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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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Heath, Melissa A.; Cutrer-Párraga, Elizabeth A. – Psychology in the Schools, 2020
Historically, disaster response efforts have focused primarily on basic physical survival and safety--addressing medical emergencies and ensuring adequate shelter and supplies of food and water. However, in addition to physical survival, relief efforts must also consider strategies to promote emotional healing and psychological well-being. In…
Descriptors: Trauma, Well Being, Intervention, Spiritual Development
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Greene-Woods, Ashley; Delgado, Natalie – Psychology in the Schools, 2020
In the field of education, there is a great emphasis placed on literacy, from reading fluency to writing. There are various approaches that teachers can use in their classroom to design and identify needed areas of instruction, but these approaches do not always apply to Deaf Education. The act of using the same assessments throughout all student…
Descriptors: Deafness, Special Education, Reading Tests, Reading Achievement
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Neild, Raschelle; Fitzpatrick, Michael – Psychology in the Schools, 2020
Historically assessing deaf and hard of hearing (D/HH) students has been a daunting challenge. Although significant strides have been made, there continues to be a dearth of research and literature specifically addressing the endemic challenges multidisciplinary teams encounter when assessing D/HH students. This article delineates a historical…
Descriptors: Deafness, Hearing Impairments, Students with Disabilities, Student Evaluation
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Graham, Patrick J.; Shuler-Krause, Elizabeth – Psychology in the Schools, 2020
It is widely accepted that assessment plays a role in monitoring the development of young children with special needs in early intervention/early childhood settings. The process of assessing young children's language skills often looks for delays within a solid language foundation. However, many children who are deaf or hard of hearing (DHH) may…
Descriptors: Language Tests, Language Skills, Early Childhood Education, Deafness
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Neild, Raschelle; Clark, M. Diane – Psychology in the Schools, 2020
This article serves as an overview and introduction to the topics within the Special Issue: Deaf Education Assessment. This issue strives to establish the recognition of the importance of continued dialogue among stakeholders to support the diverse needs of Deaf and hard of hearing (DHH) students as it relates to assessments. The articles…
Descriptors: Deafness, Hearing Impairments, Students with Disabilities, Student Evaluation
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Clark, M. Diane; Baker, Sharon; Simms, Laurene – Psychology in the Schools, 2020
Even today, with all of the hearing technology and bilingual programs available, many Deaf children arrive at school with severe language delays. With a renewed focus on having Deaf children kindergarten-ready, assessment of language milestones becomes critical as seen in the campaign Child First and the legislation referred to as Language…
Descriptors: Deafness, Hearing Impairments, Language Impairments, School Readiness
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Dixson, Dante D.; Olszewski-Kubilius, Paula; Subotnik, Rena F.; Worrell, Frank C. – Psychology in the Schools, 2020
In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and…
Descriptors: School Psychologists, Talent Development, Academically Gifted, Student Needs
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Shaunessy-Dedrick, Elizabeth; Lazarou, Barbara – Psychology in the Schools, 2020
This paper explores the school psychologist's role in the academic and psychosocial development of students identified as gifted and talented via curriculum. Given the school psychologists' assessment expertize, they can inform the identification to service placement process for students, including advocacy for curricular and instructional…
Descriptors: Academically Gifted, Gifted Education, School Psychologists, Talent Identification
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Winsor, Denise L.; Mueller, Christian E. – Psychology in the Schools, 2020
Growing up gifted often means growing up "different." As schools struggle to provide appropriately designed interventions for student mental health issues, the role of the school psychologist is becoming increasingly important. In the present article, the role of the school psychologist is discussed, particularly as related to helping…
Descriptors: Depression (Psychology), Suicide, Academically Gifted, Mental Disorders
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Foley-Nicpon, Megan; Assouline, Susan G. – Psychology in the Schools, 2020
School psychologists are well-positioned to change the educational landscape for twice-exceptional students, or those who possess high ability in one or more talent domains along with one or more disabilities. Better understanding of the nuanced cognitive and psychosocial assessment patterns within this population may increase well-needed…
Descriptors: Academically Gifted, Students with Disabilities, Gifted Education, Academic Accommodations (Disabilities)
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McCleary, Daniel F.; Aspiranti, Kathleen B. – Psychology in the Schools, 2020
As the research base for school crisis intervention and prevention expands, the need for well-developed tools to assess school readiness in the event of a crisis increases. This paper describes how the Comprehensive Crisis Plan Checklist (CCPC) was updated to reflect advances in crisis management and crisis planning. An extensive literature search…
Descriptors: Check Lists, Test Construction, Crisis Management, Planning
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Robertson, Rachel E. – Psychology in the Schools, 2020
Disruptive student behavior poses significant challenges for teachers and is associated with negative student outcomes. Research shows that teacher use of empirically-based proactive behavior management (PBM) can improve student outcomes; however, research also indicates that teacher use of PBM is low. One prominent factor in teacher use of PBM is…
Descriptors: Social Psychology, Student Behavior, Behavior Problems, Classroom Techniques
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Green, Ambra L.; Maynard, Deanna K.; Stegenga, Sondra M. – Psychology in the Schools, 2018
The use of exclusionary discipline practices in schools has been well documented since the 1970s with the passing of the Safe Schools Act and implementation of zero-tolerance policies. Despite research indicating the ineffectiveness of exclusionary practices, students continue to receive suspensions and expulsions at alarming rates. Additional…
Descriptors: Discipline, Suspension, Expulsion, Misconceptions
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Begeny, John C. – Psychology in the Schools, 2018
This paper serves as the introductory article for the special issue titled, Internationalization in School and Educational Psychology. The paper begins with a summary of the existing literature about internationalization and describes how there are both similarities and differences in the many proposed descriptions and definitions of…
Descriptors: Educational Psychology, School Psychology, Global Approach
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