NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ871968
Record Type: Journal
Publication Date: 2010-Feb
Pages: 12
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0033-3085
Assessing Effectiveness and Efficiency of Academic Interventions in School Psychology Journals: 1995-2005
Bramlett, Ron; Cates, Gary L.; Savina, Elena; Lauinger, Brittni
Psychology in the Schools, v47 n2 p114-125 Feb 2010
This article reviews research in the four major school psychology journals: "Journal of School Psychology," "Psychology in the Schools," "School Psychology Quarterly," and "School Psychology Review." The function of the review was to provide school psychologists with a summary of academic interventions published through years 1995-2005, synthesize the commonalities of empirically based interventions, and report on the extent to which each article provides the reader the opportunity to understand the effects of the intervention with regard to the amount of instructional time required to implement it. Results of the review suggest that reading is most heavily investigated followed by math and, to a much lesser degree, written expression. Moreover, studies use a variety of designs including single subject and group designs. Finally, it is clear that a limited number of studies evaluate the effectiveness of an intervention with regard to the amount of instructional time needed to implement the intervention. In light of these findings and in addition to the two major functions of the review, recommendations for practice and future research are presented. (Contains 3 tables.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A