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Noltemeyer, Amity; Huang, Haigen; Meehan, Cricket; Jordan, Emily; Morio, Kristen; Shaw, Kevin; Oberlin, Kathy – Journal of Applied School Psychology, 2020
Although mental health concerns are common among children and adolescents, youth-serving adults often feel underprepared in responding to these challenges. Youth Mental Health First Aid (YMHFA) is a training program designed to teach adults how to assist youths experiencing mental health or addiction challenges. This pilot program evaluation study…
Descriptors: Mental Health, Addictive Behavior, Mental Disorders, Program Effectiveness
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Jones, Paul C.; Salamon, Katherine S. – Journal of Applied School Psychology, 2020
Limited attention has been devoted in school psychology training programs to students with chronic health conditions. School psychologists are situated to provide behavioral and mental health services to students with chronic health conditions. The focus of this report is on pediatric chronic pain. Pediatric chronic pain is prevalent and can be…
Descriptors: Pediatrics, Chronic Illness, Pain, School Psychologists
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Harrison, Judith R.; Kwong, Courtney; Evans, Steven W.; Peltier, Corey; Mathews, Leslie; Chatman, Tasia – Journal of Applied School Psychology, 2020
Self-management is a strategy with emerging evidence of effectiveness that has been utilized to address impairment associated with attention deficit hyperactivity disorder (ADHD); however, few studies have been conducted with students with ADHD. The results of the minimal research available suggests that self-management with youth with ADHD is…
Descriptors: Educational Games, Self Management, Attention Deficit Hyperactivity Disorder, Independent Reading
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Strait, Gerald G.; Strait, Julia Englund; Schanding, Thomas; Anderson, Jacqueline R.; Stinson, Diana; Schmidt, Stephanie; Kim, Samuel Y. – Journal of Applied School Psychology, 2020
Recently, an increasing number of researchers and school psychologists have advocated for the use of School-Based Motivational Interviewing (SBMI) for working directly with students and for consulting with teachers and parents. However, little attention has been given to the possible ethical implications of school psychologists' use of SBMI with…
Descriptors: Interviews, Motivation Techniques, Counseling Techniques, School Counselors
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Eftaxas, Danielle M.; Canto, Angela I. – Journal of Applied School Psychology, 2020
Within a school there is not typically one person assigned to aid students who have experienced a traumatic brain injury (TBI). Symptoms following a TBI may hinder a students' academic performance suggesting a need for "return-to-learn" protocols to be implemented as students return to the rigors of school. Previous literature suggests…
Descriptors: School Psychologists, Knowledge Level, Brain, Head Injuries
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Fetterman, Hallie; Ritter, Chelsea; Morrison, Julie Q.; Newman, Daniel S. – Journal of Applied School Psychology, 2020
School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a broad set of evidence-based strategies designed to create school environments that promote and support appropriate behavior of all students. The "PBIS Cultural Responsiveness Field Guide" provides a foundation for designing a SWPBIS program that meets the needs of…
Descriptors: Positive Behavior Supports, Culturally Relevant Education, Student Behavior, Student Diversity
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Sytsma, Marcia; Panahon, Carlos; Houlihan, Daniel D. – Journal of Applied School Psychology, 2019
With the rapid change in cultural demographics across the globe, an argument is constructed suggesting that school psychologists implement peer tutoring strategies as a means to help dual language students and English language learners. Literature supporting the use of peer tutoring in mastery of second languages is reviewed. Specific focus is on…
Descriptors: Peer Teaching, Tutoring, Models, Language Skills
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Fischer, Aaron J.; Clark, Racheal R.; Bloomfield, Bradley S.; Askings, Diana C.; Erchul, William P. – Journal of Applied School Psychology, 2019
Strategies such as reinforcement and stimulus fading have been shown to be effective in the acquisition of skills, particularly for individuals with developmental disabilities. Teleconsultation is a promising service delivery modality to support teachers and staff in the implementation of effective strategies to address the needs of underserved…
Descriptors: Reinforcement, Consultation Programs, Numbers, Stimuli
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Spiel, Craig; Evans, Steven W.; Harrison, Judith R. – Journal of Applied School Psychology, 2019
The purpose of this study was to determine if reading a standardized tests aloud is an effective accommodation to address impairment associated with attention-deficit/hyperactivity disorder (ADHD) as demonstrated by a differential boost to those with ADHD relative to same aged typically developing peers and if the size of the differential boost…
Descriptors: Standardized Tests, Reading Aloud to Others, Oral Reading, Academic Accommodations (Disabilities)
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Zoder-Martell, Kimberly A.; Floress, Margaret T.; Bernas, Ronan S.; Dufrene, Brad A.; Foulks, Samantha L. – Journal of Applied School Psychology, 2019
The purpose of this study was to synthesize the literature in support of training teachers to use behavior-specific praise, which is a strategy used to reduce students' disruptive and off-task behavior as well as prevent students' problem behaviors from occurring. The results of 28 single-case studies examining the effectiveness of training…
Descriptors: Behavior Modification, Behavior Problems, Student Behavior, Time on Task
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Olson, Natasha A.; Panahon, Carlos J.; Hilt-Panahon, Alexandra – Journal of Applied School Psychology, 2019
Stability balls are promoted as an effective alternative to chairs at a classwide level, yet there are no published studies documenting classwide outcomes. Therefore, the purpose of this study was to investigate classwide effects of stability balls and attempt to provide empirical support for their use. Using an A-B-A-B reversal design, this study…
Descriptors: Furniture, Student Behavior, Productivity, Behavior Problems
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Moore, Stephanie A.; Mayworm, Ashley M.; Stein, Rachel; Sharkey, Jill D.; Dowdy, Erin – Journal of Applied School Psychology, 2019
Despite innovations in the screening and early identification of students who may benefit from school mental health services, many schools struggle to link screening to intervention decisions, particularly at the Tier 2 level. Universal complete mental health screening, which measures strengths along with risk factors, is a strength-based approach…
Descriptors: Mental Health, Screening Tests, Early Intervention, Decision Making
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Reid, Erin K.; Keller-Margulis, Milena A.; Schanding, G. Thomas; Tolar, Tammy D. – Journal of Applied School Psychology, 2019
A concerning number of students fail to achieve writing proficiency, yet little attention has been devoted to examining why this occurs. While robust evidence indicates that behavior impacts reading and math achievement, the relationship between behavior and writing skills is unclear, particularly among young students. The authors examined the…
Descriptors: At Risk Students, Predictor Variables, Writing Achievement, Writing Instruction
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McDaniel, Sara C.; Bruhn, Allison L. – Journal of Applied School Psychology, 2019
The multitiered framework for preventing and addressing discipline and school climate, school-wide positive behavioral interventions and supports, is widely adopted across the United States with much of the focus on Tier 1, universal prevention supports. The following case example describes district-wide adoption of a systematic framework for Tier…
Descriptors: Identification, Intervention, Positive Behavior Supports, Rural Schools
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Nelson, Peter M.; Van Norman, Ethan R.; Parker, David C.; Cormier, Damien C. – Journal of Applied School Psychology, 2019
Data from a large-scale math intervention program were used to evaluate the degree to which implementation fidelity (IF) and interventionist content knowledge were associated with student outcomes. Data were available for 33 interventionists serving 658 students in Grades 4-6 across one school year. A series of multilevel models were fit to the…
Descriptors: Intervention, Program Implementation, Fidelity, Pedagogical Content Knowledge
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