NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 1,486 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Inge, Zweers; Bijstra, Jan O.; de Castro, Bram Orobio; Tick, Nouchka T.; van de Schoot, Rens A. G. J. – School Psychology Review, 2019
This study examined which factors were related to placement choices for inclusive regular education or exclusive special education for Dutch students with social, emotional, and behavioral difficulties (SEBD). Students aged 6-11 in three subgroups participated: 45 included and 17 excluded students with SEBD (i.e., educated in regular education…
Descriptors: Foreign Countries, Special Education, Inclusion, Regular and Special Education Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Hopman, Juliette A. B.; Tick, Nouchka T.; van der Ende, Jan; Wubbels, Theo; Verhulst, Frank C.; Maras, Athanasios; Breeman, Linda D.; van Lier, Pol A. C. – School Psychology Review, 2019
Students exhibiting challenging externalizing behaviors may benefit from supportive interactions with teachers. However, if students show high levels of externalizing behaviors, this may negatively impact on student-teacher interactions, and vice versa. We therefore examined bidirectional developmental links between student-teacher interactions…
Descriptors: Teacher Student Relationship, Special Education, Interaction, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Codding, Robin S.; Volpe, Robert J.; Martin, Ryan J.; Krebs, Genevieve – School Psychology Review, 2019
The number of opportunities to respond (OTR) and spacing (massed or distributed practice) of practice sessions are important variables to consider in instructional design. The purpose of this pilot study was to compare the impact of these variables on trajectories of mathematics fluency. Second- and third-grade students (N = 112) were randomly…
Descriptors: Mathematics Instruction, Mathematical Concepts, Comparative Analysis, Mathematics Skills
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Noltemeyer, Amity; Palmer, Katelyn; James, Anthony G.; Petrasek, Michael – School Psychology Review, 2019
A positive behavioral interventions and supports (PBIS) framework has been associated with a variety of positive student and school outcomes. However, additional research would be useful to further understand the relationship between school-wide (i.e., Tier 1) PBIS implementation level and student outcomes. This study examined whether there were…
Descriptors: Positive Behavior Supports, Outcomes of Education, Fidelity, Measures (Individuals)
Peer reviewed Peer reviewed
Direct linkDirect link
Ramirez, Lauren Haas; Hawkins, Renee O.; Collins, Tai A.; Ritter, Chelsea; Haydon, Todd – School Psychology Review, 2019
Group contingencies are an effective way to prevent and address problem behavior; however, the extent to which these effects transfer to settings where the intervention is not implemented (i.e., setting generalization) is unknown. Using a multiple baseline design, this study assessed the setting generalization of the effects of an interdependent…
Descriptors: Behavior Problems, Behavior Modification, Group Activities, Contingency Management
Peer reviewed Peer reviewed
Direct linkDirect link
Fallon, Lindsay M.; Collier-Meek, Melissa A.; Kurtz, Kathryn D. – School Psychology Review, 2019
Although there are many definitions of a "high-need" (or high-risk) school, typically researchers and policy makers agree it is a setting in which a vast percentage of students are (a) living in economic disadvantage, (b) from racially diverse backgrounds, (c) identified as having a disability, or (d) underperforming academically. Many…
Descriptors: Coaching (Performance), Classroom Techniques, Positive Behavior Supports, Intervention
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Conroy, Maureen A.; Sutherland, Kevin S.; Algina, James; Ladwig, Crystal; Werch, Brittany; Martinez, Jose; Jessee, Gabriel; Gyure, Maria – School Psychology Review, 2019
A growing body of research exists on the effectiveness of classroom-based intervention programs to prevent and ameliorate social, emotional, and learning difficulties demonstrated by young children at risk for emotional and behavioral disorders (EBD). Yet, little research has examined the influence of these targeted intervention programs on the…
Descriptors: Intervention, Teacher Effectiveness, Self Efficacy, Educational Quality
Peer reviewed Peer reviewed
Direct linkDirect link
Dillon, Melissa B. McHugh; Radley, Keith C.; Tingstrom, Daniel H.; Dart, Evan H.; Barry, Christopher T. – School Psychology Review, 2019
The current study was designed to evaluate the effects of a tootling intervention, in which students report on peers' appropriate behavior, modified to incorporate ClassDojo technology, on class-wide disruptive behavior and academically engaged behavior. An A-B-A-B withdrawal design was used to evaluate the effects of the intervention in 3…
Descriptors: Intervention, Teaching Methods, Peer Influence, Student Behavior
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Bradshaw, Catherine P.; Pas, Elise T.; Bottiani, Jessika H.; Debnam, Katrina J.; Reinke, Wendy M.; Herman, Keith C.; Rosenberg, Michael S. – School Psychology Review, 2018
This article presents findings from a randomized controlled trial (RCT) testing the impact of a novel coaching approach utilized as one element of the Double Check cultural responsivity and student engagement model. The RCT included 158 elementary and middle school teachers randomized to receive coaching or serve as comparisons; all participating…
Descriptors: Cultural Awareness, Faculty Development, Culturally Relevant Education, Classroom Techniques
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Larson, Kristine E.; Pas, Elise T.; Bradshaw, Catherine P.; Rosenberg, Michael S.; Day-Vines, Norma L. – School Psychology Review, 2018
The discipline gap between White students and African American students has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how to assess using such practices in the classroom.…
Descriptors: Student Behavior, Culturally Relevant Education, Teaching Models, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Gregory, Anne; Huang, Francis L.; Anyon, Yolanda; Greer, Eldridge; Downing, Barbara – School Psychology Review, 2018
Districts have been engaged in efforts to reduce "differential processing" of discipline-referred students based on their racial backgrounds. They strive for fair assignment of exclusionary consequences across racial groups. The current study examines discipline records for one academic year in an urban school district (N = 9,039…
Descriptors: Suspension, Referral, Race, Racial Differences
Peer reviewed Peer reviewed
Direct linkDirect link
Fergus, Edward – School Psychology Review, 2018
The current policy terrain is primed for schools to absorb new discipline strategies and address bias-based beliefs. Over the past 10 years, numerous policy changes regarding discipline have emerged at the federal and state levels. I argue these policy shifts, primarily at the state level, are using two of four value levers (quality, efficiency,…
Descriptors: Role, Discipline Policy, Intervention, Educational Policy
Peer reviewed Peer reviewed
Direct linkDirect link
Cook, Clayton R.; Duong, Mylien T.; McIntosh, Kent; Fiat, Aria E.; Larson, Madeline; Pullmann, Michael D.; McGinnis, Jenna – School Psychology Review, 2018
Longstanding discipline disparities for Black male students are associated with untoward outcomes and necessitate feasible and effective school-based solutions. This study examined the efficacy of GREET-STOP-PROMPT (GSP) as a low-cost, potentially high-yield strategy designed to intervene on putative malleable root causes proximal to…
Descriptors: Males, African American Students, Student Behavior, Discipline Problems
Peer reviewed Peer reviewed
Direct linkDirect link
Sprague, Jeffrey R. – School Psychology Review, 2018
Using disciplinary exclusions, such as office referrals, suspensions, and expulsions, has been the subject of significant concern related to student and family civil rights, school policy, and negative impact on short- and long-term outcomes for students. Embedded in this phenomenon is the documentation of significant and persistent…
Descriptors: Discipline, Discipline Policy, Research Methodology, Research Design
Peer reviewed Peer reviewed
Direct linkDirect link
Cornell, Dewey; Maeng, Jennifer; Huang, Francis; Shukla, Kathan; Konold, Timothy – School Psychology Review, 2018
School psychologists are frequently called upon to assess students who have made verbal or behavioral threats of violence against others, a practice commonly known as threat assessment. One critical issue is whether the outcomes of a threat assessment generate the kind of racial disparities widely observed in school disciplinary practices. In…
Descriptors: Ethnicity, Racial Differences, School Psychology, School Psychologists
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  100