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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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Begeny, John C.; Codding, Robin S.; Wang, Jiayi; Hida, Rahma M.; Patterson, Sierra L.; Kessler, Sarah; Fields-Turner, Felicia; Ramos, Kimberly A. – Psychology in the Schools, 2020
More than half of students in the USA perform below a proficient level in math. Although evidence suggests that intervention in elementary school is critical to supporting struggling learners, and there are several research-supported instructional practices to support students with math difficulties, the existing research is limited with regard to…
Descriptors: Program Effectiveness, Student Motivation, Mathematics Instruction, Intervention
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Morrison, Julie Q.; Hawkins, Renee O.; Collins, Tai A. – Psychology in the Schools, 2020
The Dyslexia Pilot Project provided funding to school districts to implement a multitiered system of support (MTSS) framework for the prevention, early identification, and early intervention of reading difficulties. This article describes the evaluation of the multiyear Dyslexia Pilot Project for students in kindergarten through Grade 2. The…
Descriptors: Cost Effectiveness, Dyslexia, Prevention, Disability Identification
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Wang, Yiji; Ye, Xiaolin; Deng, Ciping – Psychology in the Schools, 2020
Rapid automatized naming (RAN) is associated with children's arithmetic performance, which is multifactorial by nature and consists of arithmetic fluency, arithmetic procedure, and word problems. Yet, it is unclear whether RAN can predict all key aspects of arithmetic skills independently and what cognitive mechanisms may explain this relation.…
Descriptors: Foreign Countries, Elementary School Students, Mathematics Skills, Arithmetic
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Brouzos, Andreas; Vassilopoulos, Stephanos P.; Vlachioti, Antigone; Baourda, Vasiliki – Psychology in the Schools, 2020
To facilitate students' transition into secondary school, a coping-oriented group program was designed. Pre- and posttest data from three intervention groups conducted over the course of 5 weeks were combined for a total of 56 sixth-grade students waiting to undergo school transition. There was also a test-retest control group (n = 26). Results…
Descriptors: Coping, Intervention, Transitional Programs, Grade 6
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Goldstein, Sara E.; Lee, Chih-Yuan Steven; Gunn, John F., III; Bradley, Shaniqua; Lummer, Shannon; Boxer, Paul – Psychology in the Schools, 2020
The present study explores concurrent relations between social support, gender, susceptibility to peer influence, and peer-based aggression and harassment in a socioeconomically and racially diverse sample of 774 seventh and eighth grade students. Results indicate that students perceiving lower support from their family or school were relatively…
Descriptors: Peer Influence, Middle School Students, Social Support Groups, Bullying
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Bryce, Crystal I.; Alexander, Brittany L.; Fraser, Ashley M.; Fabes, Richard A. – Psychology in the Schools, 2020
Hope--a multidimensional positive motivational state--is particularly salient with adolescents in the school setting. Cognitive hope focuses on goal attainment cognitions whereas behavioral hope focuses on actions required for goal attainment. Studies rarely examine the contribution of each type of hope to adolescents' academic functioning and…
Descriptors: Psychological Patterns, Cognitive Processes, Adolescents, Well Being
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Ashworth, Emma; Humphrey, Neil; Lendrum, Ann; Hennessey, Alexandra – Psychology in the Schools, 2020
This mixed-methods study examines two moderators of the impact of the Good Behavior Game--implementation variability, participant risk status, and the interaction between them--as predictors of behavioral and academic outcomes. Quantitative data from 38 primary schools were utilized, with outcome data collected at baseline and 2-year follow-up.…
Descriptors: Educational Games, Intervention, Student Behavior, Elementary School Students
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Newell, Kirsten W.; Codding, Robin S.; Fortune, Tara W. – Psychology in the Schools, 2020
Students learning to read in more than one language are a growing population in schools. Early screening and identification of reading difficulties may lead to better outcomes for all students. Oral reading fluency (ORF) is one tool shown to be both a reliable measure of reading and an accurate method to identify students at risk for poor reading…
Descriptors: Oral Reading, English Language Learners, At Risk Students, Reading Difficulties
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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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Van Norman, Ethan R.; Nelson, Peter M.; Klingbeil, David A. – Psychology in the Schools, 2020
A fundamental assumption of multi-tiered systems of support is the bidirectional movement of students between tiers. In comparison to research on when to intensify instruction, less attention has been paid to the validity of decisions to exit students from supplemental supports. We used data from 554 third-grade students who met the criteria to be…
Descriptors: Intervention, Comparative Analysis, Reading Instruction, Decision Making
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Kilpatrick, Jennifer Renée; Wolbers, Kimberly A. – Psychology in the Schools, 2020
Deaf students often differ from their hearing peers in written language development. Providing developmentally appropriate instruction is ideal, yet current methods of writing assessment do not provide teachers with sufficient information regarding the written language (i.e., syntactic) development of deaf students. In this research, we use a…
Descriptors: Grammar, Written Language, Deafness, Students with Disabilities
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Strait, Gerald G.; Turner, Jenna; Stinson, Diana; Harrison, Samanthia; Bagheri, Rojan; Perez, Tanya; Smith, Bradley H.; Gonzalez, Jorge; Anderson, Jacqueline R.; Simpson, Jill; McQuillin, Sam D. – Psychology in the Schools, 2020
Many schools use paraprofessionals to implement and monitor interventions. Though paraprofessionals are cost-effective, many questions remain about the training and skills they need to implement a wide array of school-based interventions. In this study, we compare paraprofessionals' (i.e., undergraduates) implementation of the Group-Academic…
Descriptors: Mentors, Paraprofessional Personnel, Intervention, Cost Effectiveness
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Andreou, Eleni; Roussi-Vergou, Christina; Didaskalou, Eleni; Skrzypiec, Grace – Psychology in the Schools, 2020
The aim of the current study was to examine the role of resilience in the victimization experiences of students and their subjective well-being as well as to explore gender and age-related effects. Initially, 558 students (52.15% male) from grades 6 to 10 participated in the study completing The Student Aggression and Victimization Questionnaire,…
Descriptors: Bullying, Victims, Resilience (Psychology), Gender Differences
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Hutchison, Morica; Russell, Beth S.; Wink, Mackenzie N. – Psychology in the Schools, 2020
Childhood exposure to traumatic experiences and subsequent psychological symptoms increase the risk for lifelong behavioral and mental health problems, including depression diagnoses, reduced adaptive coping strategies, substance abuse, and early death, with negative impacts on children's social development and academic achievement.…
Descriptors: Social Development, Emotional Development, Trauma, Symptoms (Individual Disorders)
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