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Training the next generation of school professionals to be prevention scientists: The Missouri Prevention Center modelEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Empirically supported school-based programs have been shown to reduce the present and future risk for various emotional disturbances. Unfortunately, few of these programs have been successfully transported or maintained outside the context of controlled research studies. Central to attaining this goal is the pressing need to train the next generation of school psychology faculty leaders, versed in evidence-based practices (EBPs), who can train school personnel to deliver existing EBPs, design and develop innovative new practices, and conduct rigorous research to evaluate the effectiveness of these practices. In part to add...
Source: Psychology in the Schools - November 20, 2009 Category: Psychiatry & Psychology Authors: Wendy M. Reinke, Keith C. Herman, Melissa Stormont, Constance Brooks, Dana Darney Source Type: journals

Integrated models of school-based prevention: Logic and theoryEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
School-based prevention programs can positively impact a range of social, emotional, and behavioral outcomes. Yet the current climate of accountability pressures schools to restrict activities that are not perceived as part of the core curriculum. Building on models from public health and prevention science, we describe an integrated approach to school-based prevention. These models leverage the most effective structural and content components of social-emotional and behavioral health prevention interventions. Integrated interventions are expected to have additive and synergistic effects that result in greater impacts on m...
Source: Psychology in the Schools - November 19, 2009 Category: Psychiatry & Psychology Authors: Celene E. Domitrovich, Catherine P. Bradshaw, Mark T. Greenberg, Dennis Embry, Jeanne M. Poduska, Nicholas S. Ialongo Source Type: journals

School mental health and prevention science in the Baltimore City schoolsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This article provides background on school mental health (SMH) programs in Baltimore and efforts to integrate evidence-based preventive interventions into the schools served by these programs. We describe the triangular model of SMH promotion, building at the base from environment and relationship enhancement, followed by universal and selective prevention, efforts taken at each of these levels, challenges experienced, and ideas for overcoming challenges. The agenda to integrate evidence-based preventive interventions into schools offers much promise for improving valued outcomes for students and schools. This is a difficu...
Source: Psychology in the Schools - November 19, 2009 Category: Psychiatry & Psychology Authors: Mark D. Weist, Kerri Stiegler, Sharon Stephan, Jennifer Cox, Courtney Vaughan Source Type: journals

Linking prevention science and social and emotional learning: The Oregon Resiliency ProjectEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This article reviews the contributions of the Oregon Resiliency Project, an effort to enhance positive social-emotional development of children and youth through social and emotional learning (SEL). The project was launched in 2001 as a collaborative effort between faculty and graduate student researchers at the University of Oregon. The primary aims have included training, outreach, and research in school-based mental health promotion. One of the major contributions has been the development of the Strong Kids programs, SEL curricula designed to be used by educators and mental health personnel at the pre-K through Grade 12...
Source: Psychology in the Schools - November 18, 2009 Category: Psychiatry & Psychology Authors: Kenneth W. Merrell Source Type: journals

Disseminating Incredible Years series early-intervention programs: Integrating and sustaining services between school and homeEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The Incredible Years (IY) Series is a well-established set of parent, teacher, and child programs for treating and preventing conduct problems and promoting social competence and emotional regulation in young children. The purpose of this article is to describe the development of this evidence-based series within the context of a prevention science framework. We first summarize the conceptual grounding of the intervention series including the risk and protective factors that are targeted by IY. We then review the extensive literature demonstrating the impact of the various programs. The bulk of this article, however, focus...
Source: Psychology in the Schools - November 18, 2009 Category: Psychiatry & Psychology Authors: Carolyn Webster-Stratton, Keith C. Herman Source Type: journals

Principles of sustainable prevention: Designing scale-up of School-wide Positive Behavior Support to promote durable systemsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
In this article, we provide an overview of School-wide Positive Behavior Support (SWPBS), an approach to building protective school cultures and preventing the development of problem behavior through instruction, environmental redesign, and attention to systems-level variables. We define the critical features of SWPBS within a prevention science lens, including identification of its conceptual foundations, proximal mediators of student outcomes, and current research base and goals. Given its evidence of effectiveness, we describe efforts and a research agenda in the area of sustainability of SWPBS, including a description ...
Source: Psychology in the Schools - November 17, 2009 Category: Psychiatry & Psychology Authors: Kent McIntosh, Kevin J. Filter, Joanna L. Bennett, Charlotte Ryan, George Sugai Source Type: journals

The prevention science of reading research within a Response-to-Intervention modelEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The purpose of this article is to describe research-based reading intervention within a Response-to-Intervention (RTI) model, using prevention science as a context. First, RTI is defined and a rationale is provided for its use in improving the reading performance of all students, particularly those students identified as at risk for reading-related learning disabilities. Next, reading risk is defined and discussed, including prevalence, antecedents, and how risk is assessed through universal screening and progress monitoring. Existing literature on the use of RTI models in reading is summarized, including small- and large-...
Source: Psychology in the Schools - November 17, 2009 Category: Psychiatry & Psychology Authors: Erica S. Lembke, Kristen L. McMaster, Pamela M. Stecker Source Type: journals

Changes in teacher stress through participation in pre-referral intervention teamsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study followed 33 elementary education teachers prospectively through their participation in a pre-referral intervention team (PIT) program. Hierarchical linear modeling indicated that, across the pre-referral process, teachers felt less distress related to referred students' needs, termed "dyadic stress." Teachers' dyadic stress was partially accounted for by student progress on referral concerns. Teachers' experience of PIT support was also linked to reductions in stress and lower dyadic stress after pre-referral interventions were implemented. The findings have implications for how school practitioners consult with...
Source: Psychology in the Schools - November 6, 2009 Category: Psychiatry & Psychology Authors: Ann Shargo Lhospital, Anne Gregory Source Type: journals

Using a random dependent group contingency to increase on-task behaviors of high school students with high incidence disabilitiesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Group contingencies have the advantages of encouraging individual students to collectively feel responsible for appropriate and inappropriate classroom behaviors and have shown effectiveness in improving students' behavior. The purpose of this study was to investigate the effects of a random dependent group contingency on the on-task behaviors of six high school students with high incidence disabilities in a resource classroom. The study used an ABAB reversal design, and the results of the study indicated that the random dependent group contingency intervention was positively associated with increases in on-task behaviors ...
Source: Psychology in the Schools - October 19, 2009 Category: Psychiatry & Psychology Authors: Brenda D. Williamson, Gloria D. Campbell-Whatley, Ya-yu Lo Source Type: journals

Measuring elementary teacher stress and coping in the classroom: Validity evidence for the Classroom Appraisal of Resources and DemandsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study attempted to examine whether the CARD can provide reliable and valid information that addresses the call by experts in the field of teacher stress research for measures that consider each teacher's specific occupational circumstances. Specifically, the factor structure of the CARD was supported empirically. Further evidence was offered for the construct and concurrent validity by correlations between CARD scales scores and other measures theoretically relevant to teacher well-being: general health, teacher efficacy, self-critical attitudes, and burnout symptoms. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)
Source: Psychology in the Schools - October 15, 2009 Category: Psychiatry & Psychology Authors: Richard G. Lambert, Christopher McCarthy, Megan O'Donnell, Chuang Wang Source Type: journals

Community violence, school-related protective factors, and psychosocial outcomes in urban youthEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study examined the relationship of two putative school-based protective factors - student identification with school and perceived teacher support - to psychosocial outcomes in a sample of urban youth exposed to community violence. Participants were 175 high school students ages 14-19 in grades 9-12 from a large urban school district. Results indicated that exposure to violence was positively associated with internalizing and externalizing symptoms. Additionally, identification with school and teacher support were related to higher hope and lower psychosocial distress. Adolescents who reported higher identification wi...
Source: Psychology in the Schools - October 14, 2009 Category: Psychiatry & Psychology Authors: Kristy A. Ludwig, Jared S. Warren Source Type: journals

The relationship between treatment integrity and acceptability of reading interventions for children with Attention-Deficit/Hyperactivity DisorderEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data-based academic intervention (IDAI) and traditional data-based academic intervention (TDAI). Participants included 83 first- through fourth-grade students who met research criteria for Attention-Deficit/Hyperactivity Disorder and evidenced academic difficulties and their general and/or special education teachers. Reading interventions were developed through individualized, data-driven consultation (IDAI) or generic, menu-based consultative services (TDAI). Results sugges...
Source: Psychology in the Schools - October 13, 2009 Category: Psychiatry & Psychology Authors: Jennifer A. Mautone, George J. Dupaul, Asha K. Jitendra, Katy E. Tresco, Rosemary Vile Junod, Robert J. Volpe Source Type: journals

Factorial validity of the Reynolds Intellectual Assessment Scales for referred studentsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The Reynolds Intellectual Assessment Scales (RIAS) is a recently developed, individually administered psychometric instrument designed to measure general cognitive ability, as well as verbal (crystallized) intelligence, nonverbal (fluid) intelligence, and memory. Test reviewers have recommended the use of the RIAS despite the fact that, although the RIAS has been in circulation for more than four years, there is a paucity of independent research published about its psychometric properties. The purpose of the current study was to examine the factor structure of the RIAS across three samples of school-age children: the RIAS ...
Source: Psychology in the Schools - October 13, 2009 Category: Psychiatry & Psychology Authors: A. Alexander Beaujean, Sean M. McGlaughlin, Allison S. Margulies Source Type: journals

Differences between peer victimization in cyber and physical settings and associated psychosocial adjustment in early adolescenceEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study used factor analysis techniques to confirm whether survey questions about frequency of cyber victimization formed a distinct latent construct from questions about relational and overt victimization information in a large (N = 1,665) sample of middle school students. A secondary goal was to relate experiences of cyber victimization to symptoms of depression and social anxiety. Results indicate that cyber victimization is separate latent factor from overt and relational victimization. Experiences of cyber victimization were weakly associated with symptoms of social anxiety, but not depression. These results signif...
Source: Psychology in the Schools - October 13, 2009 Category: Psychiatry & Psychology Authors: Allison G. Dempsey, Michael L. Sulkowski, Rebecca Nichols, Eric A. Storch Source Type: journals

Working conditions as risk or resiliency factors for teachers of students with emotional and behavioral disabilitiesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study is discussed in terms of its implications for addressing the current shortage of EBD teachers. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)
Source: Psychology in the Schools - October 13, 2009 Category: Psychiatry & Psychology Authors: Susan Fread Albrecht, Beverley H. Johns, Joyce Mounsteven, Olufunmilola Olorunda Source Type: journals

Reliability and validity evidence for the earli literacy probesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The purpose of this study was to examine the reliability and validity of scores from six early literacy probes developed for use with preschool-age children. The literacy probes were administered to 84 preschoolers at three time points over a 6-month period. Also, a criterion measure of early literacy skills was administered to a subset of students. Results indicated that the probes demonstrate adequate reliability for screening decisions, moderate to strong concurrent relationships with a criterion measure, and developmentally appropriate changes in children's early literacy skills over time. These results add to the grow...
Source: Psychology in the Schools - October 13, 2009 Category: Psychiatry & Psychology Authors: Melissa A. Reid, James C. Diperna, Paul L. Morgan, Pui Wa Lei Source Type: journals

The validity of reading comprehension rate: Reading speed, comprehension, and comprehension ratesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This article describes a secondary analysis of a brief reading comprehension rate measure, percent comprehension questions correct per minute spent reading (%C/M). This measure includes reading speed (seconds to read) in the denominator and percentage of comprehension questions answered correctly in the numerator. Participants were 22 4th-, 29 5th-, and 37 10th-grade students. Results showed that reading speed accounted for much of the variance in Broad Reading Cluster scores and subtest scores of the Woodcock-Johnson III Tests of Achievement across all grade levels. Converting reading speed to the rate measure %C/M increa...
Source: Psychology in the Schools - October 13, 2009 Category: Psychiatry & Psychology Authors: Christopher H. Skinner, Jacqueline L. Williams, Jennifer Ann Morrow, Andre D. Hale, Christine E. Neddenriep, Renee O. Hawkins Source Type: journals

Early predictors of school engagement: Exploring the role of peer relationshipsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
School engagement is an important theoretical and practical cornerstone to the promotion of school completion. The current study explores the influences of childhood peer relationships in the third grade predicting school engagement at Grade 5. Participants are among the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (Research Triangle Institute, 2002). Given the importance of evaluating school engagement as a complex developmental process, longitudinal and multi-informant data were used to account for various child characteristics as well as relationships with pare...
Source: Psychology in the Schools - October 13, 2009 Category: Psychiatry & Psychology Authors: Neil H. Perdue, David P. Manzeske, David B. Estell Source Type: journals

Assessment of teacher and school psychologist knowledge of Attention-Deficit/Hyperactivity DisorderEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The purpose of this study was to investigate teacher and school psychologists' knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD). One hundred thirty-two kindergarten through 12th-grade general education teachers, special education teachers, and school psychologists responded to a 24-item questionnaire concerning treatment and possible causes of ADHD. The results supported the hypothesis that school psychologists' knowledge level of ADHD would be significantly greater than the knowledge level of special and general education teachers, but did not support the hypothesis that the knowledge level of special educatio...
Source: Psychology in the Schools - October 12, 2009 Category: Psychiatry & Psychology Authors: Lisa L. Weyandt, Katherine M. Fulton, Steve B. Schepman, Genevieve R. Verdi, Kimberly G. Wilson Source Type: journals

Steps to evaluating a statewide internship program: Model, trainee, and student outcomesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This article describes a multiyear developmental project bringing diverse universities together to institutionalize a statewide system of accountability. We share data from 3 years (N of interns = 278) and suggest recommendations for outcome-oriented evaluation for other universities, agencies, school psychological services delivery units, or states. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)
Source: Psychology in the Schools - October 12, 2009 Category: Psychiatry & Psychology Authors: Julie Q. Morrison, Janet L. Graden, David W. Barnett Source Type: journals

Reliability and validity evidence of scores on the Achievement Goal Tendencies Questionnaire in a sample of Spanish students of compulsory secondary educationEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study examined the reliability and validity evidence drawn from the scores of the Spanish version of the Achievement Goal Tendencies Questionnaire (AGTQ) using a sample of 2,022 (51.1% boys) Spanish students from grades 7 to 10. Confirmatory factor analysis replicated the correlated three-factor structure of the AGTQ in this sample: Learning Goals (LG), Social Reinforcement Goals (SRG), and Performance Goals (PG). The AGTQ yields relatively reliable scores for Spanish students. Logistic regression analyses were used to provide additional validity evidence of AGTQ scores on academic success (general, Spanish, and mathe...
Source: Psychology in the Schools - October 12, 2009 Category: Psychiatry & Psychology Authors: Candido J. Ingles, Jose M. Garcia-Fernandez, Juan L. Castejon, Antonio Valle, Beatriz Delgado, Juan C. Marzo Source Type: journals

Use and impact of antidepressants in the school settingEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This article discusses the primary differences between the various forms of antidepressants, including their utility and efficacy. Positive and negative impacts are also reviewed, including potential impact on schooling. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)
Source: Psychology in the Schools - September 25, 2009 Category: Psychiatry & Psychology Authors: Chad A. Noggle, Raymond S. Dean Source Type: journals

Antidepressants and suicidal ideation in adolescence: A paradoxical effectEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The past two decades have seen a rapid increase in the number and types of psychopharmacological medications that are available for the treatment of depression in children and adolescents. Parents and adolescents often raise questions as to the potential increase in suicidal ideation associated with the use of primarily selective serotonin reuptake inhibitors (SSRIs). This has been driven in part as a result of media attention that has focused on the "black box" warnings regarding increases in suicidal ideation for SSRIs. The current article reviews the status of the literature surrounding suicidal ideation and SSRIs in ad...
Source: Psychology in the Schools - September 21, 2009 Category: Psychiatry & Psychology Authors: Eric E. Pierson Source Type: journals

Limited prescription privileges for psychologists: Review and implications for the practice of psychology in the schoolsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
In this article, we present a balanced view of the prescriptive authority debate in relation to five major issues and within the context of the practice of psychology in the schools: (a) appropriate training, (b) quality of care, (c) access to services, (d) continuity of care, and (e) professional identity. We also provide an analysis of the quality and relevance of each issue within the school practice context. Despite the increasing momentum of the prescriptive authority initiative at the state level, it seems unlikely that prescription privileges will be extended to psychologists working in school-based practice setting...
Source: Psychology in the Schools - September 20, 2009 Category: Psychiatry & Psychology Authors: Carrie R. Ball, Thomas R. Kratochwill, Hugh F. Johnston, J. Jay Fruehling Source Type: journals

Prescription drug abuseEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This article presents current statistics on nonmedical use of both categories of prescription medications by high school and college students. The incidence of nonmedical use of prescription medications continues to increase among high school and college students. Two categories of drugs that are commonly used for reasons other than those for which the drugs are prescribed are those used for pain and those prescribed for Attention-Deficit/Hyperactivity Disorder. Demographic and behavioral characteristics of students who are most likely to engage in intentional abuse of stimulants and pain medications as well as stated moti...
Source: Psychology in the Schools - September 20, 2009 Category: Psychiatry & Psychology Authors: Gloria J. Hamilton Source Type: journals

Types and treatment of pediatric sleep disturbancesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This article provides an overview of pediatric sleep disturbances with emphases on types and treatments. Relationships between sleep disorders and comorbid conditions function to exacerbate and maintain both disorders. An estimated 20% of teenagers experience chronic partial sleep deprivation, resulting in problems with memory, attention, and behavior control. Treatment of choice for chronic partial sleep deprivation involves a comprehensive approach to regularizing the adolescent's sleep-wake schedule. The American Academy of Pediatrics (AAP) calls into question the validity of upward trends in prescribing for children an...
Source: Psychology in the Schools - September 20, 2009 Category: Psychiatry & Psychology Authors: Gloria J. Hamilton Source Type: journals

Legal issues in school health services and school psychology: Guidelines for the administration of medicationEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The use of psychoactive medications to augment behavioral and psychosocial interventions in schools has significantly increased within the last few decades. Yet, advising, administrating, and supervising the dispensation of medication (including psychostimulants and psychoactive substances) tend to be some of the most risky tasks of school administrators and personnel. Medication administration is not only an increasing source of civil and administrative liability for school districts, but may lead to legal questions for school counselors, psychologists, and social workers. In response to growing concerns, this article pro...
Source: Psychology in the Schools - September 20, 2009 Category: Psychiatry & Psychology Authors: Anna Mazur-Mosiewicz, Eric Pierson, David E. McIntosh Source Type: journals

Issues in monitoring medication effects in the classroomEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The task of medication monitoring in the schools has increased for school psychologists, yet there is little research specific to pediatric psychoactive medication. The current article reviews issues pertinent to school-based medication monitoring. Feasibility, acceptability, and perception of effectiveness are reviewed as fundamental considerations before implementing a medication-monitoring plan in the schools. The importance of individualization, ecological implementation, and development of socially valid objectives is stressed along with the need for additional research, tools, and measures in this area. Practical con...
Source: Psychology in the Schools - September 20, 2009 Category: Psychiatry & Psychology Authors: Laura Anderson, Christy M. Walcott, Sarah G. Reck, Steven Landau Source Type: journals

Current practice in psychopharmacology for children and adolescents with autism spectrum disordersEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This article reviews the medications most frequently used in the treatment of ASDs, both U.S. Food and Drug Administration (FDA) approved and off-label, as well as the current evidence base on efficacy of these medications. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)
Source: Psychology in the Schools - September 9, 2009 Category: Psychiatry & Psychology Authors: Elizabeth Freeman Floyd, David E. McIntosh Source Type: journals

The effects of antiepileptic drugs on classroom performanceEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Epilepsy is one of the most common neurological disorders in children, and it has been associated with an increased risk of cognitive, psychiatric, and learning problems. Although side effects of antiepileptic drugs (AEDs) have been long studied in adults, an understanding of how they manifest in children is only beginning to emerge. Careful clinical considerations must be made to accurately determine the potential contribution of AEDs to learning problems, and this includes understanding the complex role played by multiple medical, developmental, and psychosocial factors. The present review provides information on common ...
Source: Psychology in the Schools - September 8, 2009 Category: Psychiatry & Psychology Authors: Jeffrey B. Titus, Liu Lin Thio Source Type: journals

Exercise-based school obesity prevention programs: An overviewEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Overweight and obesity are major health concerns for young people. Schools are particularly promising environments for preventing and treating obesity. The Institutes of Medicine recommends 60 minutes per day of physical activity for children and youth, including at least 30 minutes at school. Yet the amount of moderate to vigorous physical exercise children and youth receive at school falls far short of these recommendations. Several intervention programs are supported by well-controlled studies. These effective programs include Planet Health, the Stanford Adolescent Heart Health Program, Dance for Health, Cardiovascular ...
Source: Psychology in the Schools - July 29, 2009 Category: Psychiatry & Psychology Authors: Georgette Yetter Source Type: journals

A meta-analytic review of obesity prevention in the schools: 1997-2008Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
A meta-analysis was conducted on school-based interventions to reduce obesity in children. Sixty-six (k = 66, N = 31,059) comparisons from 40 published studies from 1997 through 2008 were included in analyses. Results indicated a significant effect for school-based interventions with an overall weighted effect size of r = .05. Several moderating factors were examined to explain the heterogeneity in study outcomes. Interventions that were universal (k = 37, r = .07), conducted in elementary schools (k = 41, r = .06), implemented collaboratively (k = 19, r = .12), primarily included children of Asian ethnicity (k = 5, r = .3...
Source: Psychology in the Schools - July 28, 2009 Category: Psychiatry & Psychology Authors: Catherine Cook-Cottone, Carolyn M. Casey, Thomas Hugh Feeley, Jennifer Baran Source Type: journals

Wheezing, sleeping, and worrying: The hidden risks of asthma and obesity in school-age childrenEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The present study investigated the co-occurrence of asthma and obesity in a sample of 193 children (mean age = 7.76 years). Specifically, this study was interested in delineating the associated comorbidities of internalizing symptoms and sleep disruptions among younger (younger than 7 years) and older elementary age children with asthma who were also overweight. Information about child internalizing symptoms (among other areas of functioning) was collected from teacher ratings of child behavior. Data regarding nighttime waking, morning symptoms, and school days missed were obtained from parent reports. Findings suggest tha...
Source: Psychology in the Schools - July 28, 2009 Category: Psychiatry & Psychology Authors: Barbara H. Fiese, Robin S. Everhart, Leah Wildenger Source Type: journals

Obesity rates in special populations of children and potential interventionsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Childhood obesity has become a problem of epidemic proportions in the United States, but much of the research has focused on prevention and intervention programs, which target the general population of school children. Overlooked in the literature are children with special needs (including autism, genetic disorders, Down syndrome, and Prader-Willi syndrome), who on average have higher rates of obesity than do their typically functioning peers. Specifically, some clinical populations of children have genetic predispositions that make intervention more difficult to accomplish. General intervention considerations are discusse...
Source: Psychology in the Schools - July 13, 2009 Category: Psychiatry & Psychology Authors: Matthew J. Holcomb, Lisa A. Pufpaff, David E. McIntosh Source Type: journals

Introduction to the special issue: Childhood obesityEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
No Abstract. (Source: Psychology in the Schools)
Source: Psychology in the Schools - July 12, 2009 Category: Psychiatry & Psychology Authors: Lea A. Theodore, Melissa A. Bray, Thomas J. Kehle Source Type: journals

The Boston Middle School-Corner Store Initiative: Development, implementation, and initial evaluation of a program designed to improve adolescents' beverage-purchasing behaviorsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The Boston Middle School Corner Store Initiative (CSI) brought together schools, businesses, and community partners to develop, implement, and evaluate a multicomponent pilot program designed to promote healthier beverage purchasing at corner stores among 3,500 middle school students living in Boston, Massachusetts. Healthy drinks were defined for the purpose of this initiative as plain water, low-fat and fat-free milk, and 100% fruit juice. To accomplish the goals of the CSI, partnerships between middle schools and nearby corner stores in support of healthy beverage choices were formed; a social marketing plan aimed at mi...
Source: Psychology in the Schools - July 12, 2009 Category: Psychiatry & Psychology Authors: Jessica A. Hoffman, Vivien Morris, John Cook Source Type: journals

Prevalence of eating disturbance and body image dissatisfaction in young girls: An examination of the variance across racial and socioeconomic groupsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Eating disorder research has predominantly focused on White adolescent females. More recent research suggests that eating disorders occur in various racial and age groups. The current study examines prevalence and stability of body image dissatisfaction and eating disturbance in 9- and 10-year-old girls and whether there is variability by racial group or socioeconomic status (SES). Five hundred eighty-one girls completed the Children's Eating Attitude Test (ChEAT) and the Body Image Measure (BIM). Results showed that 11% of the sample scored in the Anorexic range at age 9 and about 7% at age 10. When examining body image, ...
Source: Psychology in the Schools - July 12, 2009 Category: Psychiatry & Psychology Authors: Marissa L. DeLeel, Tammy L. Hughes, Jeffrey A. Miller, Alison Hipwell, Lea A. Theodore Source Type: journals

Effects of behavioral weight control intervention on binge eating symptoms among overweight adolescentsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
In conclusion, findings from this study support an emerging body of evidence suggesting that dietary restriction, as practiced through participation in a weight control intervention, leads to a reduction in binge eating symptoms among overweight adolescents. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)
Source: Psychology in the Schools - July 12, 2009 Category: Psychiatry & Psychology Authors: Robyn S. Mehlenbeck, Elissa Jelalian, Elizabeth E. Lloyd-Richardson, Chantelle N. Hart Source Type: journals

Correlates and suspected causes of obesity in childrenEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The correlates and suspected causes of the intractable condition obesity are complex and involve environmental and heritable, psychological and physical variables. Overall, the factors associated with and possible causes of it are not clearly understood. Although there exists some ambiguity in the research regarding the degree of happiness in children with obesity, treatments that promote the child's psychological wellness and happiness should continue to be examined relating to promoting enduring weight reduction. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)
Source: Psychology in the Schools - July 12, 2009 Category: Psychiatry & Psychology Authors: Laura M. Crothers, Thomas J. Kehle, Melissa A. Bray, Lea A. Theodore Source Type: journals

School-wide healthy weight behaviors: Promoting Universal Longevity via School-family Ecologies (PULSE)Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Rates of childhood obesity have more than tripled in the last 40 years, resulting in a challenge from the public sector and various governmental institutions for the development of effective prevention/early intervention programming. Based on an extensive review of the literature, an evidence-based, school-wide curriculum is proposed. Promoting Universal Longevity via School-family Ecologies (PULSE) is intended to change weight imbalance behaviors via proactive and long-term interventions directed toward all children and their families (universal prevention model) via the school setting. The authors provide a review of the...
Source: Psychology in the Schools - July 7, 2009 Category: Psychiatry & Psychology Authors: Laura M. Anderson, LeAdelle Phelps Source Type: journals

Peer victimization and pediatric obesity: A review of the literatureEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This report provides a review of the existing research on peer victimization and its impact on children's psychological, social, and behavioral functioning. Interventions for weight-based stigmatization and victimization are reviewed, and recommendations to improve the effectiveness of such interventions are provided. Future directions for the research literature are suggested to address limitations in the extant literature and highlight potential areas of inquiry that can provide information for the development of effective interventions for the victimization of obese youth. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)
Source: Psychology in the Schools - July 6, 2009 Category: Psychiatry & Psychology Authors: Wendy N. Gray, Nicole A. Kahhan, David M. Janicke Source Type: journals

Emotion, understanding, and social skills among boys at risk of attention deficit hyperactivity disorderEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study's contribution to the understanding and school treatment of children with ADHD emotional and social competencies is discussed. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)
Source: Psychology in the Schools - July 1, 2009 Category: Psychiatry & Psychology Authors: Inna Kats-Gold, Beatriz Priel Tags: Research Articles Source Type: journals

Graduate students' administration and scoring errors on the Woodcock-Johnson III Tests of Cognitive AbilitiesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study assesses the frequency and types of examiner errors that occur during the administration and scoring of the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG). Data from 36 graduate students across 108 test records revealed a total of 500 errors across all records. Further analyses indicated three frequently occurring errors, including the use of incorrect ceilings, failure to record errors, and failure to encircle the correct row for the total number correct. The results of this study may be used to inform training programs so that appropriate steps can be taken to decrease the number of examiner er...
Source: Psychology in the Schools - July 1, 2009 Category: Psychiatry & Psychology Authors: Erica Ramos, Vincent C. Alfonso, Susan M. Schermerhorn Tags: Research Articles Source Type: journals

Adults matter: Protecting children from the negative impacts of bullyingEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study examines the degree to which support from parents and teachers buffers the level of depression for four groups of children involved in bullying (victim, bully, bully-victims, or not involved children). Nine hundred and seventy-seven 5th-, 9th-, and 11th-grade students in the rural South completed questionnaires on bullying, social support, and depression. Children who were not involved in bullying reported less depression and more social support than children involved in bullying, and bully-victims were the most at-risk group. Furthermore, results indicate that in all four bully status groups, children reported ...
Source: Psychology in the Schools - July 1, 2009 Category: Psychiatry & Psychology Authors: Nicola A. Conners-Burrow, Danya L. Johnson, Leanne Whiteside-Mansell, Lorraine McKelvey, Regina A. Gargus Tags: Research Articles Source Type: journals

Analysis of author affiliation across four school psychology journals from 2000 to 2008: Where is the practitioner research?Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
Discussion focuses on practitioners' involvement in the research base that is intended to inform their professional behaviors. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)
Source: Psychology in the Schools - June 17, 2009 Category: Psychiatry & Psychology Authors: Erin E. Carroll, Christopher H. Skinner, Daniel F. McCleary, Briana Hautau von Mizener, Stacy L. Bliss Source Type: journals

School reintegration for children and adolescents with cancer: The role of school psychologistsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This article provides a description of the model, describes the model's application to school psychologists' work with this unique population of children, provides checklists to help guide school psychologists' intervention throughout the school reintegration process, and highlights implications for school psychology practice. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)
Source: Psychology in the Schools - June 9, 2009 Category: Psychiatry & Psychology Authors: Mekel S. Harris Source Type: journals

Further validation of the Systematic Screening for Behavior Disorders in middle and junior high schoolEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
The Systematic Screening for Behavior Disorders (SSBD), a screening system to identify elementary students at risk for emotional and behavioral disorders, was evaluated for use in middle and junior high schools. Teachers completed SSBD Stages One and Two on students in grades 6 to 8 who had characteristics of internalizing or externalizing disorders. Teacher, parent, and self-rating forms of the Achenbach System of Empirically Based Assessment (ASEBA) and the Social Skills Rating System (SSRS) were also completed on 66 students nominated via the SSBD as at risk for internalizing and externalizing problems. Office disciplin...
Source: Psychology in the Schools - June 9, 2009 Category: Psychiatry & Psychology Authors: Michael J. Richardson, Paul Caldarella, Benjamin J. Young, Ellie L. Young, K. Richard Young Source Type: journals

Historically Black Colleges and University students' and faculties' views of school psychology: Implications for increasing diversity in higher educationEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study investigates Historically Black Colleges and University (HBCU) students' and faculties' knowledge related to school psychology. A total of 165 students and 14 faculty members completed inventories that assessed the understanding and views of various psychological disciplines. Results indicated that HBCU students rated their perceived knowledge of school psychology significantly lower than all psychological disciplines. In addition, these students have significantly fewer sources of information for school psychology than comparable disciplines. Although more than 90% of students stated that they would attend grad...
Source: Psychology in the Schools - June 9, 2009 Category: Psychiatry & Psychology Authors: Scott L. Graves Jr., Lynda Brown Wright Source Type: journals

Stand by me: The effects of peer and teacher support in mitigating the impact of bullying on quality of lifeEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This study underscores the value of efforts to promote social support from peers and teachers in both universal bullying prevention programs and school climate initiatives. Furthermore, results support further investigation into the possible contributions of bystanders in supporting school-wide bullying prevention/school climate strategies. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)
Source: Psychology in the Schools - June 9, 2009 Category: Psychiatry & Psychology Authors: Paul D. Flaspohler, Jennifer L. Elfstrom, Karin L. Vanderzee, Holli E. Sink, Zachary Birchmeier Source Type: journals

A developmental continuum of phonological sensitivity skillsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
This article presents the array of skills that constitute phonological sensitivity, ordered in a developmental continuum based on research evidence in order to create a bridge between scientific evidence and school-based practices. © 2009 Wiley Periodicals, Inc. (Source: Psychology in the Schools)
Source: Psychology in the Schools - June 9, 2009 Category: Psychiatry & Psychology Authors: Lisa A. Pufpaff Source Type: journals