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Showing 1 to 15 of 155 results Save | Export
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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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Dart, Evan H.; Collier-Meek, Melissa A.; Chambers, Caitlyn; Murphy, Ashley – Psychology in the Schools, 2020
Assessing the degree to which interventions are implemented in school settings is critical to making decisions about student outcomes. School psychologists may not be available to regularly conduct observations of intervention implementation, however, their data may be used alongside other methods for multi-informant assessment. Teacher…
Descriptors: Educational Games, Student Behavior, Behavior Modification, Integrity
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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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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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Carroll, Annemaree; McCarthy, Molly; Houghton, Stephen; Sanders O'Connor, Emma – Psychology in the Schools, 2020
The effectiveness of universal social emotional learning (SEL) programs are dependent on the incorporation of best practice principles, including an evaluative component. In the present study, the effects of a best practice, teacher-led SEL program was examined with 854 children aged 8-12 years. KooLKIDS uses an interactive multimedia format and…
Descriptors: Program Effectiveness, Foreign Countries, Elementary School Students, Children
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Malone, Celeste M.; Ishmail, Kareem Z. – Psychology in the Schools, 2020
With the rapidly increasing racial and ethnic diversity of the school-aged population, school psychologists must be properly trained to engage in culturally competent practice; however, little is known about how school psychology programs prepare their trainees to serve diverse populations. The purpose of this study was to update Rogers et al.'s…
Descriptors: School Psychology, Student Diversity, Cross Cultural Training, Minority Group Students
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Battal, Jill; Pearrow, Melissa M.; Kaye, Amy J. – Psychology in the Schools, 2020
Urban communities are disproportionality impacted by issues such as community violence, leaving children at higher risk of trauma, and increased adverse childhood experiences. This applied study addresses a research-to-practice gap by demonstrating the longitudinal impact of a district-initiated, school-wide multitiered systems of support approach…
Descriptors: Urban Schools, Intervention, Program Effectiveness, At Risk Students
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Wang, Qing; Lu, Yujie – Psychology in the Schools, 2020
Enhancing college students' learning habits, attitudes, and capacities have been an important research topic in educational psychology. In this study, we designed, implemented, and evaluated a coaching program that integrated mindful agency coaching and motivational interviewing for the development of positive learning dispositions in college…
Descriptors: Coaching (Performance), College Students, Student Attitudes, Metacognition
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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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Doumas, Diana M.; Midgett, Aida; Watts, April D. – Psychology in the Schools, 2019
Although school-based programs are effective at decreasing bullying, the majority of studies have been conducted with elementary and middle school students. We conducted a pilot study using a randomized controlled design investigating the social validity of a brief, bullying bystander program adapted to be age-appropriate for high school students…
Descriptors: Bullying, High School Students, After School Programs, Program Effectiveness
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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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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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van Verseveld, Marloes D. A.; Fukkink, Ruben G.; Fekkes, Minne; Oostdam, Ron J. – Psychology in the Schools, 2019
Even though teachers are key figures of a program's effectiveness, most intervention studies have not focused explicitly on the effects of antibullying programs at teacher level. We conducted a meta-analysis into the effects of school-based antibullying programs on determinants of teacher intervention, including teachers' attitudes towards…
Descriptors: Bullying, Intervention, Meta Analysis, Program Effectiveness
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von der Embse, Nathaniel; Ryan, Shannon V.; Gibbs, Tera; Mankin, Ariel – Psychology in the Schools, 2019
Due to the increased pressure from test-based accountability practices, teachers have reported high levels of stress and burnout. High teacher stress has an impact on school outcomes, including links to absenteeism, burnout, school climate, and teacher behavior management. Teacher stress interventions may be an important first step toward reducing…
Descriptors: Teachers, Teacher Burnout, Anxiety, Stress Management
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