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Showing 1 to 15 of 171 results
Peer reviewed
Direct linkBrassard, Marla R.; Fiorvanti, Christina M. – Psychology in the Schools, 2015
Child abuse is a leading cause of emotional, behavioral, and health problems across the lifespan. It is also preventable. School-based abuse prevention programs for early childhood and elementary school children have been found to be effective in increasing student knowledge and protective behaviors. The purpose of this article is to help school…
Descriptors: Child Abuse, Prevention, Educational Environment, School Psychologists
Gormley, Matthew J.; Dupaul, George J. – Psychology in the Schools, 2015
Teacher-to-teacher consultation (TTC) is an extension of standard behavioral consultation that seeks to transfer an established and effective intervention across a grade-level transition by including teachers from both grade levels as conjoint consultees at the beginning of the second school year. The purpose of the current study was to determine…
Descriptors: Intervention, Teacher Collaboration, Consultation Programs, Attention Deficit Hyperactivity Disorder
Ray, Dee C.; Armstrong, Stephen A.; Balkin, Richard S.; Jayne, Kimberly M. – Psychology in the Schools, 2015
The authors conducted a meta-analysis and systematic review that examined 23 studies evaluating the effectiveness of child centered play therapy (CCPT) conducted in elementary schools. Meta-analysis results were explored using a random effects model for mean difference and mean gain effect size estimates. Results revealed statistically significant…
Descriptors: Meta Analysis, Play Therapy, Literature Reviews, Student Centered Curriculum
Mautone, Jennifer A.; Marcelle, Enitan; Tresco, Katy E.; Power, Thomas J. – Psychology in the Schools, 2015
Family involvement in education, including the quality of family-school communication, has been demonstrated repeatedly to have a substantial effect on child development and success in school; however, measures of this construct are limited. The purpose this study was to examine the factor structure and concurrent validity of the Quality of the…
Descriptors: Attention Deficit Hyperactivity Disorder, Parent Teacher Cooperation, Interpersonal Relationship, Family Involvement
Hinds, Erika; Jones, Laura Backen; Gau, Jeffrey M.; Forrester, Kathleen K.; Biglan, Anthony – Psychology in the Schools, 2015
Teachers' psychological well-being is important for teachers and students, but teaching is highly stressful, particularly in special education. We examined the role of experiential avoidance (EA) in the well-being of 529 middle and elementary school teachers. EA involves the tendency to avoid thoughts, feelings, and other internal…
Descriptors: Well Being, Special Education, Stress Variables, Teacher Burnout
Mercer, Sterett H.; Keller-Margulis, Milena A. – Psychology in the Schools, 2015
Differences in oral reading curriculum-based measurement (R-CBM) slopes based on two commonly used progress monitoring practices in field-based data were compared in this study. Semester-specific R-CBM slopes were calculated for 150 Grade 1 and 2 students who completed benchmark (i.e., 3 R-CBM probes collected 3 times per year) and strategic…
Descriptors: Benchmarking, Oral Reading, Reading Tests, Reading Strategies
Dufrene, Brad A.; Lestremau, Lauren; Zoder-Martell, Kimberly – Psychology in the Schools, 2014
Direct behavioral consultation is an extension of traditional behavioral consultation and focuses on assessment and training in the classroom during ongoing classroom activities. This study evaluated direct behavioral consultation services in two elementary alternative classrooms referred following a program evaluation in which data suggested…
Descriptors: Positive Reinforcement, Student Behavior, Elementary School Teachers, Elementary School Students
Pereira, Ana Isabel; Marques, Teresa; Russo, Vanessa; Barros, Luísa; Barrett, P. – Psychology in the Schools, 2014
The FRIENDS for Life program is a cognitive-behavioral group program that targets anxiety in children. The main purpose of this study was to analyze the effectiveness of the Portuguese version of the FRIENDS for Life Program, which was implemented in schools to reduce anxiety problems in a group of highly anxious children. The study used a…
Descriptors: Foreign Countries, Anxiety, Behavior Modification, Cognitive Restructuring
Konold, Timothy R.; Shukla, Kathan D. – Psychology in the Schools, 2014
Discrepancies among informants' ratings of a given child's behavior complicate the study of linkages between child behavior and academic achievement. In the current study, we examined the potential moderating effect of informant type on associations between behavior and two types of achievement in a longitudinal growth model that…
Descriptors: Child Behavior, Child Development, Longitudinal Studies, Elementary School Students
Reuland, Meg M.; Mikami, Amori Yee – Psychology in the Schools, 2014
Peer victimization is a well-established risk factor for children's adjustment, but it has rarely been studied as a feature of classroom climate. This study examines the consequences of classroom victimization for children's social and academic adjustment. Classroom victimization, social functioning, and academic adjustment were assessed…
Descriptors: Victims, Peer Relationship, Elementary School Students, Student Behavior
Nearchou, Finiki A.; Stogiannidou, Ariadni; Kiosseoglou, Grigoris – Psychology in the Schools, 2014
This study aimed to adapt the Resilience Youth Development Module (RYDM) and assess its psychometric properties in terms of internal consistency and convergent validity in Greek elementary students. Participants (N = 346) completed a battery of self-report questionnaires, including the RYDM, School Connectedness Scale, and Strengths and…
Descriptors: Foreign Countries, Resilience (Psychology), Measures (Individuals), Psychometrics
Tsouloupas, Costas N.; Carson, Russell L.; Matthews, Russell A. – Psychology in the Schools, 2014
One approach for understanding teachers' behavioral responses to classroom student misbehavior is through the perceptions of efficacy in handling this stressor. The present study investigated the relationship and predictive ability of personal and school cultural factors as they relate to perceptions of teachers' efficacy in handling…
Descriptors: School Culture, Student Behavior, Behavior Problems, Teacher Effectiveness
Begeny, John C.; Greene, Diana J. – Psychology in the Schools, 2014
A grade level of reading material is commonly estimated using one or more readability formulas, which purport to measure text difficulty based on specified text characteristics. However, there is limited direction for teachers and publishers regarding which readability formulas (if any) are appropriate indicators of actual text difficulty. Because…
Descriptors: Readability Formulas, Difficulty Level, Reading Fluency, Elementary School Students
Solari, Emily J.; Aceves, Terese C.; Higareda, Ignacio; Richards-Tutor, Cara; Filippini, Alexis L.; Gerber, Michael M.; Leafstedt, Jill – Psychology in the Schools, 2014
This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish-speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic…
Descriptors: Grade 2, Elementary School Students, Correlation, Spanish
McCane-Bowling, Sara J.; Strait, Andrea D.; Guess, Pamela E.; Wiedo, Jennifer R.; Muncie, Eric – Psychology in the Schools, 2014
This study examined the predictive utility of five formative reading measures: words correct per minute, number of comprehension questions correct, reading comprehension rate, number of maze correct responses, and maze accurate response rate (MARR). Broad Reading cluster scores obtained via the Woodcock-Johnson III (WJ III) Tests of Achievement…
Descriptors: Reading Tests, Reading Comprehension, Elementary School Students, Middle School Students
