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Washington, Michelle L.; Truscott, Stephen; Franklin, Artesia – Psychology in the Schools, 2020
The Office of Special Education Programs (OSEP) offers competitive grants to institutions to provide training to prepare education personnel to work with children with disabilities. These grants have been found to improve the recruitment, training, and retention of special education personnel. This study explored the use of OSEP--personnel…
Descriptors: Educational Finance, Grants, School Psychology, School Psychologists
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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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Farmer, Ryan L.; Kim, Samuel Y. – Psychology in the Schools, 2020
Many prominent intelligence tests (e.g., Wechsler Intelligence Scale for Children, Fifth Edition [WISC-V] and Reynolds Intellectual Abilities Scale, Second Edition [RIAS-2]) offer methods for computing subtest- and composite-level difference scores. This study uses data provided in the technical manual of the WISC-V and RIAS-2 to calculate…
Descriptors: Children, Intelligence Tests, Scores, Test Reliability
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Morrison, Julie Q.; Hutchinson, Courtney E.; Talapatra, Devadrita – Psychology in the Schools, 2020
The purpose of this article is twofold: (a) to present the results of a study examining the current status of performance evaluations for school psychologist and (b) to use those findings to inform future directions. A content analysis of a national sample of 36 performance appraisal rubrics was conducted to examine their alignment with the…
Descriptors: Counselor Evaluation, Job Performance, School Psychologists, Standards
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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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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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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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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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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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Kim, Sung Reul; Nho, Ju-Hee; Kim, Hye Young – Psychology in the Schools, 2020
This study aimed to test a hypothetical path model estimating the influence of Type D personality on health-promoting behaviors (HPB), subjective health status, and quality of life (QoL) in university students, and to verify the mediating effects of HPB and subjective health status between Type D personality and QoL. A structural equation model…
Descriptors: Personality Traits, Quality of Life, College Students, Health Promotion
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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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Abdollahi, Abbas; Panahipour, Sana; Akhavan Tafti, Mahnaz; Allen, Kelly A. – Psychology in the Schools, 2020
Academic stress is a commonly reported affective state by high school students that can be accompanied by unwanted and unhelpful short-and long-term implications including a low sense of school belonging. Understanding how academic stress may be alleviated or managed by students is an essential consideration for all schools concerned with student…
Descriptors: Stress Variables, Academic Achievement, Student School Relationship, High School Students
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Hubel, Grace S.; Cooley, John L.; Moreland, Angela D. – Psychology in the Schools, 2020
Development of a multicomponent mental health consultation program for a countywide Head Start program is described. The consultation program incorporates strategies from the evidence-based practice, Teacher-Child Interaction Training (TCIT). Through large group professional development trainings before the school year, comprehensive feedback…
Descriptors: Evidence Based Practice, Teacher Student Relationship, Faculty Development, Feedback (Response)
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Luft, Pamela – Psychology in the Schools, 2020
Most standardized reading assessments used with deaf and hard-of-hearing (d/Dhh) students do not accommodate their frequent lack of spoken language fluency. Such tests are rarely normed on d/Dhh individuals and do not adjust for potentially biased test items. Yet, accurate and valid measures of reading skills are essential for making appropriate…
Descriptors: Deafness, Hearing Impairments, Students with Disabilities, Student Evaluation
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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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