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Showing 1 to 15 of 3,621 results Save | Export
Experiences of College Students with Disabilities and Mental Health Disorders: Informing College Transition and Retention
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Francis, Grace L.; Duke, Jodi M.; Fujita, Megan – Psychology in the Schools, 2022
The rate of college students with disabilities and co-occurring mental health disorders (D/MH) is steadily increasing across the U.S. However, despite available services and supports, the outcomes of these students lag behind their peers without D/MH. Further, little is known about the needs of students with D/MH, including barriers they…
Descriptors: College Students, Students with Disabilities, Mental Disorders, Comorbidity
Learning under Stress: The Moderating Role of Future Time Perspective
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Andre, Lucija; Koene, Saar; Jansen in de Wal, Joost; Schuitema, Jaap A.; Peetsma, Thea T. D. – Psychology in the Schools, 2022
We investigated the relationship between students' perceived stress and investment in learning and tested the role of future time perspective (FTP) as a moderator. We expected that FTP would serve as a protective factor in the association between students' perceived stress and investment in learning. Perceived stress was gauged by assessing…
Descriptors: Learning Processes, Stress Variables, Time Perspective, Goal Orientation
The Relationships between Oral Reading Fluency, Sustained Attention, Working Memory, and Text Comprehension in the Third-Grade Students
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Kocaarslan, Mustafa – Psychology in the Schools, 2022
The aim of this study was to illuminate the relationships between the three components of oral reading fluency, sustained attention, working memory, and text comprehension in typically developing third-grade students (N = 140). The findings of hierarchical regression analysis reveal that speed, accuracy, and prosody together significantly…
Descriptors: Oral Reading, Reading Fluency, Attention Control, Short Term Memory
Alternating Treatments Designs: Interpretation Challenges and Design Solutions for Validating and Comparing Interventions
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Skinner, Christopher H.; McClurg, Virginia; Crewdson, Margaret; Coleman, Mari Beth; Bennett, Jade; Fowler, Kristen; Killion, J. Brooke – Psychology in the Schools, 2022
The purpose of this paper is to demonstrate and describe why alternating treatments design (ATD) researchers should consider employing a no-treatment series during the alternating treatments phase. To identify limitations associated with excluding this design element, we obtained examples of ATD studies published in five school psychology journals…
Descriptors: Intervention, Design, Outcomes of Treatment, School Psychology
School-Based ADHD Services: Perspectives from Racially and Ethnically Minoritized Students
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Golson, Megan E.; Roanhorse, Tyus T.; McClain, Maryellen B.; Galliher, Renee V.; Domenech Rodríguez, Melanie M. – Psychology in the Schools, 2022
Attention-deficit/hyperactivity disorder (ADHD) can impact students' academic, social, and behavioral outcomes. To improve student outcomes, schools regularly identify students with ADHD and develop relevant educational programming. However, the extant research that supports these practices underrepresents racially and ethnically minoritized (REM)…
Descriptors: School Health Services, Attention Deficit Hyperactivity Disorder, Minority Group Students, Disproportionate Representation
The Relations of Inattention and Hyperactivity to Academic Cheating in Adolescents with Executive Functioning Problems
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Anderman, Eric M.; Gilman, Richard; Liu, Xingfeiyue; Ha, Seung Yon – Psychology in the Schools, 2022
We examine the relationships of executive functioning problems (EFP) to academic cheating in a sample of 855 adolescents. Participants completed assessments of inattention, hyperactivity, and depression using the BASC-2, as well as peer-reports of externalizing behavior. After controlling for known predictors of cheating (e.g., demographics and…
Descriptors: Attention, Executive Function, Hyperactivity, Cheating
A Mixed-Methods Analysis of Averted Mass Violence in Schools: Implications for Professional School Counselors
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Cowan, Rebecca G.; Tedeschi, P. J.; Corbin, Michael; Cole, Rebekah – Psychology in the Schools, 2022
The purpose of this study is to examine how recent incidents of planned mass violence in high schools within the United States were successfully averted. Using the Averted School Violence database, this study utilizes a mixed-methods content analysis approach to analyze 82 incidents of averted mass violence in high schools that occurred…
Descriptors: Violence, High Schools, Prevention, Incidence
Using Professional Development Workshops to Support School Professionals' Capacities to Promote Students' Social, Emotional, and Behavioral Health
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Kaye, Amy J.; Pejic, Vanja; Moffa, Kathryn; Jordan, Molly; Dennery, Kristine M.; DeMaso, David R. – Psychology in the Schools, 2022
The objective of this study was to evaluate an innovative model for providing high quality professional development workshops (PDWs) in the context of a Learning Collaborative (LC) based intervention to build the capacities of school professionals to promote the social, emotional, and behavioral health of students. Eleven PDWs totaling 27.5 h were…
Descriptors: Faculty Development, Workshops, Social Development, Emotional Development
"It Isn't You": Teachers' Beliefs about Inclusive Education and Their Responses Toward Specific Learning Disabilities
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Woodcock, Stuart; Nicoll, Sandy – Psychology in the Schools, 2022
Teachers' beliefs in inclusive education can be highly significant in the success of inclusive classrooms resulting in the performance outcomes of students. Teachers' understandings and expectations of students are important if students are to reach their potential. This study investigated 182 Australian secondary teachers' beliefs about inclusive…
Descriptors: Teacher Attitudes, Inclusion, Students with Disabilities, Learning Disabilities
You Can't Sit with Us…Just Kidding! An Investigation into the Association between Empathy and Prosocial Teasing
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Platt, Michelle; Malecki, Christine K.; Luckner, Amy; Wiemer, Kristina; Pyun, Yoonsun – Psychology in the Schools, 2022
Prosocial teasing is the positive playful form of relational aggression, and studies have found children engage in playful teasing more often than aggressive teasing. Therefore, understanding the basic characteristics or skills that contribute to the more complex social skill of prosocial teasing is important. The current study focused on the role…
Descriptors: Elementary School Students, Grade 5, Prosocial Behavior, Play
Autism Spectrum Disorder Identification in Schools: Impact of Criteria, Assessments, and Student Data for Identification Decisions
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Duesenberg, McKinzie D.; Burns, Matthew K. – Psychology in the Schools, 2022
Autism spectrum disorder (ASD) is often diagnosed by clinical practitioners with criteria from the American Psychiatric Association, but an educational diagnosis is usually based on state special education law and is geared towards addressing concerns within schools. The current study aims to examine the extent to which the clinical diagnosis of…
Descriptors: Autism, Pervasive Developmental Disorders, Clinical Diagnosis, Educational Diagnosis
Test Use and Assessment Practices of School Psychology Training Programs: Findings from a 2020 Survey of US Faculty
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Lockwood, Adam B.; Benson, Nicholas; Farmer, Ryan L.; Klatka, Kelsey – Psychology in the Schools, 2022
The last comprehensive study to examine the assessment practices promoted by school psychology programs was published 25 years ago (i.e., Wilson & Reschly, 1996). Since then, significant changes to assessment theory and practice have occurred. Data from a 2020 survey of directors of school psychology programs were collected to gain an…
Descriptors: Test Use, Evaluation Methods, School Psychology, Professional Education
Using Standardized Assessment to Identify and Teach Prerequisite Numeracy Skills to Learners with Disabilities Using Video Modeling
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Dueker, Scott A.; Day, Jayda M. – Psychology in the Schools, 2022
Learners with disabilities enter school without the prerequisite numeracy and mathematics skills to perform at or near the level of their typically developing peers. Even simple addition problems require prerequisite skills that are often not taught directly in schools. Identifying and teaching those missing skills would reduce the learning gap…
Descriptors: Standardized Tests, Norm Referenced Tests, Mathematics Instruction, Prerequisites
Applying Behavioral Analytic Consultation to Schools to Assess and Treat a Student's Elopement
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Lill, Jordan D.; Bassingthwaite, Brenda J.; Cox, Jessica L. – Psychology in the Schools, 2022
A team of behavioral consultants applied the Behavioral Analytic Consultation to Schools model while working with educators in a public school setting to evaluate and treat elopement behavior of an 11-year-old student with autism spectrum disorder. Assessment conducted by the consultants included interviews, descriptive analysis, preference…
Descriptors: Autism, Pervasive Developmental Disorders, Applied Behavior Analysis, Consultation Programs
Teachers' Experiences with K-12 Students' Mental Health
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Deaton, Jennifer D.; Ohrt, Jonathan H.; Linich, Kathryn; Wymer, Brooke; Toomey, Mitchell; Lewis, Olivia; Guest, Jessie D.; Newton, Therese – Psychology in the Schools, 2022
The purpose of this study was to explore teachers' experiences of student mental health concerns (SMHC) in the classroom. In this consensual qualitative research (CQR) study, we explored 12 teachers' experiences related to their SMHCs in the classroom. Five domains emerged from this CQR study: (1) "Teachers' Responses to Student Mental Health…
Descriptors: Teacher Response, Teacher Attitudes, Mental Health, Readiness
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