Psychology in the Schools via MedWorm.com

District‐level considerations in supporting and sustaining RtI implementation

Psychology in the Schools — Mon, 06 Feb 2012 05:00:00 +0100

AbstractAlthough Response to Intervention (RtI) implementation efforts have been occurring in schools across the country for more than a decade, questions and concerns are emerging, as some schools are not observing significantly improved student achievement or behavior outcomes as expected. In the literature on RtI implementation, most authors indicate there are multiple levels of support that are required for effective RtI implementation. These include individual professional development regarding the rationale for RtI and for developing necessary skills; building‐level support encompassing necessary resources, leadership, and structures that promote RtI; and district‐level support to drive the broader system. In this article, we identify district‐level supports that are important ...

Response to intervention in mathematics: Critical elements

Psychology in the Schools — Mon, 06 Feb 2012 05:00:00 +0100

This article explores some of the key elements of RtI practices in mathematics, including screening for identification of struggling learners and progress monitoring for gauging instructional effectiveness. In addition, several of the pressing needs regarding the importance of mathematics proficiency for all students are discussed. We describe some of the similarities and differences between RtI processes in reading and mathematics. The article addresses the use of diagnostic data and details the importance of “core” instructional practices that reflect the standards included in the National Council of Teachers of Mathematics standards and Common Core Mathematics standards, among others. The article concludes with a discussion of some evidence‐based interventions in mathematics, and ...

Modifying instruction within tiers in multitiered intervention programs

Psychology in the Schools — Mon, 06 Feb 2012 05:00:00 +0100

This article provides a simple model for evaluating the current instruction to look for areas in which it can be adjusted before more restrictive measures are taken. The model draws from the literature on functional assessment of academic performance. Teachers and consultants are advised to check (a) the skills targeted for instruction, (b) guided practice, (c) independent practice, (d) implementation fidelity, and (e) the motivating conditions that are present during instruction. The role of each area in student learning and progress is discussed, and recommendations are made for adjustments. © 2012 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Maximizing the effectiveness of building teams in response to intervention implementation

Psychology in the Schools — Mon, 06 Feb 2012 05:00:00 +0100

This article summarizes the history of teaming in schools, discusses potential barriers, and offers strategies for enhancing team practices and maximizing the outcomes of teaming. © 2012 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Remediating reading difficulties in a response to intervention model with secondary students

Psychology in the Schools — Mon, 06 Feb 2012 05:00:00 +0100

This article provides an overview of the findings from each of the 3 years of an intensive, tiered reading intervention with middle‐school students. In Year 1, students were provided with a Tier 1 and Tier 2 intervention. In Year 2, minimal responders were provided with another year of intervention (Tier 3), and again in Year 3, minimal responders to the 2‐year intervention were provided with a third year of intervention (Tier 4). Using students' responsiveness to intervention as a prerequisite for a subsequent year of intensive instruction, minimal responders received a total of up to 3 years of intervention. The efficacy of an enhanced primary (Tier 1), secondary (Tier 2), and tertiary (Tier 3) intervention, and an individualized, intensive reading intervention (Tier 4) are discussed...

Introduction to the special issue: Addressing response to intervention implementation: Questions from the field

Psychology in the Schools — Wed, 01 Feb 2012 05:00:00 +0100

(Source: Psychology in the Schools)

Reading instruction in tier 1: Bridging the gaps by nesting evidence‐based interventions within differentiated instruction

Psychology in the Schools — Mon, 30 Jan 2012 08:33:48 +0100

AbstractResponse to Intervention (RtI) has brought about many changes in the way educational services are being provided to students who are at risk of school failure. Schools are seeking strategies that will be beneficial to more and more students, including those students whose instruction is primarily in the core, or Tier 1. Nesting proven, evidence‐based practices more widely in an RtI model is discussed as an efficient strategy for closing achievement gaps and research‐‐practice gaps. To differentiate instruction relative to RtI and the core curriculum, the application of strategies typically reserved for Tiers 2 and 3 is suggested. An example of embedding, or nesting, interventions at Tier 1 is given. Organizational tools are provided for Tier 1 whole‐class, differentiated in...

Special considerations with response to intervention and instruction for students with diverse backgrounds

Psychology in the Schools — Sun, 29 Jan 2012 05:00:00 +0100

This article reviews the major recent empirical and qualitative research findings with respect to its impact, particularly with regard to CLD youth. Extant policies are reviewed, in addition to best‐practice recommendations by experts in the field of culturally responsive RtI. The major conclusion of this article is that despite some recent high‐quality studies, insufficient research currently exists to support full implementation of an RtI model with CLD youth or those who have individual diversity. In many cases, researchers need to minimally disaggregate their findings and more clearly explain their samples and methods, moving beyond providing simple ethnicity counts as proxies for culture. Future studies should include fully described contextual variables and consider the science t...

Supporting valid decision making: Uses and misuses of assessment data within the context of RTI

Psychology in the Schools — Sun, 29 Jan 2012 05:00:00 +0100

AbstractWithin an RtI problem‐solving context, assessment and decision making generally center around the tasks of problem identification, problem analysis, progress monitoring, and program evaluation. We use this framework to discuss the current state of the literature regarding curriculum based measurement, its technical properties, and its utility for making instructional decisions. Cursory examination of emerging alternatives (e.g., computer adaptive tests) is included, where appropriate. We then offer recommendations for local decision making, with an emphasis on high‐quality assessment, responsible decision making, bridging the research–practice gap, and capitalizing on the expertise of school psychologists. © 2012 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Making visible teacher reports of their teaching experiences: The Early Childhood Teacher Experiences Scale

Psychology in the Schools — Wed, 18 Jan 2012 07:55:03 +0100

AbstractThe study developed multiple independent scales of early childhood teacher experiences (ECTES). ECTES was co‐constructed with preschool, kindergarten, and first grade teachers in a large urban school district. Demographic, ECTES, and teaching practices data were collected from 584 teachers. Factor analyses documented three teacher experience constructs: Teacher Efficacy, Job Stress, and School Support. Findings showed differences in teaching practices based on ECTES dimensions in hypothesized directions. Teachers experiencing higher levels of stress spent less time teaching literacy and numeracy and interacting with parents, whereas teachers experiencing higher levels of efficacy spent increased time teaching both cognitive skills and social‐emotional skills and communicating w...

Role of student engagement in the resilience of african american adolescents from low‐income rural communities

Psychology in the Schools — Wed, 18 Jan 2012 07:55:02 +0100

AbstractThe study sought to determine whether behavioral and psychological engagement in middle school served a protective or promotive role, thereby contributing to the resilience of African American youth from low‐income rural communities. Teacher reports of adjustment (i.e., aggression, academic competence, popularity) in the sixth grade were gathered. Data on behavioral and psychological engagement across the seventh and eighth grade were collected from student self‐reports. In the ninth grade, achievement data were obtained from school grades and peer assessments measured aggression. To identify profiles across multiple behavioral measures that increase risk, early adjustment configurations were derived from sixth grade teacher reports. Regression analyses indicated that youth wit...

A comparison of the mystery motivator and the Get 'Em On Task interventions for off‐task behaviors

Psychology in the Schools — Wed, 18 Jan 2012 07:55:00 +0100

This study examined the impact of two class‐wide positive behavior support programs. The Mystery Motivator and Get 'Em On Task interventions were implemented in an alternating treatments design with fifth grade participants to decrease off‐task behaviors. Results indicated that both interventions effectively decreased off‐task behavior at the class‐wide level. Implications and suggestions for future research on evidence‐based behavioral interventions are discussed. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

A meta‐analytic review of the cover‐copy‐compare and variations of this self‐management procedure

Psychology in the Schools — Wed, 18 Jan 2012 07:54:56 +0100

AbstractStudies that examined copy‐cover‐compare (CCC) and variations of this procedure were reviewed and analyzed. This review revealed a substantial number of studies that validated the use of CCC across spelling and math skills and across students with and without disabilities. A meta‐analysis of findings indicated that CCC and variations of this procedure were effective for helping students acquire and become fluent in academic skills. The strongest effects were evident when CCC and variations of this procedure were combined with other evidence‐based instructional components. Limitations, future directions for research, and recommendations for practice are offered. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Indirect contact through book reading: Improving adolescents' attitudes and behavioral intentions toward immigrants

Psychology in the Schools — Tue, 03 Jan 2012 05:00:00 +0100

AbstractA study was conducted to test the effects of indirect contact through book reading on the improvement of Italian students' attitudes, stereotypes, and behavioral intentions toward immigrants. The results indicated that adolescents who read a book concerning intercultural topics, compared to those who read a book unrelated to intercultural themes or to those who did not read any book, showed improved intergroup attitudes, reduction in stereotyping, more positive intergroup behavioral intentions, and an increased desire to engage in future contact. Furthermore, the effects of indirect contact were mediated by increased inclusion of other in the self and reduced group identification. Theoretical and practical implications of the findings are discussed. © 2011 Wiley Periodicals, Inc. ...

A meta‐analysis of school‐wide positive behavior support: An exploratory study using single‐case synthesis

Psychology in the Schools — Tue, 03 Jan 2012 05:00:00 +0100

AbstractPositive Behavior Support (PBS) for behavioral problems was included in the 1997 Individuals With Disabilities Education Act reauthorization, reflecting the increased implementation and strengthening empirical evidence for PBS in schools. Whereas PBS can be used reactively, its flexibility has led to a popular comprehensive school‐wide model used for prevention. School‐Wide Positive Behavioral Support (SWPBS) has been used across a variety of school environments and various demographics and has been evaluated using a variety of different outcome measures. The authors conducted a meta‐analysis of SWPBS research spanning 16 years and 20 articles. Specifically, single‐case studies were evaluated using a regression‐based procedure. Results show promising early trends in the d...

Effects of school‐wide positive behavior support on teacher self‐efficacy

Psychology in the Schools — Sun, 01 Jan 2012 05:00:00 +0100

This study examined the relationships between implementation of a school‐wide approach to behavior, School‐wide Positive Behavior Support (SWPBS), and teacher self‐efficacy. Twenty‐two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self‐efficacy. Differences in ratings of self‐efficacy were examined using multilevel modeling. Results showed that teachers at SWPBS schools reported significantly higher perceptions of teacher self‐efficacy when controlling for school‐level effects. Results are discussed in terms of implications for future research and practice. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Augmented self‐modeling as an intervention for selective mutism

Psychology in the Schools — Thu, 22 Dec 2011 20:24:42 +0100

AbstractSelective mutism is a rare disorder that is difficult to treat. It is often associated with oppositional defiant behavior, particularly in the home setting, social phobia, and, at times, autism spectrum disorder characteristics. The augmented self‐modeling treatment has been relatively successful in promoting rapid diminishment of selective mutism and the associated features. Further, it is perhaps the least intrusive of the treatments currently used. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Exploring the utility of self‐modeling in decreasing disruptive behavior in students with intellectual disability

Psychology in the Schools — Thu, 22 Dec 2011 20:24:41 +0100

AbstractStudents with intellectual disabilities can exhibit a wide array of challenging behaviors in the classroom that pose disruptions to the learning milieu and management problems for those involved in their education. Self‐modeling, a behavioral intervention that involves viewing edited videotapes of oneself depicting exemplary behavior, has had documented success in evoking positive behavior change. This investigation utilized a multiple baseline design to examine the effect of self‐modeling in reducing disruptive classroom behavior among 3 high school students with intellectual deficits. Participants were shown five 2‐minute treatment tapes over 10 school days. The results of this experiment were analyzed through visual inspection of the data and calculation of effect sizes. S...

Video self‐modeling to improve academic performance: A literature review

Psychology in the Schools — Thu, 22 Dec 2011 20:24:40 +0100

AbstractVideo self‐modeling (VSM) has been used for decades to effectively improve individuals' behaviors and skills. The purpose of this review is to locate and analyze published studies that used VSM for typical school‐based academic skills to determine the effect of VSM interventions on students' academic performance. Only eight studies were located that met the selection criteria. Based on the results of these 8 studies, VSM shows promise for improving academic performance, although the small number of studies limits our ability to draw strong conclusions about the efficacy of VSM across the school age span and across various academic skills. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Video self‐modeling

Psychology in the Schools — Thu, 22 Dec 2011 20:24:38 +0100

AbstractVideo self‐modeling (VSM) first appeared on the psychology and education stage in the early 1970s. The practical applications of VSM were limited by lack of access to tools for editing video, which is necessary for almost all self‐modeling videos. Thus, VSM remained in the research domain until the advent of camcorders and VCR/DVD players and, more recently, video‐editing software. In this article, the authors trace the history and development of VSM, summarize the research, and provide suggestions for future directions. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Application of self‐modeling to externalizing and internalizing disorders

Psychology in the Schools — Thu, 22 Dec 2011 20:24:37 +0100

This article evaluates the use of the intervention with behaviors associated with both externalizing and internalizing disorders. It compares and summarizes the use of the self‐modeling intervention with behaviors such as: disruptive classroom and social‐setting behaviors. Attention‐Deficit/Hyperactivity Disorder‐associated behaviors, anxiety, depression, fear, and self‐efficacy. Behaviors associated with disorders such as stuttering, selective mutism, and autism are not included in this review as they are covered more in‐depth in other articles contained within this special issue. In general, the self‐modeling intervention is supported for use in a variety of behaviors associated with both internalizing and externalizing disorders. Practitioners are advised to use the method...

Self modeling: Expanding the theories of learning

Psychology in the Schools — Thu, 22 Dec 2011 20:24:35 +0100

AbstractSelf modeling (SM) offers a unique expansion of learning theory. For several decades, a steady trickle of empirical studies has reported consistent evidence for the efficacy of SM as a procedure for positive behavior change across physical, social, educational, and diagnostic variations. SM became accepted as an extreme case of model similarity; improved self‐efficacy became a frequent “explanation” of how it worked. Recently, however, the mounting evidence for ultra‐rapid behavior change (particularly in feedforward versions of video SM) and incomplete satisfaction with explanatory models of observational learning in general suggested a rethinking of underlying theory. The most rapid learning by humans can be achieved by mental simulations of future events, based on reconf...

The use of video self‐modeling with english language learners: Implications for success

Psychology in the Schools — Thu, 22 Dec 2011 20:24:34 +0100

AbstractThe efficacy of video self‐modeling (VSM) to improve reading fluency for English language learners (ELLs) is explored. A review of the literature demonstrates the success of VSM in improving non‐ELL students' fluency. Preliminary research with culturally and linguistically diverse students implies that the intervention can be equally effective with these populations. A brief review of second‐language acquisition reveals the ways in which VSM complements the needs of ELLs at various stages of acquisition. Special considerations for educators of ELLs are also included. Continued research is necessary to establish VSM as an effective research‐based method for ELLs, but the existing evidence base demonstrates the potential success of the intervention. © 2011 Wiley Periodicals,...

Video self‐modeling as an intervention strategy for individuals with autism spectrum disorders

Psychology in the Schools — Thu, 22 Dec 2011 20:24:33 +0100

This article summarizes the empirical evidence supporting the use of video self‐modeling with individuals with autism spectrum disorders to increase language and communication, increase social skills, modify behavior, and teach functional skills. A comparison of the empirical evidence supporting the use of video self‐modeling with other video modeling interventions is also provided. The use of video self‐modeling as part of a continuum of strategies for this population is supported by the current research base. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Constructing self‐modeling videos: Procedures and technology

Psychology in the Schools — Thu, 22 Dec 2011 20:24:32 +0100

AbstractAlthough widely recommended, evidence‐based interventions are not regularly utilized by school practitioners. Video self‐modeling is an effective and efficient evidence‐based intervention for a variety of student problem behaviors. However, like many other evidence‐based interventions, it is not frequently used in schools. As video creation technology becomes increasingly accessible, school psychologists are better able to incorporate video self‐modeling into their practice. Built on a comprehensive review, this article describes the procedures for implementing a video self‐modeling intervention in educational settings. Video self‐modeling procedures described herein include (a) deciding whether video self‐modeling is an appropriate intervention for a situation, (b)...

Introduction to the special issue self‐modeling: Self‐modeling as a Treatment for a Myriad of Issues

Psychology in the Schools — Thu, 22 Dec 2011 20:24:30 +0100

(Source: Psychology in the Schools)

Seven reliability indices for high‐stakes decision making: Description, selection, and simple calculation

Psychology in the Schools — Thu, 10 Nov 2011 20:40:34 +0100

AbstractThe reliability of data is a critical issue in decision‐making for practitioners in the school. Percent Agreement and Cohen's kappa are the two most widely reported indices of inter‐rater reliability, however, a recent Monte Carlo study on the reliability of multi‐category scales found other indices to be more trustworthy given the type of data and number of categories. This manuscript presents defensible decision steps, methods, and rationale for selecting and calculating inter‐rater reliability for practitioners. In addition to using screen shots from readily available online programs for calculation such as Excel and Vassar College (Lowry, 2010), decision guides and a flow chart are presented in several figures and tables for easy reference. © 2011 Wiley Periodicals, In...

Assisting children and families with military‐related disruptions: The United States Marine Corps school liaison program

Psychology in the Schools — Thu, 10 Nov 2011 20:40:29 +0100

This study assessed the thoughts and perceptions of U.S. Marine Corps (USMC) school liaison professionals (SLs) regarding their work with a broad array of stakeholders, both on‐ and off‐base. Generally, SLs expressed positive sentiments regarding the USMC liaison program. They also reported that they were working hard at developing stronger connections to various constituencies in position to assist military families. Unfortunately, there was some indication that SLs may be at risk for burnout. Given the needs of military children, youth, and families, SLs appear to be filling an important function that could enhance military–school–community partnerships. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Delivering school‐based mental health services by school psychologists: Education, training, and ethical issues

Psychology in the Schools — Wed, 02 Nov 2011 04:00:00 +0100

AbstractConsistent with the priority goals of the 2002 Future of School Psychology Conference, the National Association of School Psychologists' Blueprint for Training and Practice III advocates for school psychologists becoming “leading mental health experts in schools.” In this regard, the present article reviews the prevalence and incidence of children's mental health problems in the schools, followed by a historical overview of the nature of school‐based mental health services. We discuss education and training issues and related ethical and professional practice issues that focus on the ethics codes of the National Association of School Psychologists and the American Psychological Association that are associated with the delivery of mental health services by school psychologists...

Predicting teacher commitment: The impact of school climate and social–emotional learning

Psychology in the Schools — Wed, 02 Nov 2011 04:00:00 +0100

AbstractThe aim of this study was to investigate whether school climate and social–emotional learning impact teacher commitment. The sample included 664 public schoolteachers from British Columbia and Ontario in Canada. Participants completed an online questionnaire about teacher commitment, school climate, and social–emotional learning. Binary logistic regression analyses showed that positive school climates significantly predicted three forms of teacher commitment: greater general professional commitment, future professional commitment, and organizational commitment. Of the school climate variables, student relations and collaboration among staff predicted commitment. In addition, stronger beliefs and integration of social–emotional learning predicted two types of teacher commitmen...

Psychometric properties of the Add Health School Connectedness Scale for 18 sociocultural groups

Psychology in the Schools — Wed, 02 Nov 2011 04:00:00 +0100

This study used the responses of 500,800 junior and senior high school students who completed the biennial California Healthy Kids Survey, which includes the SCS. The results supported the use of the SCS as a unidimensional measure and showed that it has acceptable reliability (α = .82 to .88) and concurrent validity (r = .44 to .55) across 18 sociocultural groups. A series of multiple group analyses confirmed configural, metric, and scalar equivalence across groups. The SCS shows promise as measurement instrument for school psychologists; however, further research is needed to examine its underlying latent school connectedness construct. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Relationships between social support sources and early adolescents' mental health: The moderating effect of student achievement level

Psychology in the Schools — Wed, 02 Nov 2011 04:00:00 +0100

This study examined how perceived social support from parents, classmates, and teachers jointly and uniquely predicted psychopathology (i.e., internalizing and externalizing symptoms) and wellness (i.e., life satisfaction) in a sample of 390 middle‐school students. This study also explored the protective nature of high student academic achievement in the relationship between social support and mental health. Social support was a significant predictor of all mental health outcomes, particularly life satisfaction. Although classmate and teacher support were significant unique predictors of students' internalizing and externalizing symptoms, respectively, parent support emerged as the strongest predictor of all indicators of mental health. Academic achievement moderated the direction and st...

Problem analysis: Examining the selection and evaluation of data during problem‐solving consultation

Psychology in the Schools — Wed, 02 Nov 2011 04:00:00 +0100

AbstractThe purpose of this study was to analyze how school psychologists engaged in problem analysis during problem‐solving consultation. Five aspects of the problem analysis process were examined: 1) the types of questions participants asked during problem identification, 2) the types of data participants requested, 3) the frequency of requests for each type of data, 4) the use of multiple methods and sources of data across multiple domains, and 5) the criteria used to interpret the data. Four school psychologists were recruited to each complete three fictional consultation cases within a computer‐simulated environment. A qualitative case study method was used. The results of this study revealed how school psychologists used theory, a multidimensional assessment framework, and self�...

A survey of school psychologists' preparation, participation, and perceptions related to positive behavior interventions and supports

Psychology in the Schools — Wed, 02 Nov 2011 04:00:00 +0100

AbstractPositive behavior interventions and supports are increasingly utilized in school systems throughout the nation, particularly the school‐wide multi‐tiered support framework. Given such trends, and the basis of these practices in psychological principles and research, it is important to identify how school psychologists are trained to contribute to such efforts, their involvement in intervention activities, and their perceptions of this approach. We surveyed a national sample of 557 school psychologists regarding their training, involvement, and perceptions of positive behavior supports. The results indicate that although most respondents had a variety of training experiences in multiple behavior‐related areas, one quarter did not report receiving any training related to school...

Gender differences in positive social–emotional functioning

Psychology in the Schools — Wed, 02 Nov 2011 04:00:00 +0100

AbstractWe investigated gender differences of children and adolescents on positive social and emotional competencies using a new strength‐based measure of positive social–emotional attributes and resilience—the Social–Emotional Assets and Resilience Scales (SEARS) cross‐informant system. Caregivers, teachers, and students in grades kindergarten through 12 from schools across several U.S. states completed SEARS rating scales and self‐report forms. Females were consistently rated as having significantly higher total scores on all versions of the SEARS assessment system (p < .01), indicating consistent perceptions of females' higher levels of social–emotional competencies by all raters. These differences were not impacted by the grade students were in or the gender of the par...

Factor structure of child behavior scale scores in peruvian preschoolers

Psychology in the Schools — Tue, 01 Nov 2011 04:00:00 +0100

In this study, the structural validity of scores on a Spanish translation of the six‐factor Child Behavior Scale (CBS) was assessed in a sample of 265 Peruvian preschool children who ranged from 2 to 6 years in age. Exploratory factor analysis yielded a four‐factor structure, and reliability estimates for scores on the four factors were adequate. The authors suggest replicating the study and examining the utility of CBS scores in predicting future problem behaviors in this population. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

The competencies initiative in American professional psychology: Implications for school psychology preparation

Psychology in the Schools — Fri, 30 Sep 2011 04:00:00 +0100

AbstractIn the past decade, American professional psychology has taken significant steps toward a unified statement of the competencies that define the practice of psychology, regardless of specialty. The purpose of this article is to explain the current competency initiative in professional psychology and examine its implications and potential impact on graduate training in school psychology. A brief overview of competency‐based training and the current competencies initiative in psychology is presented. Two significant challenges to implement competency‐based training are then discussed. The first challenge has to do with conceptualizations of training and practice across accreditation agencies. As a part of the discussion, two recently published competency documents from the Assessm...

Evolving practicum issues in school psychology preparation

Psychology in the Schools — Wed, 28 Sep 2011 04:00:00 +0100

This article summarizes the nature and context of these issues, and makes recommendations for school psychology training programs, national professional organizations, and credentialing organizations. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Introduction to the special issue: School psychology education and training in the united states—Crucial issues and challenges

Psychology in the Schools — Wed, 28 Sep 2011 04:00:00 +0100

(Source: Psychology in the Schools)

Perspectives on specialization in school psychology training and practice

Psychology in the Schools — Wed, 28 Sep 2011 04:00:00 +0100

AbstractSchool psychology is a professional practice specialty in the broader field of the profession of psychology. As such, the discipline of school psychology must meet certain standards and criteria to retain its identity and official designation as a professional specialty. Likewise, practitioners of school psychology are professionals themselves and must meet standards and criteria of preparation and continuing education to maintain their professional status. The growth of knowledge and the demands being made on school psychologists to acquire a broad range of knowledge and skills in sufficient depth to allow competent practice is outstripping the reasonableness of training in the field, which assumes that school psychologists should be competent to practice in all areas of practice ...

Issues and trends in the accreditation of school psychology programs in the United States

Psychology in the Schools — Thu, 01 Sep 2011 04:00:00 +0100

AbstractProgram accreditation, which serves as a designator of quality based on a review by colleagues external to the institution using standards established by the profession, is playing an increasingly important role in the preparation and credentialing of school psychologists. Doctoral school psychology programs often seek accreditation by the American Psychological Association (APA), which impacts graduate eligibility for an independent practice license in many states. Most specialist and doctoral programs also seek recognition by the National Association of School Psychologists (NASP) and National Council for Accreditation of Teacher Education, which impacts graduate eligibility for national certification and eligibility for a credential to practice in the schools in many states. APA...

Evolving internship issues in school psychology preparation

Psychology in the Schools — Thu, 01 Sep 2011 04:00:00 +0100

AbstractCurrent issues relevant to school psychology internships are reviewed. The movement toward professional competencies and behavioral benchmarks as they relate to school psychology internships is discussed, with a concentration on American Psychological Association and National Association of School Psychologists standards. Given the emphasis on observable outcomes and assessment of competencies, implications specific to the internship year at both the specialist and doctoral levels are considered. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Errata

Psychology in the Schools — Sat, 06 Aug 2011 22:30:30 +0100

(Source: Psychology in the Schools)

Family relationships and perfectionism in middle‐school students

Psychology in the Schools — Sat, 23 Jul 2011 21:49:00 +0100

This study examined the relationship between family variables and multidimensional perfectionism among a sample of 253 middle‐school students. The results indicated that adaptive perfectionism was correlated with numerous positive family variables, and adaptive perfectionists tended to have more balanced, cohesive, adaptable families, with a greater perception of parental nurturance than either maladaptive perfectionists or nonperfectionists. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Relationship between recall of sex education and college students' sexual attitudes and behavior

Psychology in the Schools — Fri, 22 Jul 2011 23:00:00 +0100

(Source: Psychology in the Schools)

Test–retest reliability of the parent behavior importance questionnaire‐revised and the parent behavior frequency questionnaire‐revised

Psychology in the Schools — Fri, 22 Jul 2011 23:00:00 +0100

This study evaluated the test–retest reliability of two parenting measures: the Parent Behavior Importance Questionnaire‐Revised (PBIQ‐R) and Parent Behavior Frequency Questionnaire‐Revised (PBFQ‐R). These self‐report parenting behavior assessment measures may be utilized as pre‐ and post‐parent education program measures, with parents as well as nonparent respondents. The questionnaires are based on the parent development theory, with the parenting behaviors corresponding to theory and current parenting literature. Thus, respondents' relative weighting of importance (PBIQ‐R) or frequency (PBFQ‐R) of positive, supportive parenting as well as negative behaviors may be determined through questionnaire responses. Test–retest reliability estimates suggest psychometric str...

Gender differences and social support: Mediators or moderators between peer victimization and depressive feelings?

Psychology in the Schools — Thu, 21 Jul 2011 23:00:00 +0100

AbstractUsing self‐report questionnaires, a survey among 606 Dutch primary school children aged 10 to 12 years examined relationships among social support, gender, victimization, and depressive feelings. Hierarchical regression analyses confirmed that victims and bully/victims would report more depressive feelings than uninvolved children. There was no evidence that social support moderated the relationship between victimization and depressive feelings. However, social support appeared to influence the depressive feelings of victimized children, that is, pupils who were victimized received very little support and hence suffered depression. This general mediation effect could be observed in boys. In girls, the mediating effects of social support were more diffuse. For girls, the risk fact...

Altering instructional delivery options to improve intervention outcomes: Does increased instructional intensity also increase instructional effectiveness?

Psychology in the Schools — Thu, 21 Jul 2011 18:40:29 +0100

AbstractWith limited educational resources and numerous other variables that complicate effective teaching, educators need to think prudently about how to allocate resources. In essence, teachers must allocate resources in ways that will best maximize student learning. However, minimal research has systematically evaluated whether increased instructional intensity and resources meaningfully increase instructional effectiveness. As a preliminary attempt to address this research question, this study systematically evaluated the differential effectiveness of three intervention options that integrated the same instructional components but required varying levels of resources (i.e., teacher time for instructional delivery). To better isolate the research question, this study specifically evalua...

Auditory processing disorder: School psychologist beware?

Psychology in the Schools — Wed, 20 Jul 2011 23:00:00 +0100

This article reviews research on APD, revealing substantial concerns with assessment tools and diagnostic practices, as well as insufficient research regarding many claims about APD, including claims about popular interventions for the condition. Also discussed are the relationships between APD and other high‐incidence disability conditions that school psychologists work with frequently. The article concludes with concrete recommendations for school psychologists when faced with students who are referred for symptoms of APD, as well as strategies for determining services for students who present with an APD diagnosis. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Serving the gifted: A national survey of school psychologists

Psychology in the Schools — Wed, 20 Jul 2011 23:00:00 +0100

AbstractGifted students are among the most underserved population in American schools and are some of the most underperforming in the world, ranking last in Biology, Chemistry, Physics, Algebra, and Geometry among 13 other developed countries. To improve services for the gifted, possible gaps in training and service delivery must be identified. There is a lack of research addressing many of the practical aspects of the delivery of services to the gifted. There is also a lack of research examining how well school psychologists are prepared to provide services to gifted and talented students. We conducted a national survey of school psychologists to evaluate the amount of time school psychologists allocate for gifted assessment and consultation. We also collected information about graduate s...

Challenges associated with exposure to chronic trauma:Using a public health framework to foster resilient outcomes among youth

Psychology in the Schools — Tue, 21 Jun 2011 01:15:02 +0100

This article reviews the effects of trauma exposure on the psychosocial and academic functioning of children and discusses a public health framework for building social‐emotional protective factors into the school setting to foster resilience to trauma. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

The promise and the caution of resilience models for schools

Psychology in the Schools — Sun, 19 Jun 2011 23:00:00 +0100

This article describes shifts and changes in early indicators of school success for third‐ through fifth‐grade students in a Midwestern elementary school as one example of the power and limitations of resilience models' applicability. The example is used to argue for caution in interpreting early indicators of risk as predicting subsequent poor student outcomes. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high‐risk children

Psychology in the Schools — Sun, 19 Jun 2011 23:00:00 +0100

AbstractThe purpose of this study was to conduct an experimental analysis of teachers' use of functional assessment (FA) and positive behavior support (PBS) for addressing challenging behaviors in young children. A group of 35 experimental teachers participated in professional development designed to provide step‐by‐step training and guided implementation of FA linked to PBS intervention planning for children identified with challenging behavior in prekindergarten through first‐grade classrooms. A randomly designated group of 35 control teachers received neither training nor consultation for implementing FA and PBS. At post‐intervention, experimental teachers reported increased resilience as evidenced in their significantly higher competence and self‐efficacy along with greater u...

Fostering social–emotional resilience among Latino youth

Psychology in the Schools — Sun, 19 Jun 2011 00:33:05 +0100

This article considers conceptual issues related to resilience and culture, risk, and protective factors relevant to Latinos and the role schools play in promoting resilience. Special attention is paid to the building of child‐based resources, such as social–emotional competencies, and social system resources, such as a caring school climate. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Assessing personal resiliency in the context of school settings: Using the resiliency scales for children and adolescents

Psychology in the Schools — Tue, 14 Jun 2011 23:00:00 +0100

This article addresses measurement issues in the examination of resiliency within school settings. The Resiliency Scales for Children and Adolescents is described as an example of an instrument developed specifically for this purpose. This description identifies developmentally sound factors of personal resiliency that are relevant for youth in school settings. Also addressed are criteria of psychometric soundness required for universal screening and impact tracking, norm‐based profiles of personal resiliency, and summary indices of resource and vulnerability for use in screening. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Attachment relationships as predictors of language skills for at‐risk bilingual preschool children

Psychology in the Schools — Tue, 14 Jun 2011 23:00:00 +0100

AbstractParental attachment and close teacher‐‐child relationships offer a protective mechanism to promote language development among bilingual preschool children from economically disadvantaged backgrounds. Research has shown that language skills are an integral part of resilience for young children. This is the first study to examine parental acculturation, parent‐‐child attachment, and teacher‐‐child relationships as predictors of English and Spanish oral language skills. Participants consisted of 468 Hispanic American preschool children, aged 3 to 5 years, from low‐income families of an urban public school district in the Northeast. Findings suggest that children's relationships with parents and teachers significantly contribute to their bilingual language skills. Higher ...

Introduction to the special issue: Resilience in schools

Psychology in the Schools — Tue, 14 Jun 2011 23:00:00 +0100

(Source: Psychology in the Schools)

Adolescent spirituality and resilience: Theory, research, and educational practices

Psychology in the Schools — Tue, 14 Jun 2011 23:00:00 +0100

AbstractSpirituality is a universal phenomenon and an inherent aspect of human nature that unfolds during adolescence as the individual searches for transcendence, meaning, and purpose in life. Recently, spirituality has received attention as a source of resilience for adolescents. Theoretical perspectives and empirical research suggest that spirituality (distinctly and in relation to religiosity) promotes healthy development in adolescents, enhances the ability to cope, and leads to positive outcomes in mental health, psychological well‐being, and academic learning. Given the value of spirituality as a source of resilience, implications for educational practices to foster adolescent spiritual development are discussed in the context of school, family, and community settings. © 2011 Wil...

Universal screening for social–emotional competencies: A study of the reliability and validity of the DESSA‐mini

Psychology in the Schools — Mon, 13 Jun 2011 23:00:00 +0100

AbstractThe purpose of this study was to examine the reliability of the eight‐item Devereux Student Strengths Assessment (DESSA)‐mini and its validity in relation to the 72‐item version DESSA. The sample included teacher ratings for 1,234 children in kindergarten through eighth grade who comprised the standardization sample. The median alpha reliability coefficients across grades for the four forms of the DESSA‐mini ranged from a low of .915 (Mini 1) to a high of .924 (Mini 3). These findings suggested that DESSA‐minis have excellent reliability. The differences between the DESSA Social–Emotional Composite (SEC) T‐scores and T‐scores obtained from each of the four DESSA‐minis were trivial (the largest d‐ratio was .023). The percentage of times the DESSA‐mini and DESSA...

A multilevel analysis of student perceptions of school climate: The effect of social and academic risk factors

Psychology in the Schools — Sun, 15 May 2011 23:00:00 +0100

AbstractThis multilevel study examines the extent to which individual‐ and school‐level variables are predictive of three aspects of students' perceived school climate (order, safety, and discipline; fairness and clarity of school rules; and teacher‐student relationship) by using a nationally representative sample. A wide range of social and academic risk factors at the individual level are examined. The results show that individual‐level predictors, such as having behavior problems at school, being held back a grade, coming from a single‐parent family, parents' education level, gender, and ethnicity (e.g., Hispanic and Asian), play a significant role in student perceptions of school climate. The results suggest that these relationships between the individual‐level predictors a...

Relations among academic enablers and academic achievement in children with and without high levels of parent‐rated symptoms of inattention, impulsivity, and hyperactivity

Psychology in the Schools — Sun, 15 May 2011 23:00:00 +0100

This study examined the relationships among academic enablers (i.e., engagement, interpersonal skills, motivation, study skills) and academic achievement in children with and without high levels of parent‐rated symptoms of inattention, impulsivity, and hyperactivity (Symptoms of IIH Group). The study included 69 participants (29 [42%] in the IIH Group and 40 [58%] in the Comparison Group), with 33 boys and 36 girls in the third through fifth grades. The researchers found significant differences on the measure of academic enablers, including engagement, interpersonal skills, motivation, and study skills, in which participants in the Comparison Group received higher scores. In addition, several academic enablers mediated the relationship between symptoms of inattention, impulsivity, and hy...

Examining the validity of office discipline referrals as an indicator of student behavior problems

Psychology in the Schools — Sun, 15 May 2011 23:00:00 +0100

AbstractOffice discipline referral (ODR) data are increasingly used to monitor student behavior problems and the impact of interventions, but there has been limited research examining their validity. The current study examined the concordance of ODRs with teacher ratings of student behavior using data on 8,645 children in 335 classrooms at 21 elementary schools. The results of a variety of analyses (e.g., correlations, multivariate analysis of variance, receiver operating characteristics) suggested that ODRs are moderately valid and reliable. Multilevel analyses revealed that teacher ratings of disruptive behaviors were significantly associated with ODRs, even after controlling for other student‐, classroom‐, and school‐level factors. These findings suggest that ODRs are moderately v...

Ethically challenging situations reported by school psychologists: Implications for training

Psychology in the Schools — Sun, 15 May 2011 23:00:00 +0100

AbstractPractitioner‐members of the National Association of School Psychologists (N = 208) completed questionnaires regarding their ethics training, preparedness, the types of ethical transgressions and dilemmas encountered in the previous year, and the strategies used to solve problems. Respondents who received multilevel training in ethics (ethics coursework, ethics instruction in multiple classes, ethics addressed in practicum/internship) perceived themselves to be better prepared to tackle difficult challenges and were more likely to use a systematic problem‐solving strategy when faced with an ethical dilemma than respondents who did not receive multilevel training. Assessment‐related ethical transgressions and failure to follow up on interventions were the two most commonly witn...

Improving Latino, English language learners' reading fluency: The effects of small‐group and one‐on‐one intervention

Psychology in the Schools — Wed, 11 May 2011 23:00:00 +0100

AbstractReading fluency is a critical yet commonly neglected component of early reading instruction. For the large percentage of English language learners (ELLs) who are struggling with or at risk for reading difficulties, there is insufficient research available to help educators implement time‐efficient interventions with these students. Using an experimental design common in field‐based research, the purpose of this study was to evaluate the differential effects of a one‐on‐one (1/1) and small‐group (SG) reading fluency intervention, both implemented with Spanish‐speaking ELLs. Using three forms of data‐analytic strategies (visual analysis, standard error of measurement, and randomization tests), results showed that nearly all students benefitted from the 1/1 intervention,...

The educational implications of type i diabetes mellitus: A review of research and recommendations for school psychological practice

Psychology in the Schools — Sat, 30 Apr 2011 23:00:00 +0100

This article systematically reviews the research regarding the implications of this illness for students' cognitive and academic functioning to clarify the ways in which this disease may limit children's learning and school performance. The authors synthesize the findings, summarize the related literature regarding school‐based supports, and provide recommendations for school psychologists to support the unique psychoeducational needs of this population. Results highlight the need for more research on effective school‐based interventions to ensure academic success for children with T1DM. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Perceptions of declining classmate and teacher support following the transition to high school: Potential correlates of increasing student mental health difficulties

Psychology in the Schools — Sat, 30 Apr 2011 23:00:00 +0100

This study followed 2,616 students from 23 high schools to test the hypothesis that perceptions of declining classmate and teacher support are associated with declining mental health. Growth curve analysis revealed significant decreases in support and self‐esteem and increases in symptoms of depression and social anxiety. Boys demonstrated steeper declines than girls in classmate support and self‐esteem and sharper increases in depression. As hypothesized, declining classmate and teacher support was associated with worsening self‐esteem and depression. Only declines in classmate support were associated with increases in social anxiety. Results were similar across gender categories. Implications for school‐based practices targeting social support are discussed. © 2011 Wiley Periodi...

Screening systems and decision making at the preschool level: Application of a comprehensive validity framework

Psychology in the Schools — Wed, 16 Mar 2011 21:27:06 +0100

AbstractUniversal screening is designed to be an efficient method for identifying preschool students with mental health problems, but prior to use, screening systems must be evaluated to determine their appropriateness within a specific setting. In this article, an evidence‐based validity framework is applied to four screening systems for identifying preschool students with mental health problems. The framework is influenced by the most recent standards for educational and psychological testing, research on test accessibility, and considerations for evaluating screening systems. Suggestions are provided for evaluating the accessibility (Step 1), reliability (Step 2), construct validity (Step 3), and consequential validity (Step 4) of an instrument. Other factors for consideration (i.e., ...

Collaboration in the assessment and diagnosis of preschoolers: Challenges and opportunities

Psychology in the Schools — Wed, 16 Mar 2011 00:00:00 +0100

This article addresses the advantages and complexities of such collaboration including opportunities for infusing collaboration across the multiple steps of assessment. Challenges commonly seen in a collaborative process, involving issues of time, decisions regarding diagnosis and recommended interventions, shared responsibilities, conflict across disciplines, and the need for administrative support, are explored. Special issues around creating meaningful partnerships with families are examined with attention to fully including families at whatever level they are comfortable. Finally, trends in consultation and collaboration that require the specialized expertise of preschool psychologists are described, along with promising models of training that incorporate collaboration, consultation, ...

Empirically valid strategies to improve social and emotional competence of preschool children

Psychology in the Schools — Wed, 16 Mar 2011 00:00:00 +0100

AbstractResearch over the past few decades has highlighted the importance of social and emotional competence in preschool children on later academic, social, and psychological outcomes. Children who are socially and emotionally competent have increased socialization opportunities with peers, develop more friends, have better relationships with their parents and teachers, and enjoy more academic and social successes. Children who lack social and emotional competence are at risk for reduced socialization opportunities, rejection, withdrawal, behavioral disturbance, and achievement problems. Intervention programs that target social–emotional development in preschool are ideally situated to bolster these skills before the problems exacerbate. In this paper, research on the importance of soci...

Introduction to the special issue: Preschool assessment and intervention

Psychology in the Schools — Wed, 16 Mar 2011 00:00:00 +0100

(Source: Psychology in the Schools)

Assessing the SB‐V factor structure in a sample of preschool children

Psychology in the Schools — Tue, 15 Mar 2011 18:13:21 +0100

AbstractThe purpose of this study was to examine the factor structure of the Stanford‐Binet Intelligence Scales, Fifth Edition (SB‐V), based on the Cattell‐Horn‐Carroll (CHC) theory of intelligence using a sample of 200 preschool children. The CHC framework uses three different models: one similar to Spearman's g, one similar to the Gf‐Gc model, and one representing the hierarchical three‐stratum CHC model. A confirmatory factor analysis (CFA), utilizing these three models, was conducted to determine which theoretical model best described the ability structure measured by the SB‐V. Results of the CFA revealed that, although the two‐stratum model provided the best fit statistics, a large amount of overlap existed among the broad CHC factors in this model. Therefore, these re...

Response‐to‐intervention in high‐risk preschools: Critical issues for implementation

Psychology in the Schools — Tue, 15 Mar 2011 00:00:00 +0100

This article summarizes the current knowledge of response‐to‐intervention (RTI) models in preschool settings, with an emphasis on evaluating the strengths and weaknesses of our current research base. Particular attention is given to the unique challenges of high‐risk preschool settings. Presently, sufficient empirical support exists to begin establishing tiered intervention systems and building teacher capacity. Lacking, however, are valid and reliable assessment tools and insufficiently trained personnel to support a data‐based decision‐model within high‐risk preschools. We conclude that organizational development should focus on building teacher capacity, establishing high‐quality classroom instruction, and planning for sustainable programs, with adoption of a full RTI serv...

Profile analysis of the Kaufman Assessment Battery for Children, Second Edition, with African American and Caucasian preschool children

Psychology in the Schools — Tue, 15 Mar 2011 00:00:00 +0100

This study used profile analysis to investigate the interpretability of the Kaufman Assessment Battery for Children, Second Edition (KABC‐II), in terms of the Cattell‐Horn‐Carroll (CHC) theory among ethnically diverse preschool children. Forty‐nine African American and 49 Caucasian preschool children from a Midwestern city were included in the study and were matched for age, sex, and level of parental education. The profile analysis examining CHC broad abilities showed that the African American and Caucasian preschool children had similar patterns of highs and lows and performed at the same level with no significant difference between the two groups in their overall mean IQ. Profile analysis of the KABC‐II subtests found that although the African American and Caucasian groups per...

Assessment of preschool early literacy skills: Linking children's educational needs with empirically supported instructional activities

Psychology in the Schools — Tue, 15 Mar 2011 00:00:00 +0100

AbstractThe importance of the preschool period in becoming a skilled reader is highlighted by a significant body of evidence that preschool children's development in the areas of oral language, phonological awareness, and print knowledge is predictive of how well they will learn to read once they are exposed to formal reading instruction in elementary school. Although there are now a number of empirically supported instructional activities for helping children who are at risk of later reading difficulties to acquire these early literacy skills, limitations in instructional time and opportunities in most preschool settings require the use of valid assessment procedures to ensure that instructional resources are utilized efficiently. In this article, we discuss the degree to which informal, ...

Using the Bracken Basic Concept Scale and Bracken Concept Development Program in the assessment and remediation of young children's concept development

Psychology in the Schools — Tue, 15 Mar 2011 00:00:00 +0100

This article presents a historical description of and research related to the development, validation, and combined use of the multiple editions of the Bracken Basic Concept Scale and its companion curriculum, the Bracken Concept Development Program. In tandem, the scale and curriculum were designed to assess and teach more than 300 basic language concepts that are fundamental to understanding and describing the world in which young children live. Basic concepts are represented in early childhood educational standards across all 50 states, and this article provides the theoretical and practical basis for understanding conceptual domains, subcategories, and the manner in which psychologists and early childhood educators can effectively assess and teach these concepts. © 2011 Wiley Periodic...

Closing the gap in school mental health: A community‐centered model for school psychology

Psychology in the Schools — Fri, 25 Feb 2011 20:47:37 +0100

This article describes a community‐centered (CC) model for closing the research‐to‐practice gap in school mental health. CC models emphasize both adopting new practices successfully and improving existing practices through a process of planning, implementation, and evaluation, and an exemplar framework based in a CC model is presented and applied to school mental health. The role of school psychologists in leading schools to adopt CC models is discussed, and next steps for changes to training, practice, and research paradigms are presented. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Observations of the middle school environment: The context for student behavior beyond the classroom

Psychology in the Schools — Thu, 24 Feb 2011 21:09:19 +0100

This article describes the use of an observation system to measure middle school staff practices, environment characteristics, and student behavior in the school common areas. Data were collected at baseline from 18 middle schools participating in a randomized controlled trial of school‐wide Positive Behavior Support. The observations were reliable and showed sensitivity to differences between school settings and between schools. Multilevel models with students nested in schools were used to examine the associations of staff practices and the school environment with student behavior. Less effective behavior management and more staff criticism, graffiti, and percentage of low‐income students were associated with student problem behaviors. Greater use of effective behavior management and...

Computer‐assisted tutoring: Teaching letter sounds to kindergarten students using incremental rehearsal

Psychology in the Schools — Wed, 23 Feb 2011 20:43:31 +0100

AbstractThe profound consequences of early reading failure necessitate the provision of early literacy interventions to struggling readers. Many schools struggle, however, to address early reading difficulties because of insufficient human resources. Accordingly, the present study investigated the effectiveness of incremental rehearsal (IR) as a Tier 3 intervention to improve letter sound knowledge and fluency with four kindergarten students. Four participants not making adequate progress toward letter sound fluency benchmarks were selected for an IR intervention targeting letter sounds that was delivered via a computerized tutoring program. All four students improved their letter sound knowledge and fluency. Overall, results indicated that a computer‐aided IR intervention is an effectiv...

Is fluency‐based story retell a good indicator of reading comprehension?

Psychology in the Schools — Wed, 23 Feb 2011 00:00:00 +0100

This study examined the reliability and validity of scores on a fluency‐based measure of reading comprehension. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS; 6th ed. revised) Retell Fluency (RTF), Oral Reading Fluency (DORF), and Woodcock Johnson III NU Tests of Achievement (WJ‐III NU ACH) Reading Comprehension measures were administered to fourth‐grade students. Results indicated a large difference between real time and recorded retell fluency scores for each passage. In addition, students' retell fluency scores had a low correlation with their reading comprehension scores. In light of these findings, practitioners may want to exercise caution in using fluency‐based story‐retell scores as a measure of reading comprehension. © 2011 Wiley Periodicals, Inc. (Sourc...

A meta‐analysis of parent and teacher reports of depression among students with learning disabilities: Evidence for the importance of multi‐informant assessment

Psychology in the Schools — Wed, 23 Feb 2011 00:00:00 +0100

AbstractWe conducted a meta‐analysis to examine depressive symptomatology among students with learning disabilities (LD), as reported by their parents and teachers. A 2006 meta‐analysis by Maag & Reid of the self‐reports of students with LD indicated that this group's higher report of depressive symptoms compared to non‐LD students was small in magnitude (d = .35). In our meta‐analysis, 31 studies in which depressive symptomatology among school‐age (K–12) students with LD was examined were included. The overall effect size was statistically significant and medium in magnitude (d = .75) and indicated that parents and teachers reported students with LD to experience significantly more depressive symptoms than non‐LD students experience. When integrated with Maag and Reid'...

Family disruption and academic functioning in urban, black youth

Psychology in the Schools — Wed, 23 Feb 2011 00:00:00 +0100

AbstractThe purpose of this study was to examine from an ecological perspective the relationships between multiple levels of family disruption and children's academic functioning in a sample of 390 urban, Black adolescents at age 14. Subjects in this cohort have been followed longitudinally since before their birth. Data from previous assessments at birth and age 7 years allowed for control of important correlates in this analyses. Examination of this unique sample, using multisource data collection procedures, provides important information about the many family disruptions among urban, low‐income families and the effects of these disruptions on academic outcomes. Results revealed several consistent findings, the most notable of which is that, when parents were married, adolescents demo...

Examining the accuracy of teachers' judgments of DIBELS performance

Psychology in the Schools — Wed, 23 Feb 2011 00:00:00 +0100

AbstractThe purpose of this investigation was to examine the accuracy of teachers' judgments of students' early literacy skills and to determine if students' achievement levels influenced teachers' judgments. Typical and lower‐achieving kindergarten and first‐grade students' scores on the Nonsense Word Fluency and Phoneme Segmentation Fluency measures of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) were compared to the predicted performance by their teachers. Results showed a moderately strong correlation between teachers' judgments and students' performance across all of the students, which is consistent with past research. Teachers' judgments, however, consistently and significantly overestimated the actual performance of students, particularly those who were typica...

Successful graduate students: The roles of personality traits and emotional intelligence

Psychology in the Schools — Wed, 23 Feb 2011 00:00:00 +0100

This study explores the relationship of personality traits and Emotional Intelligence (EI) to graduate students' performance in the classroom and the field. Participants were 63 school psychology students who completed measures of EI and Big Five personality traits. These measures were compared with two outcomes that can be indicators of success: Graduate grade point average (GGPA) and supervisor ratings of student performance at internship upon completion of their studies. EI was significantly correlated with GGPA; personality traits were not. The personality trait Conscientiousness and EI were significantly correlated with internship ratings. The implications and limitations of this preliminary data set for school psychology training programs are discussed. © 2011 Wiley Periodicals, Inc...

Training school psychologists to conduct evidence‐based treatments for depression

Psychology in the Schools — Fri, 21 Jan 2011 19:51:30 +0100

AbstractCognitive behavioral therapy is an effective approach to the treatment of depressive disorders within schools, due to its demonstrated efficacy, as well as its availability in manualized treatment form. When implemented by therapists with inadequate training, the treatment is often stilted, less engaging for participants, and aimlessly guided through rigid adherence to the treatment manual. The transportability of such interventions to schools will be discussed, highlighting challenges that school psychologists may face, along with addressing important aspects for the successful implementation of treatments. The ACTION treatment program, a highly effective cognitive behavioral intervention for depressed youth, is provided as an example of one such program. Primary treatment compone...

Introduction to the special issue: Cognitive‐behavioral therapy in the school setting—Expanding the school psychologist's toolkit

Psychology in the Schools — Thu, 20 Jan 2011 00:00:00 +0100

AbstractThe majority of students with mental health problems receive services in the school setting rather than the community setting. The field of school psychology has advocated for the use of evidenced‐based interventions to address mental health problems. The purpose of this special issue is to refine the school psychologist's role through the use of cognitive‐behavioral interventions. This issue includes articles that address specific disorders (e.g., conduct problems, anxiety) providing research evidence for cognitive‐behavioral interventions and discussing solutions to implementation issues that arise in the school setting. In addition, the issue includes articles that (a) discuss implementation models for cognitive‐behavioral interventions in the school, (b) provide a case ...

School‐based treatment of attention‐deficit/hyperactivity disorder

Psychology in the Schools — Thu, 20 Jan 2011 00:00:00 +0100

AbstractThe authors review the research literature regarding school‐based treatment of attention‐deficit/hyperactivity disorder (ADHD). Students with ADHD often do not receive access to special services, even though the impairments associated with the disorder often compromise learning and cause concerns for classroom teachers, school administrators, and support staff. Several school‐based psychosocial interventions that have shown promise in the research literature are described. The authors conclude by offering their perspective on the opportunities and challenges inherent in school‐based services for students with ADHD, with a focus on cognitive and behavioral interventions. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Cognitive‐behavioral therapy in the schools: Bringing research to practice through effective implementation

Psychology in the Schools — Sat, 15 Jan 2011 20:09:48 +0100

AbstractA number of evidence‐based, cognitive‐behavioral interventions have been developed that are appropriate for use with children and adolescents in school settings. Despite the potential for these interventions to prevent or ameliorate a number of child and adolescent mental health problems, their use in schools remains low. Literature related to implementation of new programs indicates that personal, social, and organizational factors influence implementation success. What is known in general about implementation of new programs and practices, and what is known specifically about implementation of cognitive‐behavioral interventions in schools, is reviewed. An examination of existing studies on implementation of cognitive‐behavioral interventions in schools indicates that five...

Parent feedback conferences: An opportunity to intervene?

Psychology in the Schools — Fri, 14 Jan 2011 00:00:00 +0100

AbstractSchool personnel and parents refer youth for psychoeducational evaluations for various reasons. At times, the data do not indicate difficulties that necessitate any level of special education services. That should not mean that the school psychologist's work is complete. Given that evaluation data can indicate a wide variety of issues, including ones that are indirectly related to the referral question, it seems appropriate for the school psychologist to be able to offer expertise on these related issues. In this article, a role for the school psychologist as an individual who could offer targeted intervention in a brief meeting is discussed. Some behavioral, affective, and interpersonal concerns of children and their families might be addressed in this manner, and of course, could...

“Nothing works!” A case study using cognitive‐behavioral interventions to engage parents, educators, and children in the management of attention‐deficit/hyperactivity disorder

Psychology in the Schools — Fri, 14 Jan 2011 00:00:00 +0100

This article presents a case study of Alex, an 8‐year‐old child with ADHD. The school psychologist treating Alex supplemented standard contingency management training with parent‐, teacher‐, and child‐focused CBT strategies. This case study outlines a central role for CBT in school‐based ADHD management. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Cognitive‐behavioral therapy for children with autism spectrum disorders

Psychology in the Schools — Fri, 14 Jan 2011 00:00:00 +0100

AbstractAutism spectrum disorders (ASD) represent a continuum of cognitive and social problems that vary considerably in both impact and presentation for each child affected. Although successful interventions have been developed that target specific skill deficits often exhibited by children with autism, many of those interventions are exclusively behavioral in nature, and do not address the cognitive components of presenting problems. The use of cognitive‐behavioral therapy (CBT) to address issues related to ASD, however, has been increasing. More specifically, CBT interventions have often been used to address issues of anxiety for children with ASD, and these promising results may be useful to inform practices in schools. This review examines existing literature on CBT interventions th...

Assessing and treating aggression and conduct problems in schools: Implications from the Coping Power program

Psychology in the Schools — Wed, 12 Jan 2011 20:45:21 +0100

This article will review several evidence‐based, cognitive‐behavioral programs appropriate for children in preschool through late elementary school. We will also discuss how cognitive‐behavioral programs can be disseminated to school staff, and we will present important considerations in the selection of intervention and prevention programs. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Assessing and treating child anxiety in schools

Psychology in the Schools — Tue, 11 Jan 2011 00:00:00 +0100

AbstractAnxiety disorders in youth are common and, if left untreated, can lead to a variety of negative sequelae. Randomized clinical trials have demonstrated that cognitive‐behavioral therapy (CBT) is an efficacious treatment for anxiety disorders in youth with preliminary evidence showing that CBT can be successfully transported into schools. The present article provides (a) a discussion of the inherent challenges and advantages of implementing CBT in the school setting, (b) methods used to identify anxious youth, and (c) key components of CBT for anxious youth with an emphasis on adaptation and application in the school environment. Future research directions are discussed. The successful integration of a flexible CBT approach into the domain of school mental health would be a favorab...

Assessment and intervention for adolescents with anger and aggression difficulties in school settings

Psychology in the Schools — Tue, 11 Jan 2011 00:00:00 +0100

This article will review the development of anger difficulties, suggest tools for screening and outcome assessment, describe the anger management intervention approach, and present an overview of the research supporting implementation in school and community settings. Finally, specific recommendations for implementation are provided. © 2011 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Does speed matter? A comparison of the effectiveness of fluency and discrete trial training for teaching noun labels to children with autism

Psychology in the Schools — Mon, 20 Dec 2010 02:00:46 +0100

This study used an alternating‐treatment design to compare the efficacy of discrete trial training (DTT) with fluency training (FT) for the acquisition, stimulus generalization, and retention of noun labels in children with autism. Four elementary‐age students diagnosed with autism were taught to expressively label nouns using a DTT format and a FT format. A between‐treatments comparison of the total number of nouns retained at 6 weeks post intervention was also conducted to compare retention. The results of this study showed that FT was superior to DTT in all of these areas. © 2010 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Acknowledging and appreciating the full spectrum of the human condition: School Psychology's (limited) focus on positive psychological functioning

Psychology in the Schools — Thu, 16 Dec 2010 09:45:34 +0100

This study is a content analysis of a random selection of 20% (N = 1,168) of articles from School Psychology Quarterly, Psychology in the Schools, the Journal of School Psychology, and School Psychology Review. Across the four journals, 27% of the articles had a positive focus, and the percentage of articles focused on the positive has been between 25% and 33% for the past 50 years. Of the 76 positive constructs/processes we coded for, 51% were not discussed/operationalized. Furthermore, topics that have received much recent research attention with adults and much attention in the media were rarely studied, if at all. For example, happiness was the topic of four articles, optimism was the topic of three, and purpose/meaning was the topic of none. Although studying pathology is important, w...

Development and reliability of the comprehensive crisis plan checklist

Psychology in the Schools — Thu, 16 Dec 2010 00:00:00 +0100

The effects of antecedent physical activity on the academic engagement of children with autism spectrum disorder

Psychology in the Schools — Thu, 16 Dec 2010 00:00:00 +0100

AbstractA multiple baseline design was used to examine the effects of participation in antecedent physical activity on the academic engagement of four elementary‐school children diagnosed with autism spectrum disorder (ASD). The results indicated large effect sizes for academic engaged time for all four students. It was suggested that physical activity in the form of something as simple to implement as jogging may be efficacious in promoting academic achievement for students diagnosed with ASD. © 2010 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

The impact of teacher credentials on ADHD Stigma Perceptions

Psychology in the Schools — Tue, 14 Dec 2010 00:00:00 +0100

This study established the reliability of the ADHD Stigma Questionnaire (ASQ) when applied to teachers by evaluating its internal consistency and confirmed the previously reported factor structure. In addition, the study examined the extent to which holding a special education certification and having years of teaching experience impact teachers' perceptions of ADHD stigma. Results indicated that teachers holding special education certification endorsed higher ratings, which indicated high stigma perceptions, on the Overall Stigma score, as well as the three subscales, Disclosure Concerns, Negative Self‐Image, and Concern with Public Attitudes; however, years of teaching experience was not related to stigma scores. Implications for teacher training practices are discussed. © 2010 Wiley ...

The differences between retained and promoted children in educational services received

Psychology in the Schools — Tue, 14 Dec 2010 00:00:00 +0100

AbstractThe purpose of this study was to determine whether students retained in first grade, relative to similarly low‐achieving students who were promoted, differed in the number of remedial educational services received by students in the pre‐retention year and in the repeat year. Study participants were 769 relatively low‐achieving first‐grade students, of whom 165 were retained in first grade and 604 were promoted. Controlling for students' conditional probability of being retained, based on propensity scores calculated prior to retention, retained students received the same number of services as did promoted students during the pre‐retention year. The following year, when retained students were in first grade and promoted students were in second grade, retained students rece...

Relationships among school climate domains and school satisfaction

Psychology in the Schools — Tue, 14 Dec 2010 00:00:00 +0100

This study investigated the magnitude of the relationships between eight school climate domains and a measure of global school satisfaction among 2,049 middle and high school students. Tests of moderator effects were conducted to determine if the magnitude of the relationships between the school climate domains and school satisfaction differed as a function of students' gender, grade, age, GPA, or SES. Multiple regression analyses suggested that five school climate domains are significantly related to school satisfaction (p < .01): Academic Support (beta weight = 0.17), Positive Student‐Teacher Relationships (0.12), School Connectedness (0.11), Order and Discipline (0.13), and Academic Satisfaction (0.12). In addition, the importance of the school climate variables to students' school...

Minimum reading fluency necessary for comprehension among second‐grade students

Psychology in the Schools — Tue, 14 Dec 2010 00:00:00 +0100

AbstractThe current study examined the relationship between oral reading fluency (ORF) and reading comprehension for students in second grade. A total of 84 participants were randomly assigned to one of four conditions that involved reading a grade‐appropriate passage with either 0%, 10%, 20%, or 30% scrambled words and answering subsequent comprehension questions. The correlation coefficient between ORF and the number of comprehension questions correctly answered was r = .54. Receiver operating characteristics were then used to empirically derive a minimum ORF score necessary for comprehension, indicating that when these students read 63 words correct per minute they successfully comprehended what they read. Finally, the diagnostic accuracy of the derived criterion of 63 words read corr...

A review of psychotherapy outcome research: Considerations for school‐based mental health providers

Psychology in the Schools — Wed, 10 Nov 2010 11:07:57 +0100

AbstractEvaluating psychotherapeutic outcome is an important endeavor given psychology's focus on identifying effective treatments. There is ample evidence to suggest that psychotherapy interventions for children and adolescents are effective. Unfortunately, the child and adolescent psychotherapy outcome literature lags behind the adult‐focused outcome literature in some important areas, as children and adolescents are often viewed as extensions of adults. This review analyzes the pertinent youth meta‐analyses, examining treatment, client, and therapist variables relevant to positive outcomes. We also consider the impact of variables that have received more attention in the adult psychotherapy outcome literature (i.e., the therapeutic alliance, therapist effects, and allegiance effects...

Reduction of disruptive behaviors using an intervention based on the Good Behavior Game and the Say‐Do‐Report Correspondence

Psychology in the Schools — Wed, 10 Nov 2010 11:07:56 +0100

AbstractDisruptive behavior can waste a great deal of teaching time in the classroom, leading to feelings of frustration in teachers and an increase in academic failure among pupils. Prior research indicates that intervening in these kinds of behaviors improves the classroom atmosphere and facilitates the learning process. With this in mind, the aims of this article are to (a) reduce the incidence of disruptive behaviors such as standing up without the teacher's permission, shouting, fighting, and interrupting the teacher or a fellow classmate, using a combination of the Good Behavior Game (GBG) and Say‐Do‐Report (S‐D‐R) Correspondence training; (b) achieve long‐term maintenance of results following the gradual withdrawal of the intervention; and (c) introduce the GBG in a differ...

Effectiveness of school‐based psychotherapy: A meta‐analysis of dissertation research

Psychology in the Schools — Wed, 10 Nov 2010 11:07:55 +0100

AbstractA meta‐analysis was conducted with 65 school‐based psychotherapy and counseling dissertations over the last 10 years (1998–2008) to assess if a file‐drawer problem (i.e., studies conducted but not published that, as a whole, have different results than studies in the same area published) exists in the school‐based outcome literature. An overall mean effect size of 0.44 was found for 73 treatment interventions. This effect size is comparable to Prout and DeMartino's 1986 meta‐analysis conducted with published school‐based studies and approximately half a standard deviation smaller than Prout and Prout's 1998 meta‐analysis of school‐based intervention studies. A bias does appear to exist but seems to be smaller than the bias found in the general child and adolescent...

Motivation and self‐regulation assessments: Professional practices and needs of school psychologists

Psychology in the Schools — Wed, 10 Nov 2010 11:07:54 +0100

AbstractThe current study examined differences between urban and suburban school psychologists in terms of their motivation and self‐regulation assessment beliefs, practices, and professional development needs. Using a sample of 96 urban and 47 suburban school psychologists sampled from 22 school districts in a Midwestern state, we found that the two groups were not differentiated across most survey items. Of primary practical importance, however, urban and suburban practitioners encountered motivation and self‐regulation referrals on a relatively frequent basis, perceived these processes to be valuable, and were strongly interested in professional development training. Interestingly, both groups of practitioners indicated that they do not routinely evaluate these processes in youth an...

Assessing for generalized improvements in reading comprehension by intervening to improve reading fluency

Psychology in the Schools — Fri, 29 Oct 2010 21:40:19 +0100

Abstract (Source: Psychology in the Schools)

Improving reading comprehension of at‐risk high‐school students: The ART of reading program

Psychology in the Schools — Sun, 24 Oct 2010 08:00:16 +0100

Abstract (Source: Psychology in the Schools)

Erratum

Psychology in the Schools — Tue, 12 Oct 2010 21:39:43 +0100

(Source: Psychology in the Schools)

Preliminary investigation of an early mental health intervention for Head Start programs: Effects of Child Teacher Relationship Training on children's behavior problems

Psychology in the Schools — Tue, 31 Aug 2010 23:00:00 +0100

Abstract (Source: Psychology in the Schools)

A comparison of behavioral and constructivist interventions for increasing math‐fact fluency in a second‐grade classroom

Psychology in the Schools — Sun, 22 Aug 2010 07:29:36 +0100

(Source: Psychology in the Schools)

Supplementing Accelerated Reading with classwide interdependent group‐oriented contingencies

Psychology in the Schools — Sat, 14 Aug 2010 07:21:22 +0100

(Source: Psychology in the Schools)

Enhancing practice through application of Cattell–Horn–Carroll theory and research: A “third method” approach to specific learning disability identification

Psychology in the Schools — Sat, 31 Jul 2010 23:00:00 +0100

Abstract (Source: Psychology in the Schools)

How do executive functions fit with the Cattell–Horn–Carroll model? Some evidence from a joint factor analysis of the Delis–Kaplan Executive Function System and the Woodcock–Johnson III tests of cognitive abilities

Psychology in the Schools — Sat, 31 Jul 2010 23:00:00 +0100

Abstract (Source: Psychology in the Schools)

Differential Ability Scales–II prediction of reading performance: Global scores are not enough

Psychology in the Schools — Sat, 31 Jul 2010 23:00:00 +0100

Abstract (Source: Psychology in the Schools)

Higher‐order factor structure of the Differential Ability Scales–II: Consistency across ages 4 to 17

Psychology in the Schools — Sat, 31 Jul 2010 23:00:00 +0100

Abstract (Source: Psychology in the Schools)

Cattell–Horn–Carroll cognitive‐achievement relations: What we have learned from the past 20 years of research

Psychology in the Schools — Sat, 31 Jul 2010 23:00:00 +0100

Abstract (Source: Psychology in the Schools)

Cattell–Horn–Carroll abilities and cognitive tests: What we've learned from 20 years of research

Psychology in the Schools — Sat, 31 Jul 2010 23:00:00 +0100

Abstract (Source: Psychology in the Schools)

Introduction to the special issue: Current research in Cattell–Horn–Carroll–based assessment

Psychology in the Schools — Sat, 31 Jul 2010 23:00:00 +0100

(Source: Psychology in the Schools)

Educational performance and attitudes toward school as risk‐protective factors for violence: A study of the Asian/Pacific Islander Youth Violence Prevention Center

Psychology in the Schools — Sat, 31 Jul 2010 23:00:00 +0100

(Source: Psychology in the Schools)

Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups

Psychology in the Schools — Wed, 30 Jun 2010 23:00:00 +0100

Previous research has investigated the efficacy of peer-mediated repeated reading (RR) interventions carried out by student dyads. This research extends the existing research by investigating the impact of RR on oral reading fluency and comprehension when carried out by a teacher in small groups of fourth-grade students. Outcomes were analyzed using a multiple baseline single case design across groups in addition to supplementary analyses (dual level and trend criteria, percentage of non-overlapping data, class box plots). Visual analysis of results indicated that RR was effective in improving levels of reading fluency and reading comprehension skills of four targeted students as well as classwide performance in fluency and comprehension. Acceptability ratings showed that the small group f...

Empowering Latino families: Effects of a culturally responsive intervention for low-income immigrant Latino parents on children's behaviors and parental stress

Psychology in the Schools — Tue, 29 Jun 2010 23:00:00 +0100

This randomized, controlled study examined the effectiveness of Child Parent Relationship Therapy (CPRT) in school settings with 48 low-income Latino immigrant parents whose children were identified with behavioral concerns. Results from a 2 (group) × 2 (measures) split plot analysis of variance indicated that parents who participated in 11 weeks of CPRT reported statistically significant decreases (p < .001) in child behavior problems and parent-child relationship stress. Large treatment effects were demonstrated for all dependent variables. Clinical significance of findings and cultural considerations are discussed. © 2010 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

Children's self-regulated learning profile in language and mathematics: The role of task value beliefs

Psychology in the Schools — Tue, 29 Jun 2010 23:00:00 +0100

This study explored the self-regulated learning (SRL) profile of upper elementary (fifth and sixth grade) school children who were differentiated in their task value beliefs (low and high) in language and mathematics. Students' SRL profile involved their teachers' ratings of achievement outcomes and SRL behaviors. The subscale of task value beliefs from the Motivational Self-Regulated Learning Questionnaire (MSLQ) was administered to the children, and their teachers completed a battery of scales and measurements concerning students' achievement and SRL behaviors. The results confirm previous evidence indicating that SRL involves high levels of motivation, metacognition, and strategic action. Furthermore, the results support the domain-specific character of task value beliefs. Differences i...

Educational performance and attitudes toward school as risk-protective factors for violence: A study of the Asian/Pacific Islander Youth Violence Prevention Center

Psychology in the Schools — Tue, 29 Jun 2010 23:00:00 +0100

This study analyzed survey data (N = 325) collected in three high schools having concentrations of Filipino, Hawaiian, and Samoan youths, as well as a smaller number of Japanese students, which served as a comparison group. The analyses consisted of bivariate and multivariate analyses of risk protection for violence. Two- and three-way interactions were tested to examine whether there were specific gender and/or ethnic effects. The final model explained 29.3% of the variance in violent behavior. Five variables were significant: grade point average, pressure to choose between school and friends, favorable school attitude, feeling safe, and importance of college. Schools serving these populations should focus on fostering positive bonds between teachers and students and building bridges to f...

Identifying predictors of emotional exhaustion among special education paraeducators: A preliminary investigation

Psychology in the Schools — Tue, 29 Jun 2010 23:00:00 +0100

The purpose of this preliminary study was to identify predictors of emotional exhaustion among special education paraeducators. A sample of 100 paraeducators in public and specialized alternative setting schools was used to determine whether self-reported levels of emotional exhaustion and other job-related factors were reported. Using hierarchical regression analysis, the researcher investigated whether predictors of emotional exhaustion could be determined. Results indicated that a notable level of emotional exhaustion was reported among the sample and that role conflict, emotional demand, sense of efficacy, and supervisor support were significant predictors of emotional exhaustion. The results of this study are intended to be used to guide future studies to further investigate this topi...

Teachers' judgments of students' early literacy skills measured by the Early Literacy Skills Assessment: Comparisons of teachers with and without assessment administration experience

Psychology in the Schools — Tue, 29 Jun 2010 23:00:00 +0100

Teacher judgments about students' academic abilities are important for several reasons, including their day-to-day instructional decision making. Not surprisingly, previous studies have investigated the accuracy of teachers' judgments about their students' reading abilities. Previous research, however, has not investigated teachers' judgments about students' early literacy skills, nor has previous research systematically examined how teachers' training and use of an objective assessment instrument impact their judgments of students' performance on that instrument. This exploratory study offers the first investigation of teachers' judgment accuracy of pre-kindergarten students' early literacy skills, and compares the judgment accuracy of teachers with and without opportunities to administer...

Type 1 diabetes mellitus case decisions: Health-related service considerations for school psychologists

Psychology in the Schools — Tue, 29 Jun 2010 23:00:00 +0100

Type 1 diabetes mellitus (T1DM) is a chronic illness that can impact learning and often requires medical management in the school setting. School psychologists must therefore be knowledgeable of special service eligibility criteria associated with T1DM, the health-related services often required of such students, and what health-related services schools are obliged to provide. Although federal regulations speak to special service eligibility criteria to consider for children with T1DM, such codes do not outline what health services schools are expected to provide. One way to glean this information is by examining published case decisions involving diabetes health-related services in the schools. Themes and examples in five decision categories provide vital information for school psychologi...

Comparison of correlates of classroom behavior problems in schools with and without a school-wide character education program

Psychology in the Schools — Tue, 29 Jun 2010 23:00:00 +0100

System-wide practices in schools should diminish the occurrence of children's problem behavior that is deleterious to academic achievement. The current study examined the relationship between variables that affect classroom behavior and observed behavior in schools with and without a theoretically based character education program. Observational data from 12 elementary schools compared control and treatment conditions on classroom disruption, and examined the influences of class size and percentage of students receiving a free or reduced price lunch (FRL). Results showed a weaker relationship between class size, FRL, and behavior problems within the character education schools than in control schools and that the character education program may have had a stronger influence in schools with...

Enhancing practice through application of Cattell-Horn-Carroll theory and research: A "third method" approach to specific learning disability identification

Psychology in the Schools — Mon, 14 Jun 2010 23:00:00 +0100

This article demonstrates how the broad and narrow abilities and processes that comprise Cattell-Horn-Carroll (CHC) theory and their relations to specific academic outcomes have begun to transform our current understanding of the definition of and methods for indentifying specific learning disability (SLD), particularly in the school setting. The manner in which CHC theory has been used to guide evaluation of the academic and cognitive capabilities of students who are suspected of having SLD is described. Current psychometric methods for identifying SLD that have a foundation in CHC theory are highlighted. These newer methods are based on what is known as the "third method," a provision for SLD identification included in the federal regulations (34 CFR 300.540-543) accompanying the Individ...

Cattell-Horn-Carroll cognitive-achievement relations: What we have learned from the past 20 years of research

Psychology in the Schools — Sun, 13 Jun 2010 23:00:00 +0100

Contemporary Cattell-Horn-Carroll (CHC) theory of cognitive abilities has evolved over the past 20 years and serves as the theoretical foundation for a number of current cognitive ability assessments. CHC theory provides a means by which we can better understand the relationships between cognitive abilities and academic achievement, an important component of learning disabilities identification and instructional planning. A research synthesis of the extant CHC cognitive-achievement (COG-ACH) research literature is reported. Systematic and operationally defined research synthesis procedures were employed to address limitations present in the only prior attempted synthesis. Nineteen studies met the criteria for inclusion, which yielded 134 analyses. The 134 analyses were organized by three a...

Higher-order factor structure of the Differential Ability Scales-II: Consistency across ages 4 to 17

Psychology in the Schools — Sun, 13 Jun 2010 23:00:00 +0100

The recently published second edition of the Differential Abilities Scale (DAS-II) is designed to measure multiple broad and general abilities from Cattell-Horn-Carroll (CHC) theory. Although the technical manual presents information supporting the test's structure, additional research is needed to determine the constructs measured by the test and the consistency of measurement across ages. The purposes of this research were to determine whether the DAS-II measures the CHC abilities it is designed to measure and whether it does so consistently across the 4 to 17 year age span. We analyzed competing higher-order CFA models using 800 participants, ages 5 through 8, from the DAS-II standardization. The final validation model from this series of analyses tested for factor invariance across the...

Differential Abilities Scales-II prediction of reading performance: Global scores are not enough

Psychology in the Schools — Sun, 13 Jun 2010 23:00:00 +0100

This study investigated the effects of broad cognitive abilities derived from the Cattell-Horn-Carroll (CHC) taxonomy, together with the effect of the general factor (g), on Wechsler Individual Achievement Test, Second Edition (WIAT-II) reading achievement. Structural equation modeling (SEM) and commonality analyses were applied to the Differential Ability Scales, Second Edition (DAS-II) standardization and clinical sample data. All seven DAS-II CHC broad cognitive abilities were shown to have significant effects on one or more WIAT-II reading domains with different patterns found across typical, poor reader, and reading specific learning disability (SLD) groups. In the SEM analyses, the general factor g had only indirect effects on reading achievement variance. In the commonality analyses...

Cattell-Horn-Carroll abilities and cognitive tests: What we've learned from 20 years of research

Psychology in the Schools — Tue, 08 Jun 2010 23:00:00 +0100

This article reviews factor-analytic research on individually administered intelligence tests from a Cattell-Horn-Carroll (CHC) perspective. Although most new and revised tests of intelligence are based, at least in part, on CHC theory, earlier versions generally were not. Our review suggests that whether or not they were based on CHC theory, the factors derived from both new and previous versions of most tests are well explained by the theory. Especially useful for understanding the theory and tests are cross-battery analyses using multiple measures from multiple instruments. There are issues that need further explanation, of course, about CHC theory and tests derived from that theory. We address a few of these issues including those related to comprehension-knowledge (Gc) and memory fact...

How do executive functions fit with the Cattell-Horn-Carroll model? Some evidence from a joint factor analysis of the Delis-Kaplan Executive Function System and the Woodcock-Johnson III tests of cognitive abilities

Psychology in the Schools — Mon, 07 Jun 2010 23:00:00 +0100

This study investigated the relations among executive functions and cognitive abilities through a joint exploratory factor analysis and joint confirmatory factor analysis of 25 test scores from the Delis-Kaplan Executive Function System and the Woodcock-Johnson III Tests of Cognitive Abilities. Participants were 100 children and adolescents recruited from general education classrooms. Principal axis factoring followed by an oblique rotation yielded a six-factor solution. The Schmid-Leiman transformation was then used to examine the relations between specific cognitive ability factors and a general factor. A variety of hypothesis-driven models were also tested using confirmatory factor analysis. Results indicated that all tests measure the general factor, and 24 tests measure at least one o...

Introduction to the special issue: Current research in Cattell-Horn-Carroll-based assessment

Psychology in the Schools — Mon, 07 Jun 2010 23:00:00 +0100

(Source: Psychology in the Schools)

Reducing adolescents' involvement with relational aggression: Evaluating the effectiveness of the Creating A Safe School (CASS) intervention

Psychology in the Schools — Wed, 19 May 2010 23:00:00 +0100

This study examined the effectiveness of a comprehensive, school-based intervention program, Creating A Safe School (CASS; The Ophelia Project) designed to reduce relational aggression (RA) and relational victimization (RV). Sixth-grade students (N = 406) were surveyed before and after the intervention. Program effects were tested using a repeated-measures design. Results revealed significant reductions in RA and RV among students who reported initially high levels of involvement. Findings also showed that decreasing approval of RA accounted for a significant amount of variance in changes in RA between pre- and posttest. These results provide initial evidence of the effectiveness of the CASS intervention model in reducing RA among early adolescents. © 2010 Wiley Periodicals, Inc. (Source:...

The effects of technology-enhanced formative evaluation on student performance on state accountability math tests

Psychology in the Schools — Tue, 18 May 2010 23:00:00 +0100

Technology-enhanced formative evaluation (TEFE) could enhance student achievement while diminishing the burden of formative evaluation for educators. The current study examined data from 360 randomly selected schools that either used a TEFE program for 1 year to 4 years 11 months, for 5 or more years, or not at all. Analyses of covariance found a significant and moderate to large (d = .51 and .78) effect on percentage of students who scored proficient on state accountability tests in math. Moreover, among schools that used TEFE, those with a non-White student population of at least 50% scored in the proficient range on state math tests at a rate equal to that of those with at least 50% White students. A significant and moderate to large (d = .71) effect was found, however, between these tw...

Potential utility of actuarial methods for identifying specific learning disabilities

Psychology in the Schools — Mon, 10 May 2010 23:00:00 +0100

This article describes how actuarial methods can supplant discrepancy models and augment problem solving and Response to Intervention (RTI) efforts by guiding the process of identifying specific learning disabilities (SLD). Actuarial methods use routinized selection and execution of formulas derived from empirically established relationships to make predictions that fall within a plausible range of possible future outcomes. In the case of SLD identification, the extent to which predictions are reasonable can be evaluated by their ability to categorize large segments of the population into subgroups that vary considerably along a spectrum of risk for academic failure. Although empirical comparisons of actuarial methods to clinical judgment reveal that actuarial methods consistently outperfo...

Adolescents' satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior

Psychology in the Schools — Sun, 09 May 2010 23:00:00 +0100

This study investigated the relationships among demographics, parent and peer attachment, school satisfaction, and student engagement behavior in a 1-year longitudinal study of secondary-school students. Statistically significant cross-sectional differences in school satisfaction were observed, based on grade, but not on race, gender, or socioeconomic status. Level of school satisfaction did not moderate the relationships between parent and peer satisfaction and negative student engagement behaviors at Time 2 (controlling for Time 1). School satisfaction did account for significant incremental variance across all levels of parent and peer attachment relationships, although predicting a larger proportion of variance for withdrawal behavior than for resistance/aggression behavior. Adolescent...

Schools in the shadow of terrorism: Psychosocial adjustment and interest in interventions following terror attacks

Psychology in the Schools — Fri, 07 May 2010 23:00:00 +0100

Following terrorist events, teachers and nonteaching school personnel are important in helping children recover, yet little is known about their willingness to assist with this. We surveyed 399 employees from a Washington, D.C.-area school district following terror attacks (September 11, 2001, attacks; sniper shootings) about their exposure, adjustment, interest, and involvement in psychosocial interventions. Between 10% and 27% experienced one or more symptoms of posttraumatic stress (depending on category of symptom) in the month prior to the survey. Regression analyses revealed that peritraumatic distress, behavior change, and posttraumatic growth predicted interest in information on psychosocial interventions. Feeling prepared, adaptively managing work responsibilities, and perceiving ...

Identifying challenges in supervising school psychologists

Psychology in the Schools — Thu, 06 May 2010 23:00:00 +0100

This study explores the dynamics underlying the challenges of providing adequate supervision to school psychologists. Findings suggest that supervision of school psychologists is characterized by challenges that extend beyond the traditional demarcations of clinical and administrative supervision typical in clinical settings. Supervisors of school psychologists encounter systemic challenges, unique to school settings, which must be addressed for their supervisees to be able to function successfully. The findings suggest that a clinical-administrative-systemic model of supervision is most appropriate in the supervision of school psychologists. © 2010 Wiley Periodicals, Inc. (Source: Psychology in the Schools)

A classwide peer-modeling intervention package to increase on-task behavior

Psychology in the Schools — Wed, 05 May 2010 23:00:00 +0100

Evidence-based classwide interventions have the potential to help a large number of students by preventing problem behaviors before they become a significant problem in the classroom. Results of a study examining the effectiveness of a classwide peer-modeling intervention package to improve students' on-task behavior in the classroom are presented. The classwide intervention took place in three mixed-grade classrooms (third/fourth, fourth/fifth, and fifth/sixth) with 14-20 students each. Fifteen-minute intervention sessions occurred approximately two times a week for a total of six to eight sessions. During each intervention session, students watched a 4-minute videotape segment depicting a peer model demonstrating near 100% on-task behavior, which was accompanied by verbal coaching and sm...

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 ...