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Direct linkSchwehr, Ethan; Bocanegra, Joel O.; Kwon, Kyongboon; Sheridan, Susan M. – Contemporary School Psychology, 2014
This study was an examination of the possible influence of a child's pre-identified disability on parent and teacher behavior ratings and whether a child's disability status affected parent ratings, when controlling for parenting stress. The sample included 206 kindergarten through third grade students and their teachers and parents from…
Descriptors: Parent Attitudes, Disability Identification, Children, Stress Variables
Download full textPowers, Kristin; Mandal, Arpita – Contemporary School Psychology, 2011
Within the Response-to-Intervention framework, students who fail to profit from high-quality general education instruction, accommodations, and supplemental instruction progress to a more intensive intervention program, sometimes referred to as "Tier III." This article describes a problem-solving approach to designing such intensive, data-based,…
Descriptors: Intervention, General Education, Problem Solving, Supplementary Education
Saeki, Elina; Jimerson, Shane R.; Earhart, James; Hart, Shelley R.; Renshaw, Tyler; Singh, Renee D.; Stewart, Kaitlyn – Contemporary School Psychology, 2011
As many schools move toward a three-tier model that incorporates a Response to Intervention (RtI) service delivery model in the social, emotional, and behavioral domains, school psychologists may provide leadership. The decision-making process for filtering students through multiple tiers of support and intervention and examining change is an area…
Descriptors: Evidence, Intervention, School Psychologists, Identification
