Increased accountability in education has resulted in a focus on implementing interventions with strong empirical support. Both student outcome and treatment integrity data are needed to draw valid conclusions about intervention effectiveness. Reviews of the literature in other fields (e.g., applied behavior analysis, prevention science) suggest…

The author was favorably impressed with the breadth, scope, and quality of the articles in this issue that dealt with the various aspects and correlates of social behavioral functioning as well as assessment and intervention considerations. Each of these articles dealt with a unique aspect of social behavioral functioning in children and youth and…

The Daily Behavior Report Card is an intervention showing promise in various formats and in multiple settings. A meta-analysis evaluated the size of effects obtained from Daily Behavior Report Card interventions within single case research designs, investigating six potential moderators of treatment effects: student age, target behavior,…

Information pertaining to outcomes of "School Psychology Review" in relation to goals established by the journal editor for the period of 2006-2010 (Power, 2006) are reviewed. In particular, outcomes with regard to publishing research articles that address the goals of the School Psychology Futures Conference are described. In addition,…

The number of students who are classified as English language learners (ELLs) is increasing within schools across the United States. Thus, it is important that school professionals have access to information regarding research-based assessment, prevention, and intervention practices that reflect the appropriate provision of services to this…

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…

In this issue of "School Psychology Review," various authors devoted their articles to school-based interventions for students with attention deficit hyperactivity disorder (ADHD). ADHD has been one of the most extensively investigated mental conditions of childhood. Still, important questions regarding the extent of treatment effectiveness remain…

Article examines selected school-based prevention programs that represent a dual focus of risk attenuation and competency promotion, and exemplify a shift from risk to resilience in the prevention of antisocial behavior. Identifies characteristics of improved outcomes and draws conclusions for enhancing future efforts. Stresses the urgent need for…

Research in temperament attempts to explain the normal range of individual differences in adjusting to stimuli, activities, and persons in the environment. Mini-series reviews temperament constructs and relates them to development of children's interpersonal and academic difficulties. They show how understanding temperamental roots of…

Discusses research on the role of individual differences in emotionality and regulation in empathy-related responding (sympathy and personal distress). Links sympathy to intense emotionality and high regulation. Empathy-related responding is better predicted by a combination of emotionality and regulation than by either separately. Examples are…

Professionals in schools are a major source of child maltreatment reports nationally. Review of literature indicates these professionals contribute only a small amount of school-based research data to the understanding of consequences of child physical abuse and neglect or maltreatment of child victims. Presents strategic multisystems approach for…

Describes meta-analysis of 99 studies that used interventions to decrease disruptive classroom behavior in public education settings. Overall, results indicate interventions yield comparable results to other studies investigating effectiveness of psychotherapy. Findings show that efficacious treatments used in public school settings decrease…

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…

Describes general components of attribution theory as it applies to social motivation and behavior in children. Reviews research on the subject and its application in context of best practices, cognitive behavioral model of social-skills training. Details use of attributional assessment, modeling, and coaching/reframing for each phase of training.…

Presents the selective synthesis of instructional research with children and adolescents with learning disabilities, analyzing studies across instructional domain, sample characteristics, intervention parameters, and sampling procedures. Synthesis indicates that reading is the most researched domain, and intervention studies that produce the…