secondary-school teachers (N = 123). It also examined the mediating effects of affect and principal support on these outcomes. ERA was associated positively with positive affect, principal support, job satisfaction, and one component of burnout, personal accomplishment. Two path models demonstrated that both positive affect and principal support mediated independently the associations between ERA and both personal accomplishment and job satisfaction. © 2010 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Personal and systems-level factors that limit and facilitate school psychologists' involvement in school-based mental health services

Psychology in the Schools — Thu, 04 Feb 2010 00:00:00 +0100

The common path through which youth with mental health problems actually receive treatment is the education system. The current study used qualitative methodology to explore why school psychologists are not providing the level of mental health services that children need, leaders in the field call for, and practitioners desire. Thirty-nine school psychologists participated in 11 focus groups; they responded to structured questions regarding the range of mental health services they currently provide, as well as the personal and systemic factors that facilitate and limit their provision of these mental health services. Analysis of themes that emerged across focus groups indicated that school psychologists provide a broad variety of mental health services with an emphasis on group and individ...

Child and informant influences on behavioral ratings of preschool children

Psychology in the Schools — Thu, 04 Feb 2010 00:00:00 +0100

This study investigated relationships among teacher, parent, and observer behavioral ratings of 3- and 4-year-old children using intra-class correlations and analysis of variance. Comparisons within and across children from middle-income (MI; N = 166; mean age = 54.25 months, standard deviation [SD] = 8.74) and low-income (LI; N = 199; mean age = 51.21 months, SD = 7.22) backgrounds revealed significant agreement between the raters but also considerable differences in both ranking and absolute scores between raters. Teachers and parents consistently rated children from LI classrooms as having more behavioral problems and fewer prosocial behaviors. Results are conceptualized with respect to how differential expectations, comparison groups, and types of interaction with children can affect t...

Parent involvement and views of school success: The role of parents' Latino and white American cultural orientations

Psychology in the Schools — Tue, 02 Feb 2010 00:00:00 +0100

We examined ethnicity and cultural orientation as predictors of parents' views of and involvement in children's education, using data gathered from the Latino (n = 74) and non-Latino (17 White and 13 ethnic minority) parents of children in an elementary school's dual-language program. Parents completed a questionnaire that assessed Latino and White American cultural orientations, importance of children's academic and social success, and self- and significant other involvement in children's education. Results indicated that Latino (and other ethnic minority) parents valued academic and social success equally and more strongly than did Whites and that Whites valued social success more strongly than academic success. Latinos also reported greater involvement of significant others. These diffe...

Schoolchildren's social representations on bullying causes

Psychology in the Schools — Mon, 01 Feb 2010 00:00:00 +0100

The aim of the present study is to investigate schoolchildren's social representations on the causes of bullying. Individual qualitative interviews were conducted with 56 schoolchildren recruited from five elementary schools in Sweden. Mixed methods (grounded theory as well as descriptive statistic methods) were used to analyze data. According to the findings, the most prevalent social representation on bullying causes among the children is to view bullying as a reaction to deviance. The second most frequently used explanation type is to view bullying as social positioning. Other social representations on bullying causes are to explain bullying as the work of a disturbed bully, a revengeful action, an amusing game, social contamination, and a thoughtless happening. Social representations o...

The experience of bullying among secondary school students

Psychology in the Schools — Mon, 01 Feb 2010 00:00:00 +0100

The present study was designed to qualitatively investigate secondary students' interpretations and experiences of bullying (and victimization) in Greek schools, with a focus on gender similarities and differences. Overall, 95 students (50 boys and 45 girls), 15 or 16 years old, participated in focus group interviews that were homogeneous in terms of grade and gender. Data analysis, using the interpretative phenomenological approach, showed that different interpretations and meanings of bullying between genders have important consequences on actual behavior. Furthermore, students do not reveal bullying and victimization to either parents or teachers, who are described as indifferent and ineffective. Results are indicative of a school culture that is conducive to bullying behaviors and have...

Teaching social skills to children with autism spectrum disorders using tiers of support: A guide for school-based professionals

Psychology in the Schools — Thu, 14 Jan 2010 00:00:00 +0100

The quintessential characteristic of autism spectrum disorders (ASD) is having difficulty with basic social interactions. Due to the pervasiveness of their social skills difficulties, it is necessary that supports for increasing social skills of children with ASD are included as part of the educational plan within schools. The purpose of this article is to provide educators with a framework for using multiple tiers of instruction to teach social skills to children with ASD. Specifically, a number of evidence-based strategies for teaching social skills are summarized within a systemic, multitiered approach. It is anticipated that such a model proves helpful as educators address issues related to service delivery provisions for students with ASD. © 2010 Wiley Periodicals, Inc. (Source: Psyc...

Same constructs, different results: Examining the consistency of two behavior-rating scales with referred preschoolers

Psychology in the Schools — Wed, 13 Jan 2010 00:00:00 +0100

This study examined the consistency of results from the two preschool versions when completed by parents of clinically referred preschoolers. Comparisons of similarly named scales found significant correlations. Mean scores for several of the constructs were significantly different, however, and often resulted in inconsistent classification decisions. © 2010 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Anti-bullying practices in American schools: Perspectives of school psychologists

Psychology in the Schools — Wed, 13 Jan 2010 00:00:00 +0100

A random sample of 213 school psychologists working in a school setting completed a survey on their schools' current anti-bullying practices. Talking with bullies following bullying incidents, disciplinary consequences for bullies, and increasing adult supervision were the three most frequently used strategies. Peer juries/court, an anti-bullying committee, and peer counselors were least frequently used, according to respondents. School-wide positive behavior support, modifying space and schedule, and immediate responses to bullying incidents were perceived as most effective, whereas avoiding contact between bullies and victims, a zero-tolerance policy with bullies, and a written anti-bullying policy were least effective. Results and implications are discussed within the context of empiric...

Teenage girls' perceptions of the functions of relationally aggressive behaviors

Psychology in the Schools — Wed, 13 Jan 2010 00:00:00 +0100

Adolescent girls reported on their experiences both as perpetrators and as victims of several distinct forms of relational aggression. Details of these incidents were gathered from 114 ethnically diverse ninth and tenth graders via a secure online survey. The frequency with which girls perpetrated or were targeted for particular acts of relational aggression was assessed and, based on the responses, a computer program randomly selected one item (i.e., gossip, ignoring, or exclusion) for which each girl was asked to recall a specific experience and answer follow-up questions. Perceptions of the goals and functions of specific relationally aggressive acts were assessed, as well as how the perpetrator or victim felt at the time of the incident. Ignoring or "giving the silent treatment" appear...

The relationship between peer victimization and post-traumatic stress symptomatology in a rural sample

Psychology in the Schools — Wed, 13 Jan 2010 00:00:00 +0100

Peer victimization (PV) has been associated with a number of negative psychological sequelae. Few studies, however, have examined the relationship between PV and the symptomatology of post-traumatic stress disorder, and no studies to date have examined this relationship in a rural sample. Adapted versions of the SEQ-SR and the TSCC were used to assess the relationship between PV and post-traumatic stress symptomatology in a sample of 244 rural youths (ages 10-14) in two school districts in a south-central area of the United States. In addition to a positive relationship between PV and post-traumatic stress symptomatology, the results indicated relatively high rates of adult presence and peer bystanding during PV experiences. Limitations and implications for practice are discussed. © 2010 ...

School psychologists' perceptions regarding the practice of identifying reading disabilities: Cognitive assessment and response to intervention considerations

Psychology in the Schools — Wed, 13 Jan 2010 00:00:00 +0100

This study surveyed a national sample of school psychologists with respect to the identification of reading disabilities (RD). It covers school psychologists' opinions regarding perceived benefits of the use of cognitive assessment in RD identification, both within and outside of an IQ-achievement discrepancy model. The survey also solicited opinions about the nature of RD, particularly conceptions of general slow learners (and readers) versus those evidencing a discrepancy. Results related to school psychologists' concerns about job security, should IQ testing be reduced, are presented. Furthermore, the perceived benefits of a Response to Intervention (RTI) model, how school psychologists see themselves contributing to an RTI effort, as well as possible hurdles to RTI implementation are c...

Medical diagnostic consultation concerning mental retardation: An analogue study of school psychologists' attitudes

Psychology in the Schools — Wed, 13 Jan 2010 00:00:00 +0100

Recent research of relevance to school psychologists suggests that the cause, or etiology, of mental retardation can be established by medical diagnosticians in approximately one-half of cases. In the current study, 109 practicing school psychologists considered a hypothetical case of an elementary student with mental retardation and indicated their attitudes toward the use of medical consultation. School psychologists were randomly assigned to one of three experimental conditions defined by the amount of information about medical diagnostic consultations they received: (a) no information, (b) guidelines from the American Academy of Neurology (AAN) calling for medical consultation in cases of developmental delay, or (c) AAN guidelines plus a concise summary of research on etiology, prevent...

Evaluation of a truancy court intervention in four middle schools

Psychology in the Schools — Tue, 22 Dec 2009 00:00:00 +0100

The effectiveness of a school-based truancy court intervention in four middle schools in a mid-sized school district was evaluated. Cumulative data from 185 youth attending a truancy court from 2004 through 2008 were included in the analyses. Results indicated a differential impact of the truancy court intervention depending on truancy severity at baseline. The intervention was most successful in increasing attendance for students with severe truancy, but had limited impact on students with moderate truancy, and no impact on mild truancy. The intervention did not result in improved school attachment or grade point averages, nor did it significantly reduce discipline offenses. Furthermore, the aftercare intervention, consisting of regular meetings with an authority figure (e.g., a juvenile ...

Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text

Psychology in the Schools — Mon, 21 Dec 2009 00:00:00 +0100

This study extended previous research findings by examining the effects of oral and written retelling as strategies for improving both literal and inferential comprehension and by investigating the efficiency of retelling procedures. Findings revealed that students' accuracy in answering reading comprehension performance was better under both retelling conditions than the passage review condition. The oral retelling coupled with repeated readings and phrase drill error correction was the most efficient instructional method for answering comprehension questions correctly. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Applied comparative effectiveness researchers must measure learning rates: A commentary on efficiency articles

Psychology in the Schools — Mon, 21 Dec 2009 00:00:00 +0100

Almost all academic skills deficits can be conceptualized as learning rate problems as students are not failing to learn, but not learning rapidly enough. Thus, when selecting among various possible remedial procedures, educators need an evidence base that indicates which procedure results in the greatest increases in learning rates. Previous research is reviewed that shows how failure to measure learning rates can lead to erroneous conclusions regarding the relative effectiveness of interventions. Different procedures for measuring learning rates are described and cautions regarding the interpretation of these learning rate data are provided. The article concludes with a plea for all researchers to include measures of learning rates in their applied studies. © 2009 Wiley Periodicals, Inc...

Introduction to the special issue: Instructional efficiency and the impact on learning and data-based decision making

Psychology in the Schools — Mon, 21 Dec 2009 00:00:00 +0100

No abstract. (Source: Psychology in the Schools)

Assessing effectiveness and efficiency of academic interventions in school psychology journals: 1995-2005

Psychology in the Schools — Mon, 21 Dec 2009 00:00:00 +0100

This article reviews research in the four major school psychology journals: Journal of School Psychology, Psychology in the Schools, School Psychology Quarterly, and School Psychology Review. The function of the review was to provide school psychologists with a summary of academic interventions published through years 1995-2005, synthesize the commonalities of empirically based interventions, and report on the extent to which each article provides the reader the opportunity to understand the effects of the intervention with regard to the amount of instructional time required to implement it. Results of the review suggest that reading is most heavily investigated followed by math and, to a much lesser degree, written expression. Moreover, studies use a variety of designs including single su...

The differential effects of two self-managed math instruction procedures: Cover, Copy, and Compare versus Copy, Cover, and Compare

Psychology in the Schools — Mon, 21 Dec 2009 00:00:00 +0100

This study compared the fluency and error rates produced when using the Cover, Copy, and Compare (CCC) and a modified CCC procedure (MCCC) called Copy, Cover, and Compare to complete subtraction math problems. Two second-grade classrooms consisting of 47 total students participated in the study. The following items were administered to participants: (a) a timed pretest, (b) a timed CCC worksheet, (c) a timed MCCC worksheet, and (d) a timed posttest. Then the participants were asked which procedure they liked best. Results revealed significantly higher digits correct per minute (i.e., fluency scores) on the posttest when compared with the pretest scores. Likewise, students' fluency scores were significantly higher under the CCC condition when compared to the MCCC condition. There were no si...

Impact of the word "bully" on the reported rate of bullying behavior

Psychology in the Schools — Wed, 16 Dec 2009 00:00:00 +0100

This study examined whether the definition and use of the word "bully" would result in lower self-reports of bullying behavior by providing students with one of three versions of a self-report measure with: (a) no reference to the word bully or its definition, (b) the definition of the word bully followed by use of the word in each item, or (c) the definition of the word bully and no further mention of the word bully in the item stems. Participants (N = 114) completed surveys, and statistical comparisons examined the impact of the word bully on reports of bullying behavior. Analyses indicated that respondents provided with a definition of and repeated exposure to the word bully reported significantly less bullying behavior than those who were not exposed to the word or its definition. © 2...

Comparison of efficiency measures for academic interventions based on acquisition and maintenance

Psychology in the Schools — Tue, 15 Dec 2009 00:00:00 +0100

Previous research has demonstrated the importance of examining the instructional efficiency of academic interventions and has defined efficiency as the number of items learned per instructional minute. Maintenance of the skill is also an important instructional goal, however. Therefore, the current study compared efficiency metrics using initial learning and maintenance with 25 fourth-grade students. Each student was taught the pronunciation and English translation of 12 words from the Esperanto international language with two instructional conditions (six words for each condition). The first condition was traditional drill (TD) rehearsal with all unknown words, and the second was incremental rehearsal (IR) with one unknown and eight known words. Results indicated that, although the IR con...

A prospective investigation of teacher preference and children's perceptions of the student-teacher relationship

Psychology in the Schools — Tue, 15 Dec 2009 00:00:00 +0100

This study investigated teacher preference, the degree to which a teacher likes a specific student, as a predictor of students' perceptions of teacher preference as well as conflict and support in the student-teacher relationship. Child and teacher reports of teacher preference and child reports of conflict and support were provided in the fall and spring of one academic year. Participants included 1,104 fourth-grade students in 10 schools. Results indicated that teacher preference predicted change in children's perceived teacher preference. In addition, lower levels of teacher preference directly predicted higher subsequent levels of conflict, but not support. Because teacher preference and children's perceptions of teacher preference were related, lower levels of teacher preference also ...

Introduction to the special issue: Using prevention science to address mental health issues in schools

Psychology in the Schools — Sat, 21 Nov 2009 00:00:00 +0100

This article provides a definition and history of prevention science, presents the contemporary definition of prevention, and outlines the prevention science research cycle. The work of scholars who have developed innovative methods and practices and/or who are leaders in their dissemination were invited in this special issue to discuss their work in relation to the prevention science framework. This introduction to the special issue, Using Prevention Science to Address the Mental Health Issues in Schools, highlights the need for prevention-minded research in schools. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Training the next generation of school professionals to be prevention scientists: The Missouri Prevention Center model

Psychology in the Schools — Fri, 20 Nov 2009 00:00:00 +0100

Empirically supported school-based programs have been shown to reduce the present and future risk for various emotional disturbances. Unfortunately, few of these programs have been successfully transported or maintained outside the context of controlled research studies. Central to attaining this goal is the pressing need to train the next generation of school psychology faculty leaders, versed in evidence-based practices (EBPs), who can train school personnel to deliver existing EBPs, design and develop innovative new practices, and conduct rigorous research to evaluate the effectiveness of these practices. In part to address this critical need, we developed the Missouri Prevention Center (MPC). In this article we describe the training, service, and research activities associated with MPC...

Integrated models of school-based prevention: Logic and theory

Psychology in the Schools — Thu, 19 Nov 2009 00:00:00 +0100

School-based prevention programs can positively impact a range of social, emotional, and behavioral outcomes. Yet the current climate of accountability pressures schools to restrict activities that are not perceived as part of the core curriculum. Building on models from public health and prevention science, we describe an integrated approach to school-based prevention. These models leverage the most effective structural and content components of social-emotional and behavioral health prevention interventions. Integrated interventions are expected to have additive and synergistic effects that result in greater impacts on multiple student outcomes. Integrated programs are also expected to be more efficient to deliver, easier to implement with high quality and integrity, and more sustainable...

School mental health and prevention science in the Baltimore City schools

Psychology in the Schools — Thu, 19 Nov 2009 00:00:00 +0100

This article provides background on school mental health (SMH) programs in Baltimore and efforts to integrate evidence-based preventive interventions into the schools served by these programs. We describe the triangular model of SMH promotion, building at the base from environment and relationship enhancement, followed by universal and selective prevention, efforts taken at each of these levels, challenges experienced, and ideas for overcoming challenges. The agenda to integrate evidence-based preventive interventions into schools offers much promise for improving valued outcomes for students and schools. This is a difficult agenda, however, with many dimensions, including program infrastructure, training, building and sustaining school administrator and staff support, and addressing compe...

Linking prevention science and social and emotional learning: The Oregon Resiliency Project

Psychology in the Schools — Wed, 18 Nov 2009 00:00:00 +0100

This article reviews the contributions of the Oregon Resiliency Project, an effort to enhance positive social-emotional development of children and youth through social and emotional learning (SEL). The project was launched in 2001 as a collaborative effort between faculty and graduate student researchers at the University of Oregon. The primary aims have included training, outreach, and research in school-based mental health promotion. One of the major contributions has been the development of the Strong Kids programs, SEL curricula designed to be used by educators and mental health personnel at the pre-K through Grade 12 level as a brief and low-cost way to promote SEL. The Strong Kids programs and the process of developing and refining them are described. The yield of several feasibilit...

Disseminating Incredible Years series early-intervention programs: Integrating and sustaining services between school and home

Psychology in the Schools — Wed, 18 Nov 2009 00:00:00 +0100

The Incredible Years (IY) Series is a well-established set of parent, teacher, and child programs for treating and preventing conduct problems and promoting social competence and emotional regulation in young children. The purpose of this article is to describe the development of this evidence-based series within the context of a prevention science framework. We first summarize the conceptual grounding of the intervention series including the risk and protective factors that are targeted by IY. We then review the extensive literature demonstrating the impact of the various programs. The bulk of this article, however, focuses on the challenge of disseminating evidence-based programs with high fidelity. To help overcome these challenges, we describe a model and a set of strategies for implem...

Principles of sustainable prevention: Designing scale-up of School-wide Positive Behavior Support to promote durable systems

Psychology in the Schools — Tue, 17 Nov 2009 00:00:00 +0100

In this article, we provide an overview of School-wide Positive Behavior Support (SWPBS), an approach to building protective school cultures and preventing the development of problem behavior through instruction, environmental redesign, and attention to systems-level variables. We define the critical features of SWPBS within a prevention science lens, including identification of its conceptual foundations, proximal mediators of student outcomes, and current research base and goals. Given its evidence of effectiveness, we describe efforts and a research agenda in the area of sustainability of SWPBS, including a description of a proposed model of sustainability and a case study of statewide implementation with steps taken to promote sustained implementation. © 2009 Wiley Periodicals, Inc. (...

The prevention science of reading research within a Response-to-Intervention model

Psychology in the Schools — Tue, 17 Nov 2009 00:00:00 +0100

The purpose of this article is to describe research-based reading intervention within a Response-to-Intervention (RTI) model, using prevention science as a context. First, RTI is defined and a rationale is provided for its use in improving the reading performance of all students, particularly those students identified as at risk for reading-related learning disabilities. Next, reading risk is defined and discussed, including prevalence, antecedents, and how risk is assessed through universal screening and progress monitoring. Existing literature on the use of RTI models in reading is summarized, including small- and large-scale implementation studies. Finally, future research directions in the area of reading within an RTI model are discussed. © 2009 Wiley Periodicals, Inc. (Source: Psych...

Changes in teacher stress through participation in pre-referral intervention teams

Psychology in the Schools — Fri, 06 Nov 2009 00:00:00 +0100

This study followed 33 elementary education teachers prospectively through their participation in a pre-referral intervention team (PIT) program. Hierarchical linear modeling indicated that, across the pre-referral process, teachers felt less distress related to referred students' needs, termed "dyadic stress." Teachers' dyadic stress was partially accounted for by student progress on referral concerns. Teachers' experience of PIT support was also linked to reductions in stress and lower dyadic stress after pre-referral interventions were implemented. The findings have implications for how school practitioners consult with teachers. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Using a random dependent group contingency to increase on-task behaviors of high school students with high incidence disabilities

Psychology in the Schools — Mon, 19 Oct 2009 23:00:00 +0100

Group contingencies have the advantages of encouraging individual students to collectively feel responsible for appropriate and inappropriate classroom behaviors and have shown effectiveness in improving students' behavior. The purpose of this study was to investigate the effects of a random dependent group contingency on the on-task behaviors of six high school students with high incidence disabilities in a resource classroom. The study used an ABAB reversal design, and the results of the study indicated that the random dependent group contingency intervention was positively associated with increases in on-task behaviors for three of the six participants. Limitations and implications are discussed in relation to dependent group contingencies for high school students. © 2009 Wiley Periodi...

Measuring elementary teacher stress and coping in the classroom: Validity evidence for the Classroom Appraisal of Resources and Demands

Psychology in the Schools — Thu, 15 Oct 2009 23:00:00 +0100

This study attempted to examine whether the CARD can provide reliable and valid information that addresses the call by experts in the field of teacher stress research for measures that consider each teacher's specific occupational circumstances. Specifically, the factor structure of the CARD was supported empirically. Further evidence was offered for the construct and concurrent validity by correlations between CARD scales scores and other measures theoretically relevant to teacher well-being: general health, teacher efficacy, self-critical attitudes, and burnout symptoms. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Community violence, school-related protective factors, and psychosocial outcomes in urban youth

Psychology in the Schools — Wed, 14 Oct 2009 23:00:00 +0100

This study examined the relationship of two putative school-based protective factors - student identification with school and perceived teacher support - to psychosocial outcomes in a sample of urban youth exposed to community violence. Participants were 175 high school students ages 14-19 in grades 9-12 from a large urban school district. Results indicated that exposure to violence was positively associated with internalizing and externalizing symptoms. Additionally, identification with school and teacher support were related to higher hope and lower psychosocial distress. Adolescents who reported higher identification with school and higher teacher support reported higher hope, regardless of the level of violence exposure. Results emphasize the importance of school factors, particularly ...

The relationship between treatment integrity and acceptability of reading interventions for children with Attention-Deficit/Hyperactivity Disorder

Psychology in the Schools — Tue, 13 Oct 2009 23:00:00 +0100

This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data-based academic intervention (IDAI) and traditional data-based academic intervention (TDAI). Participants included 83 first- through fourth-grade students who met research criteria for Attention-Deficit/Hyperactivity Disorder and evidenced academic difficulties and their general and/or special education teachers. Reading interventions were developed through individualized, data-driven consultation (IDAI) or generic, menu-based consultative services (TDAI). Results suggested a moderate, positive relationship between treatment integrity and acceptability for both consultation groups, although the relationship was statistically significant ...

Factorial validity of the Reynolds Intellectual Assessment Scales for referred students

Psychology in the Schools — Tue, 13 Oct 2009 23:00:00 +0100

The Reynolds Intellectual Assessment Scales (RIAS) is a recently developed, individually administered psychometric instrument designed to measure general cognitive ability, as well as verbal (crystallized) intelligence, nonverbal (fluid) intelligence, and memory. Test reviewers have recommended the use of the RIAS despite the fact that, although the RIAS has been in circulation for more than four years, there is a paucity of independent research published about its psychometric properties. The purpose of the current study was to examine the factor structure of the RIAS across three samples of school-age children: the RIAS norming sample; the data reported by Nelson, Canivez, Lindstrom, and Hatt; and a new, independent sample of students referred for special education services. Using confir...

Differences between peer victimization in cyber and physical settings and associated psychosocial adjustment in early adolescence

Psychology in the Schools — Tue, 13 Oct 2009 23:00:00 +0100

This study used factor analysis techniques to confirm whether survey questions about frequency of cyber victimization formed a distinct latent construct from questions about relational and overt victimization information in a large (N = 1,665) sample of middle school students. A secondary goal was to relate experiences of cyber victimization to symptoms of depression and social anxiety. Results indicate that cyber victimization is separate latent factor from overt and relational victimization. Experiences of cyber victimization were weakly associated with symptoms of social anxiety, but not depression. These results signify that cyber victimization deserves future empirical and clinical attention. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Working conditions as risk or resiliency factors for teachers of students with emotional and behavioral disabilities

Psychology in the Schools — Tue, 13 Oct 2009 23:00:00 +0100

Reliability and validity evidence for the earli literacy probes

Psychology in the Schools — Tue, 13 Oct 2009 23:00:00 +0100

The purpose of this study was to examine the reliability and validity of scores from six early literacy probes developed for use with preschool-age children. The literacy probes were administered to 84 preschoolers at three time points over a 6-month period. Also, a criterion measure of early literacy skills was administered to a subset of students. Results indicated that the probes demonstrate adequate reliability for screening decisions, moderate to strong concurrent relationships with a criterion measure, and developmentally appropriate changes in children's early literacy skills over time. These results add to the growing body of evidence supporting the technical adequacy of general outcome measurement for use in monitoring the progress of preschoolers' academic skill development. © 2...

The validity of reading comprehension rate: Reading speed, comprehension, and comprehension rates

Psychology in the Schools — Tue, 13 Oct 2009 23:00:00 +0100

This article describes a secondary analysis of a brief reading comprehension rate measure, percent comprehension questions correct per minute spent reading (%C/M). This measure includes reading speed (seconds to read) in the denominator and percentage of comprehension questions answered correctly in the numerator. Participants were 22 4th-, 29 5th-, and 37 10th-grade students. Results showed that reading speed accounted for much of the variance in Broad Reading Cluster scores and subtest scores of the Woodcock-Johnson III Tests of Achievement across all grade levels. Converting reading speed to the rate measure %C/M increased Broad Reading Cluster variance accounted for in the 4th- and 5th-grade sample, but decreased the Broad Reading Cluster variance accounted for in the 10th-grade sample...

Early predictors of school engagement: Exploring the role of peer relationships

Psychology in the Schools — Tue, 13 Oct 2009 23:00:00 +0100

School engagement is an important theoretical and practical cornerstone to the promotion of school completion. The current study explores the influences of childhood peer relationships in the third grade predicting school engagement at Grade 5. Participants are among the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (Research Triangle Institute, 2002). Given the importance of evaluating school engagement as a complex developmental process, longitudinal and multi-informant data were used to account for various child characteristics as well as relationships with parents that may affect school engagement. Results indicate that peer friendship quality, support from friends, and aggressive behavior toward peers all uniquely relate to sc...

Assessment of teacher and school psychologist knowledge of Attention-Deficit/Hyperactivity Disorder

Psychology in the Schools — Mon, 12 Oct 2009 23:00:00 +0100

The purpose of this study was to investigate teacher and school psychologists' knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD). One hundred thirty-two kindergarten through 12th-grade general education teachers, special education teachers, and school psychologists responded to a 24-item questionnaire concerning treatment and possible causes of ADHD. The results supported the hypothesis that school psychologists' knowledge level of ADHD would be significantly greater than the knowledge level of special and general education teachers, but did not support the hypothesis that the knowledge level of special education teachers would be significantly greater than the knowledge level of general education teachers. Increased years of professional experience was negatively associated wit...

Steps to evaluating a statewide internship program: Model, trainee, and student outcomes

Psychology in the Schools — Mon, 12 Oct 2009 23:00:00 +0100

This article describes a multiyear developmental project bringing diverse universities together to institutionalize a statewide system of accountability. We share data from 3 years (N of interns = 278) and suggest recommendations for outcome-oriented evaluation for other universities, agencies, school psychological services delivery units, or states. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Reliability and validity evidence of scores on the Achievement Goal Tendencies Questionnaire in a sample of Spanish students of compulsory secondary education

Psychology in the Schools — Mon, 12 Oct 2009 23:00:00 +0100

This study examined the reliability and validity evidence drawn from the scores of the Spanish version of the Achievement Goal Tendencies Questionnaire (AGTQ) using a sample of 2,022 (51.1% boys) Spanish students from grades 7 to 10. Confirmatory factor analysis replicated the correlated three-factor structure of the AGTQ in this sample: Learning Goals (LG), Social Reinforcement Goals (SRG), and Performance Goals (PG). The AGTQ yields relatively reliable scores for Spanish students. Logistic regression analyses were used to provide additional validity evidence of AGTQ scores on academic success (general, Spanish, and mathematics). Results indicated that general academic success was 15% and 5% more likely every time that scores on LG and PG scales increased 1 point, respectively, although g...

Use and impact of antidepressants in the school setting

Psychology in the Schools — Fri, 25 Sep 2009 23:00:00 +0100

This article discusses the primary differences between the various forms of antidepressants, including their utility and efficacy. Positive and negative impacts are also reviewed, including potential impact on schooling. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Antidepressants and suicidal ideation in adolescence: A paradoxical effect

Psychology in the Schools — Mon, 21 Sep 2009 23:00:00 +0100

The past two decades have seen a rapid increase in the number and types of psychopharmacological medications that are available for the treatment of depression in children and adolescents. Parents and adolescents often raise questions as to the potential increase in suicidal ideation associated with the use of primarily selective serotonin reuptake inhibitors (SSRIs). This has been driven in part as a result of media attention that has focused on the "black box" warnings regarding increases in suicidal ideation for SSRIs. The current article reviews the status of the literature surrounding suicidal ideation and SSRIs in adolescence. Finally, the article strives to educate the clinician as to the likelihood of suicidal ideation and completions in the context of rates for all adolescents. Fi...

Limited prescription privileges for psychologists: Review and implications for the practice of psychology in the schools

Psychology in the Schools — Sun, 20 Sep 2009 23:00:00 +0100

In this article, we present a balanced view of the prescriptive authority debate in relation to five major issues and within the context of the practice of psychology in the schools: (a) appropriate training, (b) quality of care, (c) access to services, (d) continuity of care, and (e) professional identity. We also provide an analysis of the quality and relevance of each issue within the school practice context. Despite the increasing momentum of the prescriptive authority initiative at the state level, it seems unlikely that prescription privileges will be extended to psychologists working in school-based practice settings. Nevertheless, informed school psychologists have the opportunity to become involved in this issue at both the national and state levels. These efforts may take the for...

Prescription drug abuse

Psychology in the Schools — Sun, 20 Sep 2009 23:00:00 +0100

This article presents current statistics on nonmedical use of both categories of prescription medications by high school and college students. The incidence of nonmedical use of prescription medications continues to increase among high school and college students. Two categories of drugs that are commonly used for reasons other than those for which the drugs are prescribed are those used for pain and those prescribed for Attention-Deficit/Hyperactivity Disorder. Demographic and behavioral characteristics of students who are most likely to engage in intentional abuse of stimulants and pain medications as well as stated motivations for use are presented. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Types and treatment of pediatric sleep disturbances

Psychology in the Schools — Sun, 20 Sep 2009 23:00:00 +0100

This article provides an overview of pediatric sleep disturbances with emphases on types and treatments. Relationships between sleep disorders and comorbid conditions function to exacerbate and maintain both disorders. An estimated 20% of teenagers experience chronic partial sleep deprivation, resulting in problems with memory, attention, and behavior control. Treatment of choice for chronic partial sleep deprivation involves a comprehensive approach to regularizing the adolescent's sleep-wake schedule. The American Academy of Pediatrics (AAP) calls into question the validity of upward trends in prescribing for children and adolescents who report sleep problems. The AAP has issued a consensus statement on prescribing hypnotics to children and adolescents, arguing that further clinical tria...

Legal issues in school health services and school psychology: Guidelines for the administration of medication

Psychology in the Schools — Sun, 20 Sep 2009 23:00:00 +0100

The use of psychoactive medications to augment behavioral and psychosocial interventions in schools has significantly increased within the last few decades. Yet, advising, administrating, and supervising the dispensation of medication (including psychostimulants and psychoactive substances) tend to be some of the most risky tasks of school administrators and personnel. Medication administration is not only an increasing source of civil and administrative liability for school districts, but may lead to legal questions for school counselors, psychologists, and social workers. In response to growing concerns, this article provides guidelines necessary for safe medication administration and monitoring in the school setting. Federal, state, and district guidelines are reviewed. Possible implica...

Issues in monitoring medication effects in the classroom

Psychology in the Schools — Sun, 20 Sep 2009 23:00:00 +0100

The task of medication monitoring in the schools has increased for school psychologists, yet there is little research specific to pediatric psychoactive medication. The current article reviews issues pertinent to school-based medication monitoring. Feasibility, acceptability, and perception of effectiveness are reviewed as fundamental considerations before implementing a medication-monitoring plan in the schools. The importance of individualization, ecological implementation, and development of socially valid objectives is stressed along with the need for additional research, tools, and measures in this area. Practical considerations for school psychologists include discussion of parental consent and confidentiality, multilevel assessment and monitoring, data recording, and determining cli...

Current practice in psychopharmacology for children and adolescents with autism spectrum disorders

Psychology in the Schools — Wed, 09 Sep 2009 23:00:00 +0100

This article reviews the medications most frequently used in the treatment of ASDs, both U.S. Food and Drug Administration (FDA) approved and off-label, as well as the current evidence base on efficacy of these medications. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

The effects of antiepileptic drugs on classroom performance

Psychology in the Schools — Tue, 08 Sep 2009 23:00:00 +0100

Epilepsy is one of the most common neurological disorders in children, and it has been associated with an increased risk of cognitive, psychiatric, and learning problems. Although side effects of antiepileptic drugs (AEDs) have been long studied in adults, an understanding of how they manifest in children is only beginning to emerge. Careful clinical considerations must be made to accurately determine the potential contribution of AEDs to learning problems, and this includes understanding the complex role played by multiple medical, developmental, and psychosocial factors. The present review provides information on common cognitive and psychiatric side effects of AED treatment in children, with consideration of classroom accommodations and strategies that may be helpful to circumvent these...

Exercise-based school obesity prevention programs: An overview

Psychology in the Schools — Wed, 29 Jul 2009 23:00:00 +0100

Overweight and obesity are major health concerns for young people. Schools are particularly promising environments for preventing and treating obesity. The Institutes of Medicine recommends 60 minutes per day of physical activity for children and youth, including at least 30 minutes at school. Yet the amount of moderate to vigorous physical exercise children and youth receive at school falls far short of these recommendations. Several intervention programs are supported by well-controlled studies. These effective programs include Planet Health, the Stanford Adolescent Heart Health Program, Dance for Health, Cardiovascular Health in Children, and the Middle School Physical Activity and Nutrition. Unfortunately, the many methodological shortcomings and inconsistencies in the obesity preventi...

A meta-analytic review of obesity prevention in the schools: 1997-2008

Psychology in the Schools — Tue, 28 Jul 2009 23:00:00 +0100

A meta-analysis was conducted on school-based interventions to reduce obesity in children. Sixty-six (k = 66, N = 31,059) comparisons from 40 published studies from 1997 through 2008 were included in analyses. Results indicated a significant effect for school-based interventions with an overall weighted effect size of r = .05. Several moderating factors were examined to explain the heterogeneity in study outcomes. Interventions that were universal (k = 37, r = .07), conducted in elementary schools (k = 41, r = .06), implemented collaboratively (k = 19, r = .12), primarily included children of Asian ethnicity (k = 5, r = .30), encouraged nutritional change (k = 28, r = .13), and sought to reduce sedentary behaviors (k = 17, r = .15) were identified as more successful in reducing students' o...

Wheezing, sleeping, and worrying: The hidden risks of asthma and obesity in school-age children

Psychology in the Schools — Tue, 28 Jul 2009 23:00:00 +0100

The present study investigated the co-occurrence of asthma and obesity in a sample of 193 children (mean age = 7.76 years). Specifically, this study was interested in delineating the associated comorbidities of internalizing symptoms and sleep disruptions among younger (younger than 7 years) and older elementary age children with asthma who were also overweight. Information about child internalizing symptoms (among other areas of functioning) was collected from teacher ratings of child behavior. Data regarding nighttime waking, morning symptoms, and school days missed were obtained from parent reports. Findings suggest that older elementary age children with asthma who are overweight are more likely to experience internalizing symptoms and more nighttime waking than their average weight pe...

Obesity rates in special populations of children and potential interventions

Psychology in the Schools — Mon, 13 Jul 2009 23:00:00 +0100

Childhood obesity has become a problem of epidemic proportions in the United States, but much of the research has focused on prevention and intervention programs, which target the general population of school children. Overlooked in the literature are children with special needs (including autism, genetic disorders, Down syndrome, and Prader-Willi syndrome), who on average have higher rates of obesity than do their typically functioning peers. Specifically, some clinical populations of children have genetic predispositions that make intervention more difficult to accomplish. General intervention considerations are discussed and applied to these groups of children. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Introduction to the special issue: Childhood obesity

Psychology in the Schools — Sun, 12 Jul 2009 23:00:00 +0100

No Abstract. (Source: Psychology in the Schools)

The Boston Middle School-Corner Store Initiative: Development, implementation, and initial evaluation of a program designed to improve adolescents' beverage-purchasing behaviors

Psychology in the Schools — Sun, 12 Jul 2009 23:00:00 +0100

The Boston Middle School Corner Store Initiative (CSI) brought together schools, businesses, and community partners to develop, implement, and evaluate a multicomponent pilot program designed to promote healthier beverage purchasing at corner stores among 3,500 middle school students living in Boston, Massachusetts. Healthy drinks were defined for the purpose of this initiative as plain water, low-fat and fat-free milk, and 100% fruit juice. To accomplish the goals of the CSI, partnerships between middle schools and nearby corner stores in support of healthy beverage choices were formed; a social marketing plan aimed at middle school students was developed; local corner stores and schools engaged in the social marketing plan; school-based educational and motivational components were implem...

Prevalence of eating disturbance and body image dissatisfaction in young girls: An examination of the variance across racial and socioeconomic groups

Psychology in the Schools — Sun, 12 Jul 2009 23:00:00 +0100

Eating disorder research has predominantly focused on White adolescent females. More recent research suggests that eating disorders occur in various racial and age groups. The current study examines prevalence and stability of body image dissatisfaction and eating disturbance in 9- and 10-year-old girls and whether there is variability by racial group or socioeconomic status (SES). Five hundred eighty-one girls completed the Children's Eating Attitude Test (ChEAT) and the Body Image Measure (BIM). Results showed that 11% of the sample scored in the Anorexic range at age 9 and about 7% at age 10. When examining body image, 35% of the sample at age 9 and 38% at age 10 selected Ideal Figures that were smaller than their Real Figures on the BIM. There was a significant difference between the r...

Effects of behavioral weight control intervention on binge eating symptoms among overweight adolescents

Psychology in the Schools — Sun, 12 Jul 2009 23:00:00 +0100

In conclusion, findings from this study support an emerging body of evidence suggesting that dietary restriction, as practiced through participation in a weight control intervention, leads to a reduction in binge eating symptoms among overweight adolescents. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Correlates and suspected causes of obesity in children

Psychology in the Schools — Sun, 12 Jul 2009 23:00:00 +0100

The correlates and suspected causes of the intractable condition obesity are complex and involve environmental and heritable, psychological and physical variables. Overall, the factors associated with and possible causes of it are not clearly understood. Although there exists some ambiguity in the research regarding the degree of happiness in children with obesity, treatments that promote the child's psychological wellness and happiness should continue to be examined relating to promoting enduring weight reduction. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

School-wide healthy weight behaviors: Promoting Universal Longevity via School-family Ecologies (PULSE)

Psychology in the Schools — Tue, 07 Jul 2009 23:00:00 +0100

Rates of childhood obesity have more than tripled in the last 40 years, resulting in a challenge from the public sector and various governmental institutions for the development of effective prevention/early intervention programming. Based on an extensive review of the literature, an evidence-based, school-wide curriculum is proposed. Promoting Universal Longevity via School-family Ecologies (PULSE) is intended to change weight imbalance behaviors via proactive and long-term interventions directed toward all children and their families (universal prevention model) via the school setting. The authors provide a review of the literature and outline the conceptual model of PULSE. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Peer victimization and pediatric obesity: A review of the literature

Psychology in the Schools — Mon, 06 Jul 2009 23:00:00 +0100

This report provides a review of the existing research on peer victimization and its impact on children's psychological, social, and behavioral functioning. Interventions for weight-based stigmatization and victimization are reviewed, and recommendations to improve the effectiveness of such interventions are provided. Future directions for the research literature are suggested to address limitations in the extant literature and highlight potential areas of inquiry that can provide information for the development of effective interventions for the victimization of obese youth. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Emotion, understanding, and social skills among boys at risk of attention deficit hyperactivity disorder

Psychology in the Schools — Wed, 01 Jul 2009 23:00:00 +0100

This study's contribution to the understanding and school treatment of children with ADHD emotional and social competencies is discussed. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Graduate students' administration and scoring errors on the Woodcock-Johnson III Tests of Cognitive Abilities

Psychology in the Schools — Wed, 01 Jul 2009 23:00:00 +0100

This study assesses the frequency and types of examiner errors that occur during the administration and scoring of the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG). Data from 36 graduate students across 108 test records revealed a total of 500 errors across all records. Further analyses indicated three frequently occurring errors, including the use of incorrect ceilings, failure to record errors, and failure to encircle the correct row for the total number correct. The results of this study may be used to inform training programs so that appropriate steps can be taken to decrease the number of examiner errors on the WJ III COG and similar cognitive test batteries. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Adults matter: Protecting children from the negative impacts of bullying

Psychology in the Schools — Wed, 01 Jul 2009 23:00:00 +0100

This study examines the degree to which support from parents and teachers buffers the level of depression for four groups of children involved in bullying (victim, bully, bully-victims, or not involved children). Nine hundred and seventy-seven 5th-, 9th-, and 11th-grade students in the rural South completed questionnaires on bullying, social support, and depression. Children who were not involved in bullying reported less depression and more social support than children involved in bullying, and bully-victims were the most at-risk group. Furthermore, results indicate that in all four bully status groups, children reported fewer symptoms of depression when support from parents was high compared to when it was low. For all groups except victims, when parental support was low, support from te...

Analysis of author affiliation across four school psychology journals from 2000 to 2008: Where is the practitioner research?

Psychology in the Schools — Wed, 17 Jun 2009 04:00:00 +0100

School reintegration for children and adolescents with cancer: The role of school psychologists

Psychology in the Schools — Tue, 09 Jun 2009 04:00:00 +0100

This article provides a description of the model, describes the model's application to school psychologists' work with this unique population of children, provides checklists to help guide school psychologists' intervention throughout the school reintegration process, and highlights implications for school psychology practice. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Further validation of the Systematic Screening for Behavior Disorders in middle and junior high school

Psychology in the Schools — Tue, 09 Jun 2009 04:00:00 +0100

The Systematic Screening for Behavior Disorders (SSBD), a screening system to identify elementary students at risk for emotional and behavioral disorders, was evaluated for use in middle and junior high schools. Teachers completed SSBD Stages One and Two on students in grades 6 to 8 who had characteristics of internalizing or externalizing disorders. Teacher, parent, and self-rating forms of the Achenbach System of Empirically Based Assessment (ASEBA) and the Social Skills Rating System (SSRS) were also completed on 66 students nominated via the SSBD as at risk for internalizing and externalizing problems. Office discipline referrals and grade point averages, for students nominated at SSBD Stage One, were compared with nonnominated students resulting in medium to large effect sizes. Small ...

Historically Black Colleges and University students' and faculties' views of school psychology: Implications for increasing diversity in higher education

Psychology in the Schools — Tue, 09 Jun 2009 04:00:00 +0100

This study investigates Historically Black Colleges and University (HBCU) students' and faculties' knowledge related to school psychology. A total of 165 students and 14 faculty members completed inventories that assessed the understanding and views of various psychological disciplines. Results indicated that HBCU students rated their perceived knowledge of school psychology significantly lower than all psychological disciplines. In addition, these students have significantly fewer sources of information for school psychology than comparable disciplines. Although more than 90% of students stated that they would attend graduate school, the majority was only somewhat interested in school psychology as a career choice. Furthermore, HBCU psychology faculty members stated that the American Psyc...

Stand by me: The effects of peer and teacher support in mitigating the impact of bullying on quality of life

Psychology in the Schools — Tue, 09 Jun 2009 04:00:00 +0100

This study underscores the value of efforts to promote social support from peers and teachers in both universal bullying prevention programs and school climate initiatives. Furthermore, results support further investigation into the possible contributions of bystanders in supporting school-wide bullying prevention/school climate strategies. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

A developmental continuum of phonological sensitivity skills

Psychology in the Schools — Tue, 09 Jun 2009 04:00:00 +0100

This article presents the array of skills that constitute phonological sensitivity, ordered in a developmental continuum based on research evidence in order to create a bridge between scientific evidence and school-based practices. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Confirmatory factor analysis of the KABC-II in preschool children

Psychology in the Schools — Sun, 07 Jun 2009 04:00:00 +0100

The present study assessed the Kaufman Assessment Battery for Children, Second Edition (KABC-II) in relation to the synthesized Cattell-Horn-Carroll (CHC) theory of intelligence with a preschool sample. Participants were 200 preschool children between four and five years of age. A confirmatory factor analysis (CFA) was conducted, and different variations of the CHC model were examined to determine which provided the best representation of the proposed underlying CHC constructs tested by the KABC-II. The models included one similar to Spearman's g, a contemporary two-stratum model consisting of fluid and crystallized intelligence (Gf-Gc model), and a synthesized CHC broad factor +g model. The last was the empirically validated theory of interest in this study. Results of the CFA revealed th...

A comparison of teachers' and school psychologists' perceptions of the importance of CHC abilities in the classroom

Psychology in the Schools — Thu, 04 Jun 2009 04:00:00 +0100

This study compares ratings by a sample of teachers (n = 53) and school psychologists (n = 86) of the importance of the CHC cognitive abilities in the classroom. The scale demonstrated adequate reliability (total scale [alpha] = .93, median [alpha] = .74), although evidence of construct validity varied between teachers and school psychologists. Both teachers and school psychologists rated quantitative ability, crystallized knowledge, and fluid reasoning as most important to school success. However, school psychologists rated short-term memory and quantitative ability as more important than did the teachers. Importance of these differences for consultation is discussed. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Preventive screening for early readers: Predictive validity of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

Psychology in the Schools — Tue, 19 May 2009 04:00:00 +0100

This study investigated the predictive validity of scores on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Logistic regression analyses were used to test the utility of the DIBELS first grade indicators for predicting reading proficiency on TerraNova California Achievement Test (CAT) Assessment and Pennsylvania System of School Assessment (PSSA) in second and third grade, respectively. Results suggest that students' first grade Oral Reading Fluency (ORF) DIBELS risk category scores were the only significant predictor of future TerraNova and PSSA reading proficiency. Although the current data present encouraging results for the predictive validity of ORF as a screening tool for early readers, further investigations of the utility of the remaining indicators (Letter Naming ...

English language learners' and non-English language learners' perceptions of the classroom environment

Psychology in the Schools — Fri, 15 May 2009 04:00:00 +0100

This study examines the degree to which English language learners' (ELL) descriptions of classroom supports for learning are similar to or different from the descriptions of non-ELL students. Specifically, the study compared the classroom perceptions of ELL students and general education students using the ClassMaps Survey (CMS), which includes indices of classroom relationships (teacher-student, peer, and home-school) and supports for self-regulation (self-efficacy, self-determination, and self-control). It was hypothesized that the CMS subscale scores would differ for the two student groups. Results indicated that ELL students rated themselves significantly lower in academic efficacy and rated their classmates as more likely to follow class rules compared to the ratings of non-ELL studen...

Family assessment in K-12 settings: Understanding family systems to provide effective, collaborative services

Psychology in the Schools — Wed, 13 May 2009 04:00:00 +0100

This article explores using family assessment tools to support both students' academic achievement and their families within a school context. A case study illustrates how a professional school counselor could employ and collaborate with family assessment tools to support the student, family, and school systems. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Developing math automaticity using a classwide fluency building procedure for middle school students: A preliminary study

Psychology in the Schools — Wed, 13 May 2009 04:00:00 +0100

To investigate the influence of an innovative math fluency intervention, 36 middle-school students were randomly assigned to either an experimental (the Detect, Practice, Repair [DPR]) or control condition (reading intervention). After covarying pretest scores, the DPR treatment produced a significantly higher (p = .016) adjusted mean (M) math score (M = 47.53, standard deviation [SD] = 3.26) for the intervention group when compared to the control group (M = 33.31, SD = 4.39). The intervention is described so that teachers and consulting school psychologists can implement the steps for individuals or groups (e.g., in a multitiered response to intervention model). © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Student-teacher relationships matter: Moderating influences between temperament and preschool social competence

Psychology in the Schools — Wed, 13 May 2009 04:00:00 +0100

This study employs such a model to investigate the interactive influence of child temperament and student-teacher relationship quality on peer play behaviors. Parents of 44 preschool children (25 girls, 19 boys) ranging in age from 40 to 68 months (mean [M] = 53.00) and primarily White (92.9%) provided ratings of their children's temperaments on the Behavioral Style Questionnaire. Their teachers completed the Student-Teacher Relationship Scale and the Penn Interactive Peer Play Scale. Results indicate that (a) student-teacher relationships characterized by low conflict and low dependence are associated with less disruptive peer play, and (b) the association between temperament and disruptive play is attenuated in low conflict student-teacher relationships. Implications for school psycholog...

Validity of the Bracken School Readiness Assessment for predicting first grade readiness

Psychology in the Schools — Thu, 09 Apr 2009 16:35:03 +0100

This study partially validated the use of the BSRA as a screening measure to predict kindergarten performance and kindergarten teachers' ratings of first grade readiness. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Student conscientiousness, self-regulated learning, and science achievement: An explorative field study

Psychology in the Schools — Wed, 01 Apr 2009 04:00:00 +0100

This explorative field study examined the mediating role of self-regulated learning (SRL) in the relationship between the personality trait of conscientiousness, SRL, and science achievement in a sample of junior high school students. Over the course of an entire academic year, data on enacted SRL were collected each week for 52 eighth-grade students in the context of an inquiry-based ecology project. Data were also collected on personality traits, self-reported study strategies, science project achievement, and grade point average. Findings show significant relationships between conscientiousness, SRL, and achievement. As hypothesized, conscientiousness was shown to significantly impact academic achievement in the inquiry-based course, mediated by enacted SRL. © 2009 Wiley Periodicals, I...

The influence of gender on the likelihood of using soft social power strategies in school consultation

Psychology in the Schools — Sat, 21 Mar 2009 04:00:00 +0100

The social power typology developed originally by French and Raven in 1959 and revised by Raven in 1965 and 1992 was applied to study school consultation. Specifically, we investigated how the gender of school psychologist consultants and teacher consultees influence how likely consultants are to use soft power strategies, identified as those drawing on expert, referent, informational, legitimate dependency, and legitimate position power. A modified version of the Interpersonal Power Inventory was mailed to 1,000 Nationally Certified School Psychologists. Results obtained from 352 respondents indicated that, when consulting with female teachers: (a) male psychologists are more likely to use expert power than the other four soft strategies combined, and (b) female psychologists are less lik...

Childhood depression: Rethinking the role of the school

Psychology in the Schools — Thu, 19 Mar 2009 04:00:00 +0100

Schools play a privileged and strategic role in the lives of children acting as their principle environment away from home. Additionally, schools act as part of the community linking families and neighborhoods. These characteristics make schools a relevant setting for mental health service delivery and support to children and parents. In this article the role of the school environment on the development of childhood depression and as a leverage point in the prevention and treatment of depression will be discussed. Rationales for this viewpoint, as well as practical suggestions for reducing the deleterious effects of schooling on children's emotional well-being, are offered. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Improving homework accuracy: Interdependent group contingencies and randomized components

Psychology in the Schools — Tue, 17 Mar 2009 04:00:00 +0100

Homework is an often employed teaching strategy that has strong positive effects on academic achievement across grade levels, content areas, and student ability levels. To maximize academic learning, accuracy of homework should be addressed. The present investigation employed a multiple-baseline design across academic behaviors to examine the efficacy of randomization of the interdependent group contingency on the homework accuracy of six fourth-grade students enrolled in a general education class. Results demonstrated that the interdependent group contingency coupled with randomly selected components improved accuracy of homework performance. Specifically, participants demonstrated gains in all three subject areas. Limitations and future research are also addressed. © 2009 Wiley Periodic...

Grade retention: Current decision-making practices and involvement of school psychologists working in public schools

Psychology in the Schools — Mon, 16 Mar 2009 04:00:00 +0100

Research examining student outcomes (e.g., achievement, adjustment) after grade retention reveals that it does not result in long-term improvements for students; however, grade retention continues to be used as an intervention. The purpose of this study was to examine retention decision-making practices, as well as school psychologists' knowledge, beliefs, and opinions regarding retention. Actual and ideal roles of school psychologists in grade retention decisions were also examined. Participants included 250 school psychologists randomly selected from the membership of the National Association of School Psychologists. Results revealed that the decision to retain is a subjective one, typically made by a team. Responding school psychologists did not support retention and found the research ...

Utilizing the convergence of data for expedited evaluations: Guidelines for school psychologists

Psychology in the Schools — Mon, 16 Mar 2009 04:00:00 +0100

The purpose of this article is to propose that a combined response to intervention (RTI)-psychoeducational assessment model be used for expedited evaluations required during disciplinary proceedings [Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1415(k)(5)(D)(ii)]. An expedited evaluation would determine if the child had a disability requiring special education or related services prior to considering disciplinary sanctions. The usefulness of the academic and behavioral data generated by RTI in the expedited evaluation is demonstrated. The IDEA requirements for expedited evaluations are overviewed, and case study examples are presented. Guidelines to assist school psychologists and child study teams in converging both RTI and psychoeducational assessment data in the...

Methods for measuring student response to stimulant medication: A meta-analytic review

Psychology in the Schools — Tue, 10 Feb 2009 05:00:00 +0100

Measuring student response to interventions has become an important role for school psychologists. Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are frequently treated with stimulant medication, but the response to the treatment is rarely adequately assessed. The current study examined the sensitivity of measures used to assess the outcomes of stimulant medication for children identified with ADHD using meta-analytic procedures. A total of 812 articles were reviewed with 35 being selected for the study based on a common treatment protocol of .3 to .5 mg/kg with a 2- to 8-week pre- and post-test interval. Measures were categorized as behavioral, psychological, or physiological. A total of 81 effect sizes were computed with a total unbiased estimate of effect of .53 and unbia...

Privileged communication in the school psychologist-client relationship

Psychology in the Schools — Mon, 09 Feb 2009 05:00:00 +0100

This article addresses the meaning of the term privileged communication and identifies common exceptions to privilege. Findings from a computerized search of the status of privileged communication between school psychologists and their clients in all states are reported. Implications of privilege communication laws for the delivery of school psychological services are discussed. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Teacher expectations on the directiveness continuum in consultation

Psychology in the Schools — Mon, 09 Feb 2009 05:00:00 +0100

The study investigated the consultation approaches of collaborative-directive and collaborative-nondirective and the influence of teacher expectations for consultation on their ratings of consultation success. Teachers viewed videotaped consultation sessions of a collaborative-directive or collaborative-nondirective consultation session that either matched or mismatched their expectations. The study found significantly higher ratings for the consultants and interventions when the collaborative-directive approach was used. In addition, teachers in conditions that matched their expectations for consultation rated consultants and interventions significantly higher than did teachers in mismatched conditions. The importance of this line of research lies in its practical application, allowing pr...

Changes in children's peer interactions following a natural disaster: How predisaster bullying and victimization rates changed following Hurricane Katrina

Psychology in the Schools — Mon, 09 Feb 2009 05:00:00 +0100

In this study, we examined changes in bullying and peer victimization in two cohorts of children. Youth from an area affected by Hurricane Katrina were assessed pre- and postdisaster (n = 96, mean [M] = 10.9 years old, 53% female), and a comparison group from a nearby area was assessed over the same time interval 1 year prior (n = 120, M = 10.2 years old, 52% female). Within the hurricane group, relations between symptoms of post-traumatic stress disorder (PTSD) with bullying and victimization also were examined. Following the hurricane, the hurricane group reported increased relational and overt bullying relative to the nonhurricane group, and PTSD symptoms predicted increased victimization. Thus, school personnel should be vigilant and prepared to respond to increased bullying following ...

Social preference choices in late elementary school: Within and across group nominations

Psychology in the Schools — Mon, 09 Feb 2009 05:00:00 +0100

This study examined the social preference nominations (i.e., "liked most" and "liked least") in relation to peer group and classroom social dynamics in a sample of 622 fifth graders from 11 schools in a southeastern state. Liked most and liked least nominations were given to a small concentration of students within classrooms. The top five nominees for liked most and liked least tended to be in peer groups and associated with at least one classmate who shared their position as a top nominee. The majority of liked most nominations in a classroom were made toward members inside the nominator's group, whereas the majority of liked least nominations were made toward peers outside one's group. Students in the same peer group were more likely to nominate the same peers as liked most than were st...

Perceived behavioral atypicality as a predictor of social rejection and peer victimization: Implications for emotional adjustment and academic achievement

Psychology in the Schools — Sun, 08 Feb 2009 05:00:00 +0100

This study examined perceived behavioral atypicality as a predictor of children's school-based adjustment. First, a descriptive pilot study was conducted to examine children's reasons for nominating peers as behaviorally atypical. Then, atypicality was investigated in relation to school-based adjustment in a two-wave panel design. Social problems, emotional adjustment, and academic achievement were assessed in the fall and spring of a school year with 1,193 third-grade students via peer-, teacher-, and self-report instruments as well as school records. In the fall, atypicality was related to higher levels of social rejection and peer victimization as well as impaired emotional adjustment and academic achievement. When examined across the school year, atypicality, as mediated by higher leve...

Correlates of peer victimization and achievement: An exploratory model

Psychology in the Schools — Thu, 05 Feb 2009 05:00:00 +0100

This study investigates peer victimization and achievement. Adolescents aged 12-15 years were drawn from the National Longitudinal Survey of Children and Youth, which is a stratified random sample of 22,831 households in Canada. Teachers', children's, and parents' reports were combined in a latent variable path analysis, [chi]2(51) = 348.54, p < .000. The model converged in six iterations resulting in a Comparative Fit Index = .90, and a standardized residual mean error of .05. The model shows that adolescents who are victimized by their peers are at risk of experiencing poor school achievement if they exhibit disruptive behaviors, receive little support from their teachers, and experience non-nurturing, rejecting behaviors from their parents. © 2009 Wiley Periodicals, Inc. (Source: Psych...

Erratum

Psychology in the Schools — Sat, 24 Jan 2009 05:00:00 +0100

No Abstract. (Source: Psychology in the Schools)

Deleterious effects of psychotherapy and counseling in the schools

Psychology in the Schools — Fri, 23 Jan 2009 05:00:00 +0100

This article looks to identify and summarize some of the possible deleterious effects in school-based counseling across a variety of disorders and to make school psychologists cognizant of possible negative outcomes when designing and implementing treatment plans. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Preventing boys' problems in schools through psychoeducational programming: A call to action

Psychology in the Schools — Thu, 22 Jan 2009 05:00:00 +0100

Controversy currently exists on whether boys are in crises and, if so, what to do about it. Research is reviewed that indicates that boys have problems that affect their emotional and interpersonal functioning. Psychoeducational and preventive programs for boys are recommended as a call to action in schools. Thematic areas for boys' programming are enumerated including life skills and issues with masculinity ideology and gender role conflict. An example of a program that promotes positive and affirmative masculinity is given. Some of the barriers and strategies to implement programs for boys are discussed. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Promoting cultural competence in counseling Asian American children and adolescents

Psychology in the Schools — Thu, 22 Jan 2009 05:00:00 +0100

Asian Americans are commonly perceived as the diligent and high-achieving "model minority." This positive stereotype has negative consequences for this ethnic minority group because it trivializes their social and mental health problems. This image of success has made many overlook the true nature of the struggles many Asian American families have to face in the United States. Scientific literature suggests that Asian American children experience major adjustment problems in school including loneliness, isolation, withdrawal, rejection, anxiety, low self-esteem, and interpersonal distress. Cultural barriers exist between the Asian and the dominant society and influence Asian Americans' cognitive appraisal and coping choices when personal and emotional problems arise. These barriers also pr...

Group counseling in the schools

Psychology in the Schools — Thu, 22 Jan 2009 05:00:00 +0100

Group counseling is an effective intervention when working in a school setting. In this article, the authors discuss the different kinds of groups offered in schools, types of group interventions, strategies to use in forming groups, and how to collaborate with others in the school. Because leading groups in schools is a specialized skill, the authors suggest that group leaders form collaborative relationships with others in the school, allot sufficient time for group counseling, advocate to change policies that might preclude groups in schools, and work with students and teachers to honor the time allotment dedicated to group counseling. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Crisis counseling: An overview

Psychology in the Schools — Thu, 15 Jan 2009 03:47:10 +0100

This article reviews basic concepts in crisis counseling and describes the components of psychological first aid. This form of counseling must be developmentally and culturally appropriate as well as individualized. Effective intervention can prevent post-traumatic stress syndrome and facilitate normal mourning processes associated with any losses experienced. These prevention activities are also discussed. Some children may need resources beyond those that the school can provide, and appropriate referrals can link children and adults to a variety of treatments such as psychotherapy and medication, also briefly outlined. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

School-Based counseling of abused children

Psychology in the Schools — Wed, 14 Jan 2009 05:00:00 +0100

Abused children experience high rates of behavior, emotional, and learning problems but infrequently receive treatment. Most services provided to abused children and their families are not based on any clear evidence that they work. A number of evidence-based treatments (EBTs), demonstrated to be safe and effective in treating a range of difficulties that present in children exposed to family violence, are appropriate for schools. We briefly review forms of abuse, describe EBTs appropriate for schools, and present a decision tree for deciding who to treat and how. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Conceptual frame for selecting individual psychotherapy in the schools

Psychology in the Schools — Wed, 14 Jan 2009 05:00:00 +0100

Psychotherapy is a service-delivery that is provided for both general and special education students. This manuscript examines a conceptual framework for determing when to employ psychotherapy within the school-based setting. Decisions are informed by the relationship between problem behavior, therapeutic techniques, short-term outcomes, and overall child development. Both the individual needs of students and the cumulative body of evidence regarding treatment effectiveness are required for intervention selection. The school psychologists' unique training in psychology and education affords the opportunity to effectively use psychotherapy to enhance the academic and social development of children. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Review of school counseling outcome research

Psychology in the Schools — Wed, 14 Jan 2009 05:00:00 +0100

This article is somewhat unique in this special issue as it focuses on the effectiveness of an array of school counseling interventions and not solely on individual and group counseling. In summarizing the school counseling outcome literature, the authors found that students who participated in school counseling interventions tended to score on various outcome measures about a third of a standard deviation above those who did not receive the interventions. School counseling interventions produced quite large effect sizes in the areas of discipline, problem solving, and increasing career knowledge. The effect sizes were smaller, but significant, related to school counseling interventions' impact on academic achievement. Surprisingly little school counseling research was found related to ind...

Application of the contextual model to school-based counseling: Why does it work?

Psychology in the Schools — Tue, 06 Jan 2009 05:00:00 +0100

There is considerable support for the effectiveness of psychotherapies regardless of their individual theoretical underpinnings. They all evidence substantial positive outcomes, particularly if they contain common elements. These include a therapeutic relationship within an appropriate setting, a rationale for why the client is unhappy or distressed and in need of therapy, and procedures for effecting positive change. We interpret these common elements as a process of learning that promotes the client's independence, friendship formation and maintenance, competence, and physical health. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Introduction to individual and group counseling in the practice of school psychology

Psychology in the Schools — Mon, 05 Jan 2009 05:00:00 +0100

No abstract. (Source: Psychology in the Schools)

Children and traumatic events: Therapeutic techniques for psychologists working in the schools

Psychology in the Schools — Mon, 05 Jan 2009 05:00:00 +0100

This article seeks to provide an overview of research on the efficacy of TF-CBT with children and adolescents who have experienced trauma with a primary focus on psychologists working in the schools. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Play therapy in elementary schools

Psychology in the Schools — Mon, 05 Jan 2009 05:00:00 +0100

This article provides practical information for developing a play therapy program, a discussion of the skills needed by the psychologist, how to involve parents and teachers in the treatment process, and a review of impressive effect sizes found in play therapy research studies. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Group counseling in the schools: Legal, ethical, and treatment issues in school practice

Psychology in the Schools — Thu, 01 Jan 2009 05:00:00 +0100

This article reviews mental health issues transforming children's mental health, considers differing group counseling models and stages of group development, and examines contemporary legal and ethical dilemmas inherent in school practice. Uniquely, a question-and-answer format is used to highlight legal issues for practice. © 2008 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

School-based prevention and intervention programs for children with emotional disturbance: A review of treatment components and methodology

Psychology in the Schools — Tue, 30 Dec 2008 05:00:00 +0100

School practitioners and educators are frequently challenged by the diverse and pervasive academic, social, and behavioral needs of children at risk for and with emotional disturbance. The present article examines the outcome literature on school-based prevention and intervention programs by systematically reviewing the key treatment interventions and methodology used. A total of 29 investigations including 1,405 children and adolescents were reviewed and coded on 41 variables across three dimensions (i.e., sample characteristics, treatment components, and methodology). Single subject and group design studies were included. Behavioral and/or cognitive behavioral treatment approaches were primary used. Deficit-based assessment and treatment approaches (i.e., problem behaviors) were predomin...

Instructional practices and behavior during reading: A descriptive summary and comparison of practices in title one and non-title elementary schools

Psychology in the Schools — Tue, 30 Dec 2008 05:00:00 +0100

Increasing achievement for all students is a focus of general and special education reform today. Especially in the area of reading, there are many children who are at risk for failure. The purpose of this study was to describe teachers' use of instructional time during literacy with students at schools with (Title One) and without (non-Title) high percentages of students in poverty. Teachers and students from 35 classrooms were each observed for approximately 5 hours, for a total of 175 observation hours. Teachers identified the time when they consistently taught literacy and were observed in 1-hour increments across 5 days. The Setting Factors Assessment Tool was used to measure the instructional context, teacher behavior, and student behavior. Main results from descriptive and statistic...

School-based interventions for students with substance abuse

Psychology in the Schools — Tue, 30 Dec 2008 05:00:00 +0100

This article provides school professionals in secondary settings with current information on student substance use rates, evidence-based individual and group interventions, and discussion of the 42 Code of Federal Regulations, Part 2 (42 CFR). © 2008 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Racial and emotional factors predicting teachers' perceptions of classroom behavioral maladjustment for urban African American male youth

Psychology in the Schools — Fri, 19 Dec 2008 05:00:00 +0100

The present study investigated the predictive influence of students' reactive emotional coping and racial socialization experiences on teachers' perceptions of classroom behavior adjustment problems. Participants were 148 African American male youth attending a secondary school in a large northeastern city. Behavioral outcomes included teacher ratings of student behavioral overactivity in different classroom situations. Results using hierarchical regression analyses show that measures of social rejection sensitivity, anger expression, and racial socialization predict teacher-observed behavioral overactivity, with overt anger expression being the most powerful predictor. Findings suggest that racial socialization and particular styles of emotional coping are important determinants for teach...

Peer victimization in children with Attention-Deficit/Hyperactivity Disorder

Psychology in the Schools — Wed, 17 Dec 2008 05:00:00 +0100

This study explored peer victimization in 9- to 14-year-old children with and without Attention-Deficit/Hyperactivity Disorder (ADHD). The sample comprised 104 children, 52 of whom had a previous ADHD diagnosis. Children with ADHD had higher overall rates of self-reported victimization by peers and parent- and teacher-reported bullying behavior than did children without ADHD. The rates of victimization were especially high for girls with ADHD. Furthermore, children with ADHD reported higher frequencies of verbal, physical, and relational victimization than did children without ADHD. When data were pooled from children, parents, and teachers, children with ADHD were categorized as victims, bullies, and bully/victims significantly more often than were children without ADHD. Parent ratings of...

Monitoring trends and accuracy of self-efficacy beliefs during interventions: Advantages and potential applications to school-based settings

Psychology in the Schools — Tue, 16 Dec 2008 05:00:00 +0100

Self-efficacy measures are context-specific assessment tools designed to evaluate students' perceptions of capability to attain specific outcomes on particular tasks. These measures are important because they possess several desirable features typical of progress-monitoring tools (i.e., context specific, free of reactive effects, strong psychometric properties), have been shown to be strong predictors of motivated and self-regulatory behaviors, and possess many advantages relative to more global self-report scales of motivation. In this article, a general framework for using these scales as a supplemental assessment tool to behavioral or skill-based assessments will be presented and discussed. The key focus of this article involves illustrating how practitioners can evaluate and interpret ...

Evaluation of stimulus preference assessment methods with general education students

Psychology in the Schools — Mon, 15 Dec 2008 05:00:00 +0100

The current exploratory study examined the ability of three stimulus preference assessments to identify effective reinforcers for general education students. Four students from Grades K through 5 and their teachers participated. A student nomination, teacher nomination, and ongoing (daily) stimulus preference assessment were evaluated. The results demonstrate that reinforcers identified by both general education students and their teachers increased behavior similarly, although correspondence between teacher- and student-selected items themselves were low. Evaluation of the procedures indicated the highest rate of responding occurred under the ongoing reinforcer assessment condition for 3 of the 4 students. Limitations and future research are discussed. © 2008 Wiley Periodicals, Inc. (Sou...

Examining developmental differences in the social-emotional problems among frequent bullies, victims, and bully/victims

Psychology in the Schools — Mon, 15 Dec 2008 05:00:00 +0100

Bullying poses a threat to children's social-emotional functioning and their perceptions of school climate, yet few studies have examined different types of social-emotional and behavior problems presented by children involved in bullying, as a bully, victim, or bully/victim across multiple school levels. The current study used data from 24,345 elementary-, middle-, and high-school students to examine the association between frequent involvement in bullying and aggressive impulsivity, attitudes toward aggressive retaliation, internalizing symptoms, peer relations, and perceptions of school climate. Logistic regression analyses indicated that bully/victims were most likely to display internalizing symptoms, problems in peer relationships, and have poorer perceptions of the school environmen...

Developing a school-wide progress-monitoring system

Psychology in the Schools — Wed, 10 Dec 2008 05:00:00 +0100

This article describes the development of a process for universal screening and progress monitoring in reading at the elementary level that can be used in a school-wide Response to Intervention (RtI) model. University personnel worked with teachers and administration at an urban elementary school to develop and implement the model in response to a school district mandate for school improvement. All students were screened in reading during the fall using the MAZE procedure, and students scoring in the lowest 20% of each class were monitored using curriculum-based measurement of oral reading every other week. The MAZE was re-administered to all students in the winter and spring to assess school-wide growth in reading. Features of the model that made it useful include group administration of ...

Preventing and ameliorating young children's chronic problem behaviors: An ecological classroom-based approach

Psychology in the Schools — Tue, 09 Dec 2008 05:00:00 +0100

This article describes an ecological classroom-based approach, which emphasizes changing teacher--student interaction patterns as a means for preventing and possibly ameliorating coercive interaction patterns demonstrated by young children and their teachers. First, a brief overview of current service delivery models and intervention programs addressing young children's behavioral excesses is presented. Next, a description of the ecological classroom-based intervention model for addressing the behavioral needs of these children is described. This section includes the theoretical frameworks on which the model is based and an overview of model components. Additionally, the application of the model to a school-wide systems approach is explored. Finally, future research directions are discusse...

Combining school and family interventions for the prevention and early intervention of disruptive behavior problems in children: A public health perspective

Psychology in the Schools — Tue, 09 Dec 2008 05:00:00 +0100

This article proposes combining PBIS with the FCU in an effort to improve and alter existing service delivery systems to prevent behavior problems in young children across both the school and family contexts. © 2008 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Introduction to the special issue: Building systems to support students at risk for failure in schools

Psychology in the Schools — Tue, 09 Dec 2008 05:00:00 +0100

No abstract. (Source: Psychology in the Schools)

Further examining the triangle tip: Improving support for students with emotional and behavioral needs

Psychology in the Schools — Tue, 09 Dec 2008 05:00:00 +0100

Students identified as having emotional and behavioral disorders (EBD) experience the poorest educational outcomes among any disability group. Although models of intervention and corresponding evidence-based practices continue to advance, the promise of new approaches has failed to reach the general population of students with EBD. In this artice, we visit possible explanations for these continued poor outcomes. Breakdowns along several systems are discussed, including placement and related practices as well as the absence of individualized approaches. In addition, we offer suggestions for improvement. © 2008 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Supporting the collaboration of special educators and general educators to teach students who struggle with mathematics: An overview of the research

Psychology in the Schools — Tue, 09 Dec 2008 05:00:00 +0100

Special education and mathematics teachers are under pressure to respond to the needs of an increasingly diverse range of students in mathematics. One way for them to meet the instructional needs of struggling learners is through collaboration where, ideally, the knowledge one teacher brings can address the gaps of the other. However, the differing perspectives and approaches they bring to the collaborative effort may also impede it. The purpose of this article is to describe a sampling of the recent research within both the mathematics and special education fields. This is done to enable collaborating teachers to create an effective learning environment for students who struggle in mathematics. Fifty recent studies focused on struggling learners in mathematics, were identified, and then a...

Moving from good ideas in educational systems change to sustainable program implementation: Coming to terms with some of the realities

Psychology in the Schools — Tue, 09 Dec 2008 05:00:00 +0100

This article discusses selected issues surrounding ethical, theoretical, and pragmatic issues of systemic change, with the primary emphasis on pragmatic issues. The importance of providing programming to support implementation of new practices in schools is highlighted. © 2008 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Effect of short- and long-term play therapy services on teacher-child relationship stress

Psychology in the Schools — Fri, 10 Oct 2008 04:00:00 +0100

The purpose of the present study was to explore the effect of both short- and long term Child-Centered Play Therapy on teacher-student relationship stress. Teachers identified 58 students exhibiting emotional and behavioral difficulties who were randomly assigned to one of two treatment groups. Students in the short-term intensive play therapy group participated in 16 sessions of play therapy over 8 weeks, and students in the long-term play therapy group participated in 16 sessions over 16 weeks. Results indicated that both intervention groups demonstrated significant improvement in teacher-student relationship stress from pre- to posttest. Post hoc analyses indicated that the short-term intensive intervention demonstrated statistical significance and larger effect sizes in overall total s...

Impact of videotaped instruction in dialogic reading strategies: An investigation of caregiver implementation integrity

Psychology in the Schools — Tue, 30 Sep 2008 04:00:00 +0100

Research during the past 15 years has repeatedly demonstrated the beneficial effects of dialogic reading (DR), a form of shared storybook reading, on the development of language in preschool children. Although much is known about the effects of DR on children, little attention has been paid to the role that adult caregivers play in the DR experience. Specifically, we do not yet have an understanding of the frequency and consistency with which caregivers use DR strategies in daily practice, prior to and following training. In the current study, the integrity with which six caregivers used DR strategies with their preschool-aged children subsequent to viewing a commercially available training videotape was investigated. Results indicate that caregivers can learn to use several DR strategies ...

Autism Spectrum Disorders: Neurobiology and current assessment practices

Psychology in the Schools — Mon, 29 Sep 2008 04:00:00 +0100

This study reviews recent research related to the neurobiology of Autism Spectrum Disorders (ASDs) an provides an empirical analysis of current assessment practices. Data were collected through a survey of 117 school psychologists. The Childhood Autism Rating Scale (CARS), Gilliam Autism Rating Scale (GARS), and Gilliam Asperger's Disorder Scale (GADS) were the most frequently used measures. Among the less popular, but more intensive instruments, the Autism Diagnostic Observation Schedule (ADOS) appears to be gaining popularity within school-based evaluations. Generally, respondents approached the assessment of ASDs from a traditional psychoeducational perspective and reported the use of a very narrow range of ASD-specific instruments. Concerns are raised regarding the inconsistent inclusi...

Advances in the assessment of social competence: Findings from a preliminary investigation of a general outcome measure for social behavior

Psychology in the Schools — Mon, 29 Sep 2008 04:00:00 +0100

This study describes the initial validation of an innovative social--behavioral observational assessment tool that is designed to be used on a repeated basis to assess growth and development of social competence over time to: (a) identify the social functioning of all students, (b) assist in planning support for students at risk, and (c) evaluate the effectiveness of individual and system-wide interventions. Eighteen first-grade students were monitored over an 8-week period using the Initiation-Response Assessment (IRA) Code. The School Social Behavior Scales, a published teacher rating scale, was included as a criterion measure. Estimates of reliability and criterion-related validity were calculated for the IRA. The measure's sensitivity to growth over time and between-group variability w...

Coping strategies of high school students in an International Baccalaureate program

Psychology in the Schools — Mon, 29 Sep 2008 04:00:00 +0100

This article presents results of a qualitative study conducted to uncover the coping styles of students in a rigorous curriculum and determine which strategies are associated with varying levels of psychopathology (specifically, low and above-average anxiety). Forty-eight students from an International Baccalaureate (IB) diploma program participated in eight focus groups, in which participants were grouped by level of anxiety. Following transcription analysis using grounded theory methodology, researchers identified coping strategies and the frequency of these approaches; active problem-solving and avoidance of demands were reported most often among all IB students in this investigation. Students with above-average levels of anxiety discussed seeking social support more often, whereas stud...

Efficacy of teacher in-service training for attention-deficit/hyperactivity disorder

Psychology in the Schools — Mon, 29 Sep 2008 04:00:00 +0100

Children with attention-deficit/hyperactivity disorder (ADHD) evidence many problems in the classroom. Teacher in-service training is routinely used to inform school professionals about a number of special topics; however, the efficacy of such in-service training for ADHD has not been established. The present study examined the efficacy of brief in-service training focused on evidence-based assessment and treatment of ADHD. Teachers from six schools (N = 142) in the Washington, DC, metropolitan area were randomly assigned at the school level to receive in-service training immediately or to a waitlist control group that received in-service training 1 month later. Measures of ADHD knowledge and use of behavior modification techniques were obtained at pre-- and post--in-service intervention. ...

The school neuropsychology of ADHD: Theory, assessment, and intervention

Psychology in the Schools — Wed, 10 Sep 2008 04:00:00 +0100

Although the five-part diagnostic criteria of the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition, Text Revision (DSM-IV-TR) for attention-deficit/hyperactivity disorder (ADHD) are behavioral and descriptive in nature, this condition has increasingly been defined as a disorder resulting from impaired behavioral inhibition leading to executive function deficits. Recent research, particularly involving the Planning, Attention, Simultaneous, Successive (PASS) theory offers an understanding of the intellectual and neuropsychological processes implicated in ADHD. We provide an overview of ADHD as a neuropsychological condition; reviews of research on the PASS theory, which provide a process-based understanding of ADHD; and recommendations for assessment and intervention. Th...

Behavioral profiles of children with epilepsy: Parent and teacher reports of emotional, behavioral, and educational concerns on the BASC-2

Psychology in the Schools — Fri, 05 Sep 2008 04:00:00 +0100

The Behavior Assessment Scale for Children - Second Edition (BASC-2) was administered to 108 parents and 37 teachers of children with epilepsy (mean age of 10.6 years; 51% female, 49% male). Results demonstrated high mean scores on the Atypicality, Attention Problems, Withdrawal, and Adaptive Skills scales and a high percentage of At-Risk or Clinically Significant scores on the majority of scales. Ratings were correlated with level of functioning, age of onset, and number of antiepileptic medications. In addition, children with poor seizure control had higher ratings on the Depression, Somatization, and Withdrawal scales, and children with temporal lobe seizures had higher scores on the Depression scale. These results confirm a high rate of behavioral concerns in children with epilepsy. ©...

Introduction to special issue: Applications of neuropsychology in the schools