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Showing 1 to 15 of 41 results Save | Export
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Umaña, Ileana; Khosraviyani, Anahita; Castro-Villarreal, Felicia – Psychology in the Schools, 2020
This review summarizes primary studies on teachers' preferences and perceptions of the psychological report. A systematic search identified 19 studies meeting the inclusion criteria. These studies were evaluated in terms of (a) psychological report section focus, (b) methodology, (c) research results, (d) discussion, and (e) recommendations.…
Descriptors: Teacher Attitudes, Preferences, Elementary School Teachers, Reports
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Radley, Keith C.; Dart, Evan H.; Fischer, Aaron J.; Collins, Tai A. – Psychology in the Schools, 2020
Single-case design (SCD) is a research methodology that may be utilized to establish the presence of a functional relation between an independent and dependent variable. Recent research has found the design to frequently be used within school psychology in the evaluation of intervention procedures. However, the overall prevalence of the design…
Descriptors: Trend Analysis, School Psychology, Intervention, Incidence
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Ohrt, Jonathan H.; Deaton, Jennifer D.; Linich, Kathryn; Guest, Jessie D.; Wymer, Brooke; Sandonato, Brittany – Psychology in the Schools, 2020
Teachers are in a unique position to identify and support students who experience mental health concerns. The purpose of this systematic review was to (a) identify current available evidence-based teacher training programs related to students' mental health, (b) review the content and delivery methods of the training, and (c) evaluate the quality…
Descriptors: Mental Health, Mental Disorders, Evidence Based Practice, Teacher Education Programs
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Lee, Ahhyun; Gage, Nicholas A. – Psychology in the Schools, 2020
School-wide positive behavior interventions and supports (SWPBIS) is a multitiered support framework for preventing problem behaviors and increasing prosocial behaviors. There has been an increasing number of experimental group design research studies focused on the impacts of SWPBIS. Therefore, we conducted a systematic review to update and…
Descriptors: Positive Behavior Supports, Program Effectiveness, Meta Analysis, Discipline
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Valle, Jessica E.; Williams, Lucia C. A.; Stelko-Pereira, Ana C. – Psychology in the Schools, 2020
A systematic literature review on whole-school antibullying interventions was conducted. Twelve databases were consulted, considering as inclusion criteria: scientific article, published between 1998 and June 2018, in English or Portuguese, describing empirical studies on whole-school antibullying interventions. Seventeen studies were analyzed,…
Descriptors: Bullying, Intervention, Incidence, Databases
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O'Malley, Meagan D.; Wolf-Prusan, Leora; Lima Rodriguez, Cecilia; Xiong, Randy; Swarts, Mary Rose – Psychology in the Schools, 2019
Threat-assessment procedures are advanced for their utility in reducing racial disparities in punitive and exclusionary school discipline outcomes. Generally unexamined, however, is bias in who gets referred for school-based threat assessment and under what circumstances. Cultural-competence considerations hold promise for addressing sources of…
Descriptors: Cultural Awareness, Racial Differences, Discipline, Racial Bias
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Drevon, Daniel D.; Hixson, Michael D.; Wyse, Robert D.; Rigney, Alexander M. – Psychology in the Schools, 2019
The purpose of this study was to conduct a descriptive and quantitative review of the literature examining the effectiveness of check-in check-out (CICO), a commonly used behavioral intervention in the context of a Positive Behavior Interventions and Supports framework. Studies that experimentally investigated the effectiveness of CICO or modified…
Descriptors: Positive Behavior Supports, Student Behavior, Intervention, Program Effectiveness
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Roesslein, Rachel I.; Codding, Robin S. – Psychology in the Schools, 2019
Understanding fractions has been a pervasively difficult skill for struggling math learners, yet it is essential for success in secondary level mathematics skills. The present systematic review examined the evidence base of fraction interventions for elementary level students identified as struggling math learners. Twelve studies met inclusion…
Descriptors: Fractions, Intervention, Mathematics Instruction, Elementary School Mathematics
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Newman, Daniel S.; Simon, Dennis J.; Swerdlik, Mark E. – Psychology in the Schools, 2019
Supervision is a distinct competency area in professional psychology with a burgeoning research base. Yet it remains unclear to what extent the broad supervision research base generalizes specifically to supervision of psychological services in schools for both preservice trainees and credentialed school psychologists. The purposes of this study…
Descriptors: Literature Reviews, Supervision, School Psychology, Counselor Training
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Petersen-Brown, Shawna M.; Henze, Erin E. C.; Klingbeil, David A.; Reynolds, Jennifer L.; Weber, Rachel C.; Codding, Robin S. – Psychology in the Schools, 2019
Touch devices such as tablets and smartphones are widely adopted in educational settings and have many desirable features. However, research supporting the use of touch devices to improve academic achievement is emergent and has not been evaluated through a meta-analysis. We conducted a meta-analysis of 65 group and single case design research…
Descriptors: Technology Uses in Education, Handheld Devices, Academic Achievement, Instructional Effectiveness
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Hulac, David M.; Aspiranti, Kathleen; Jacobson, Madeline; Schneider, Maryia; Johnson, Natalie – Psychology in the Schools, 2019
School Psychology faculty members are expected to publish articles in peer-reviewed journals that impact the fields of education and psychology. Both the content and the impact of the articles school psychologists publish may change across time and differ from other disciplines. The current analysis sought to understand average article impact,…
Descriptors: Writing for Publication, School Psychology, Faculty Publishing, Journal Articles
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Zarate, Kary; Maggin, Daniel M.; Passmore, Amanda – Psychology in the Schools, 2019
Teachers are reporting increased incidence of stress, depression, burnout, and anxiety resulting in overall poor mental health and well-being outcomes. Recently, mindfulness-based interventions have emerged as having the potential to improve these deleterious impacts. This meta-analysis investigated the effects of mindfulness-based interventions…
Descriptors: Meta Analysis, Relaxation Training, Teachers, Well Being
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van de Sande, Marion C. E.; Fekkes, Minne; Kocken, Paul L.; Diekstra, René F. W.; Reis, Ria; Gravesteijn, Carolien – Psychology in the Schools, 2019
While universal school-based social and emotional learning (SEL) programs claim to target various SEL competencies, earlier reviews have not provided a clear overview of the competencies in question. We therefore wished to identify the competencies targeted in SEL programs for secondary school students. We also aimed to examine the effects of…
Descriptors: Secondary School Students, Emotional Development, Social Development, Mental Health Programs
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Lam, Kelly Ka Lai; Zhou, Mingming – Psychology in the Schools, 2019
In recent years, grit has drawn increasing attention from both researchers and practitioners. As an important noncognitive indicator, grit has been used to understand individual success and performance in various fields. However, past empirical research has shown inconsistent findings on the relationship between grit and academic achievement. This…
Descriptors: Academic Achievement, Correlation, Elementary Secondary Education, Higher Education
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Proctor, Sherrie L.; Owens, Courtney – Psychology in the Schools, 2019
Lack of racial and ethnic diversity in the school psychology workforce has been a concern since the profession's inception. One solution is to graduate more racially and ethnically diverse individuals from school psychology programs. This structured review explored the characteristics of studies published from 1994 to 2017 that investigated…
Descriptors: School Psychologists, Minority Groups, Ethnic Groups, Race
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