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Showing all 8 results
Direct linkForman, Susan G.; Shapiro, Edward S.; Codding, Robin S.; Gonzales, Jorge E.; Reddy, Linda A.; Rosenfield, Sylvia A.; Sanetti, Lisa M. H.; Stoiber, Karen C. – School Psychology Quarterly, 2013
The APA Division 16 Working Group on Translating Science to Practice contends that implementation science is essential to the process of translating evidence-based interventions (EBIs) into the unique context of the schools, and that increasing attention to implementation will lead to the improvement of school psychological services and school…
Descriptors: School Psychology, Program Implementation, Barriers, Fidelity
Clemens, Nathan H.; Shapiro, Edward S.; Thoemmes, Felix – School Psychology Quarterly, 2011
This study investigated the accuracy of several early literacy measures that have been used in research and practice for first grade reading screening. A set of measures, Word Identification Fluency (WIF), Letter Naming Fluency, Phoneme Segmentation Fluency, and Nonsense Word Fluency, were administered as screening measures with 138 first grade…
Descriptors: Emergent Literacy, Grade 1, Reading Skills, Screening Tests
de Ramirez, Romilia Dominguez; Shapiro, Edward S. – School Psychology Quarterly, 2005
The present study examined whether teacher ratings of student disruptive, impulsive, and inattentive behaviors vary according to teacher-student ethnic differences. A total of 129 Hispanic and 89 White teachers observed standardized videotapes of a Hispanic and a White child and assessed each child for hyperactive-inattentive behaviors, using a…
Descriptors: Ethnicity, Hispanic Americans, Whites, Symptoms (Individual Disorders)
Shapiro, Edward S.; Blom-Hoffman, Jessica – School Psychology Quarterly, 2004
The program at Lehigh University has been very successful in producing a high percentage of students (42% of all graduates) who have entered academic careers as trainers of school psychologists. This article presents a conceptual model for the three variables that are considered as critical components of why students select an academic…
Descriptors: Careers, School Psychologists, Mentors, Doctoral Programs
Peer reviewedFeinberg, Adam B.; Shapiro, Edward S. – School Psychology Quarterly, 2003
Examines the relationship between teachers' judgments versus actual performance on curriculum-based measures in reading was examined. Correlations between teacher judgment measures and student performance found that teachers were accurate reporters of student performance levels in reading. However, some questions were raised whether teachers were…
Descriptors: Curriculum Based Assessment, Oral Reading, Prediction, Reading Ability
Peer reviewedHintze, John M.; Owen, Steven V.; Shapiro, Edward S.; Daly III, Edward J. – School Psychology Quarterly, 2000
Demonstrates the use of Generalizability (G) theory as an alternative method of validating direct behavioral measures. Reliability and validity from a classic test score theory are explored and rephrased in terms of G theory. Two studies that used oral reading fluency measures within a curriculum-based measurement approach are examined with G…
Descriptors: Curriculum Based Assessment, Elementary Education, Generalizability Theory, Measures (Individuals)
Peer reviewedEckert, Tanya L.; Hintze, John M.; Shapiro, Edward S. – School Psychology Quarterly, 1997
Examines school psychologists' (N=339) rated acceptability of two approaches to assessing emotional and behavior problems and provides a large-scale validation of an instrument designed to evaluate assessment acceptability. Results indicate significant differences between assessment methods and ratings of acceptability: behavioral assessments were…
Descriptors: Adolescents, Behavior Problems, Behavioral Science Research, Children
Peer reviewedDerr-Minneci, Tami F.; Shapiro, Edward S. – School Psychology Quarterly, 1992
Examined effects of who administers behavioral assessment (teacher versus school psychologist), physical location of assessment (reading group versus teacher's desk versus office), and whether performance is timed or untimed for oral reading rates of 100 third and fourth graders. Results showed significant effects for reading level, tester,…
Descriptors: Elementary Education, Elementary School Students, Evaluation Methods, Grade 3
