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Showing 1 to 15 of 78 results Save | Export
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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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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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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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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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Flores, Margaret M.; Moore, Alexcia J.; Meyer, Jill M. – Psychology in the Schools, 2020
Elementary standards include multiplication of single-digit numbers and students advance to solve complex problems and demonstrate procedural fluency in algorithms. The ability to illustrate procedural fluency in algorithms is dependent on the development of understanding and reasoning in multiplication. Development of multiplicative reasoning…
Descriptors: Elementary School Students, Grade 4, Grade 5, Teaching Methods
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Samson, Jennifer E.; Wehby, Joseph H. – Psychology in the Schools, 2019
Hostile attribution bias (HAB) has been shown to predict aggressive behavior, especially toward peers. The current study examined whether HAB is also related to conflict with teachers, an important predictor of academic and social success in school-aged children. A total of 282 second to fourth grade boys in 74 classrooms completed a self-report…
Descriptors: Childhood Attitudes, Attribution Theory, Teacher Behavior, Intention
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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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Hammerschmidt-Snidarich, Stephanie M.; Maki, Kathrin E.; Adams, Sarah R. – Psychology in the Schools, 2019
Repeated reading (RR) is a common fluency intervention, but recent studies comparing RR to continuous reading (CR; i.e., wide reading) found no significant differences in effects. This prompts the question of whether the mechanism that improves skills is repeatedly reading portions of connected text, or simply reading connected text. The current…
Descriptors: Reading Instruction, Repetition, Reading Fluency, Intervention
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In, Hyoyeon; Kim, Hyunhee; Carney, JoLynn V. – Psychology in the Schools, 2019
The present study examined the role of school connectedness in mediating the relations of social skills and school climate of diversity (SCD) to life satisfaction (LS) among school-aged children. This study also investigated whether there is any gender difference in relationships. Participants included 873 elementary school students in Grades 4…
Descriptors: Student School Relationship, Life Satisfaction, Interpersonal Competence, Student Diversity
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Mikami, Amori Yee; Smit, Sophie; Johnston, Charlotte – Psychology in the Schools, 2019
Abstract Elementary school teachers often implement classroom behavioral management systems to address student misbehavior. Common problems targeted by these systems are the inattentive, hyperactive, and impulsive behaviors characteristic of attention-deficit/hyperactivity disorder (ADHD). This study examined teachers' attributions for why…
Descriptors: Attention Deficit Hyperactivity Disorder, Elementary School Teachers, Classroom Techniques, Behavior Problems
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Fastame, Maria Chiara; Pilia, Annalisa – Psychology in the Schools, 2019
This study was intended to assess the effect of a psychoeducational computer-assisted and paper-and-pencil training designed to empower visuospatial skills in students attending the second grade of the primary school. At pretest, posttest and at the subsequent 3-months follow-up, 44 Italian second graders were presented with a battery of tests…
Descriptors: Spatial Ability, Grade 2, Elementary School Students, Followup Studies
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Egan, Theresa E.; Wymbs, Frances A.; Owens, Julie Sarno; Evans, Steven W.; Hustus, Chelsea; Allan, Darcey M. – Psychology in the Schools, 2019
Teachers' adoption and implementation of evidence-based programs is often limited. Program characteristics may be important facilitators or barriers of use, yet little is known about which attributes influence teacher decisions. Using a discrete choice experiment with a sample of general education elementary teachers (N = 230), we examined (a)…
Descriptors: Elementary School Teachers, Preferences, Intervention, School Role
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McKenna, John William; Shin, Mikyung; Solis, Michael; Mize, Min; Pfannenstiel, Kathleen – Psychology in the Schools, 2019
This study examined the effects of reading interventions from single-case design studies for students with and at-risk of emotional and behavioral disorders in grades K-12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with…
Descriptors: Reading Instruction, Intervention, At Risk Students, Emotional Disturbances
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Saqui, Sonja; Mercer, Sterett H.; Cheng, Michèle P. – Psychology in the Schools, 2019
The current study explored whether a reading intervention combining flexibly applied multisyllabic word-decoding strategies with evidence-based fluency strategies was effective in improving the science text reading skills of upper-elementary struggling readers. Four students, three in fourth and one in fifth grade, participated in the study. A…
Descriptors: Access to Education, Elementary School Science, Science Curriculum, Reading Instruction
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Kilgus, Stephen P.; Eklund, Katie; von der Embse, Nathaniel P. – Psychology in the Schools, 2019
The purpose of the current study was to examine the validity and diagnostic accuracy of the "Intervention Selection Profile--Social Skills" (ISP-SS), a brief social skills assessment tool intended for use with students in need of Tier 2 intervention. Participants included 160 elementary and middle school students who had been identified…
Descriptors: Psychometrics, Intervention, Interpersonal Competence, At Risk Students
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