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Showing all 14 results
Direct linkDuPaul, George J.; Eckert, Tanya L.; Vilardo, Brigid – School Psychology Review, 2012
A meta-analysis evaluating the effects of school-based interventions for students with attention deficit hyperactivity disorder was conducted by examining 60 outcome studies between 1996 and 2010 that yielded 85 effect sizes. Separate analyses were performed for studies employing between-subjects, within- subjects, and single-subject experimental…
Descriptors: Intervention, Attention Deficit Hyperactivity Disorder, School Based Management, Contingency Management
Miller, David N.; Eckert, Tanya L. – School Psychology Review, 2009
Youth suicidal behavior continues to be a significant national problem in need of urgent attention by school personnel. The purpose of this introductory article to the special series is to provide an overview of youth suicidal behavior, including research-based information on demographic data; risk factors and warning signs; and where, when, and…
Descriptors: School Psychologists, Youth, At Risk Persons, Suicide
Miller, David N.; Eckert, Tanya L.; Mazza, James J. – School Psychology Review, 2009
The purpose of this article is to provide a comprehensive review of school-based suicide prevention programs from a public health perspective. A literature review of empirical studies examining school-based suicide prevention programs was conducted. Studies were required to contain information pertaining to the implementation and outcomes of a…
Descriptors: Literature Reviews, Integrated Services, Suicide, Prevention
Eckert, Tanya L.; Martens, Brian K.; DiGennaro, Florence D. – School Psychology Review, 2005
Antecedent-Behavior-Consequence (A-B-C) recordings are often used in school settings as part of a functional assessment. A number of limitations are associated with A-B-C recordings, and a novel approach for describing data from A-B-C recordings is to compute conditional probabilities that can be graphed in the general operant contingency space to…
Descriptors: Behavior Problems, Investigations, Functional Behavioral Assessment, Probability
Eckert, Tanya L. – School Psychology Review, 2004
This article reviews the studies making up this special topic issue on state of the art research in academic and behavioral assessment and intervention. Each unsolicited research study illustrates scientific advances in assessment and intervention practices that have direct implications for improving children's educational outcomes. A case is made…
Descriptors: Program Effectiveness, Outcomes of Education, Intervention, Educational Objectives
Shapiro, Edward S.; Angello, Lisa Marie; Eckert, Tanya L. – School Psychology Review, 2004
Over the past decade, curriculum-based assessment (CBA) has received substantial attention in the empirical literature as a reliable and valid method for assessment of academic skills problems. Despite this attention, there have been only limited studies on the use of CBA by school-based professionals. The present study reports the outcomes of a…
Descriptors: Evaluation Methods, Student Evaluation, Graduate Study, Curriculum Based Assessment
Akin-Little, K. Angeleque; Eckert, Tanya L.; Lovett, Benjamin J.; Little, Steven G. – School Psychology Review, 2004
The debate over the effects of the use of extrinsic reinforcement in classrooms, businesses, and societal settings has been occurring for over 30 years. Some theorists have cautioned against the use of reward, whereas others have found little, if any, detrimental effect. This article examines the debate with an emphasis on data-based findings. The…
Descriptors: Reinforcement, Rewards, Student Motivation, Classroom Techniques
Eckert, Tanya L.; Miller, David N.; DuPaul, George J.; Riley-Tillman, T. Christopher – School Psychology Review, 2003
From a random sample of members of the 1996-1997 membership directory of the National Association of School Psychologists (NASP), school psychologists' acceptability ratings of three school-based programs for the prevention of adolescent suicide were examined. A total of 211 (46.2%) respondents read a case description of a particular prevention…
Descriptors: Prevention, School Psychologists, Suicide, Adolescents
Chafouleas, Sandra M.; Riley-Tillman, T. Chris; Eckert, Tanya L. – School Psychology Review, 2003
This investigation compared the acceptability of three methods for assessing reading (i.e., norm-referenced assessment, curriculum-based assessment, brief experimental analysis), and explored how a new assessment methodology can gain acceptance as a useful and appropriate approach. Given that brief experimental analysis is a relatively new…
Descriptors: Intervention, Curriculum Based Assessment, Psychologists, School Psychologists
Peer reviewedBoyajian, Amy E.; DuPaul, George J.; Handler, Marcie Wartel; Eckert, Tanya L.; McGoey, Kara E. – School Psychology Review, 2001
Assesses the efficacy of using brief functional analysis procedures in preschool classrooms for students at-risk for Attention Deficit Hyperactivity Disorder (ADHD) Results indicated that aggressive behavior was maintained by either positive or negative reinforcement contingencies. Results are discussed in relation to implementing functional…
Descriptors: Aggression, Attention Deficit Disorders, Classroom Environment, Early Intervention
Peer reviewedEckert, Tanya L.; Shapiro, Edward S. – School Psychology Review, 1999
Explores the relationship between experimental design method and teacher-rated acceptability of two analog approaches for assessing academic skills problems. Comparisons indicate that curriculum-based assessment was consistently rated as a more acceptable method of assessment than published, norm-referenced tests. Results are discussed in relation…
Descriptors: Academic Aptitude, Curriculum Based Assessment, Elementary Education, Elementary School Teachers
Interventions for Students with Attention-Deficit/Hyperactivity Disorder: One Size Does Not Fit All.
Peer reviewedDuPaul, George J.; Eckert, Tanya L.; McGoey, Kara E. – School Psychology Review, 1997
Article dispels the following myths about attention-deficit/hyperactivity disorder (ADHD): it has neurobiological base that can only be treated with medication; it must be treated with contingency management procedures; the children do not perform well under partial reinforcement schedules; and students must receive special-education services.…
Descriptors: Attention Deficit Disorders, Behavior Modification, Classroom Techniques, Educational Theories
Peer reviewedDuPaul, George J.; Eckert, Tanya L. – School Psychology Review, 1997
A meta-analysis examining effects of school-based interventions for children and adolescents with attention-deficit hyperactivity disorder (ADHD) was undertaken with 63 outcome studies. Gives separate analysis for studies employing between-subject, within-subject, and single-subject experimental designs. Reports positive and significant overall…
Descriptors: Adolescents, Attention Deficit Disorders, Children, Drug Therapy
Peer reviewedEckert, Tanya L.; Shapiro, Edward S.; Lutz, J. Gary – School Psychology Review, 1995
General- and special-education teachers evaluated the acceptability of two psychoeducational-assessment techniques: curriculum-based assessment (CBA) and norm-referenced tests (PNRT). Using the Assessment Rating Profile (ARP), the study compared teachers' ratings of a case study that presented data obtained using either CBA or PNRT. Teachers…
Descriptors: Curriculum Based Assessment, Educational Environment, General Education, Special Education
