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School Psychology Review, 2019
Research has indicated that educational diagnoses can differ from clinical diagnoses of autism spectrum disorder (ASD). This brief report provides an updated analysis using 2014--2015 IDEIA data compared to the contemporary CDC prevalence rate (1 in 59). Additionally, the variable of sex was analysed, which was omitted from the previous study.…
Descriptors: Autism, Pervasive Developmental Disorders, Clinical Diagnosis, Educational Diagnosis
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Campbell, Jonathan M.; Caldwell, Elizabeth A.; Railey, Kirsten S.; Lochner, Olivia; Jacob, Rachel; Kerwin, Shelby – School Psychology Review, 2019
Elementary school students frequently report no knowledge about autism spectrum disorder (ASD) and often endorse negative attitudes toward peers with ASD. Investigators evaluated a peer education autism program, the Kit for Kids (KfK), with 234 students from 19 classrooms and 3 elementary schools. Students receiving the KfK curriculum reported…
Descriptors: Autism, Pervasive Developmental Disorders, Elementary School Students, Student Attitudes
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Hume, Kara; Campbell, Jonathan M. – School Psychology Review, 2019
Federal legislation protects the rights of students with autism spectrum disorder (ASD) to be educated alongside typically developing peers in inclusive settings. The majority of students with ASD are educated with typically developing peers for at least 40% of the instructional school day; however, students with ASD can experience peer…
Descriptors: Autism, Pervasive Developmental Disorders, Peer Influence, Inclusion
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Nakutin, Sarah N.; Gutierrez, Garbriel – School Psychology Review, 2019
Numerous interventions have been identified as evidence-based practices for educating students with autism spectrum disorder (ASD). Physical activity (PA) has recently been recognized as an evidence-based practice to decrease maladaptive behaviors and increase desired behaviors. Exercise has been found to increase academic engagement in students…
Descriptors: Physical Activities, Learner Engagement, Executive Function, Autism
Hume, Kara; Sam, Ann; Mokrova, Irina; Reszka, Stephanie; Boyd, Brian A. – School Psychology Review, 2019
Young children on the autism spectrum have minimal social interaction with their peers in inclusive preschool settings, thus limiting opportunities to build social relationships. Research indicates that explicitly training peers how to interact with classmates with autism spectrum disorder (ASD) can increase the likelihood of peer-directed…
Descriptors: Autism, Pervasive Developmental Disorders, Interaction, Preschool Education
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Odom, Samuel L. – School Psychology Review, 2019
Peer-mediated intervention has become a primary education practice in programs for children and youth with autism spectrum disorder (ASD). This article traces the emergence of peer-mediated interventions from early laboratory studies to the extensive applied research in the field that has documented the efficacy of the practice. Interventions to…
Descriptors: Intervention, Peer Influence, Autism, Pervasive Developmental Disorders
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Shih, Wendy; Dean, Michelle; Kretzmann, Mark; Locke, Jill; Senturk, Damla; Mandell, David S.; Smith, Tristram; Kasari, Connie – School Psychology Review, 2019
There is a prevailing need for social skills interventions that staff in public schools can deliver effectively to children with autism spectrum disorder (ASD). The present study leveraged partnerships among three large urban school districts and researchers at academic institutions to design and evaluate a social skills intervention, Remaking…
Descriptors: Autism, Pervasive Developmental Disorders, Recess Breaks, Peer Relationship
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Carter, Erik W.; Steinbrenner, Jessica R. Dykstra; Hall, Laura J. – School Psychology Review, 2019
Although peer-mediated interventions can provide effective pathways for enhancing the social outcomes of students with autism spectrum disorders (ASD), their application within secondary schools has been fairly limited. In this exploratory study, we examined the implementation of peer support arrangements and peer networks for 102 adolescents with…
Descriptors: High School Students, Autism, Pervasive Developmental Disorders, Students with Disabilities
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Naser, Shereen; Dever, Bridget – School Psychology Review, 2019
This study used growth curve modeling to map risk by gender across the middle school transition. Participants included 609 (49.5% female) students in grades 4-8 in an urban school serving primarily African American youth from low-income communities. Results indicated that overall risk increased over time and was consistent over the middle school…
Descriptors: Risk, Gender Differences, Middle School Students, African American Students
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Klingbeil, David A.; Maurice, Samuel A.; Van Normann, Ethan R.; Nelson, Peter M.; Birr, Chris; Hanrahan, Amanda R.; Schramm, Amber L.; Copek, Rebecca A.; Carse, Sara A.; Koppel, Rachael A.; Lopez, Abigail L. – School Psychology Review, 2019
Common universal screening methods for determining math risk in middle school grades may not result in optimal diagnostic accuracy. We evaluated current screening practices and several potential modifications for predicting math proficiency on an end-of-year state test in a suburban school district. Previously, the district used the Measures of…
Descriptors: Mathematics Tests, Screening Tests, Achievement Tests, Middle School Students
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Hier, Bridget O.; Eckert, Tanya L.; Viney, Elizabeth A. – School Psychology Review, 2019
This study examined whether 2 evidence-based intervention strategies resulted in maintenance and generalization of writing fluency gains. In this study, 115 third-grade students were randomly assigned to a performance feedback intervention condition, a goal setting intervention condition, or a control condition. Neither intervention strategy…
Descriptors: Writing Skills, Writing (Composition), Elementary School Students, Grade 3
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Martin, Ryan J.; Codding, Robin S.; Collier-Meek, Melissa A.; Gould, Kaitlin M.; DeFouw, Emily R.; Volpe, Robert J. – School Psychology Review, 2019
Fact fluency is an important prerequisite to mastering more complex and abstract mathematics principles. Delivering math interventions in the home setting may be a feasible way to expose students to necessary supports and improve math outcomes. The present study utilized a multiple baseline design across parent-student dyads to examine the impact…
Descriptors: Mathematical Concepts, Mathematics Skills, Concept Formation, Intervention
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Collier-Meek, Melissa A.; Johnson, Austin H.; Sanetti, Lisa H.; Minami, Takuya – School Psychology Review, 2019
Research suggests that class-wide academic engagement can be improved by research-based classroom management. However, teachers struggle to implement classroom management consistently and may need ongoing support. Identifying critical components of classroom management could help illuminate mechanisms of action and streamline teacher…
Descriptors: Classroom Techniques, Learner Engagement, Best Practices, Scheduling
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Fite, Paula J.; Poquiz, Jonathan; Díaz, Kathleen I.; Williford, Anne; Tampke, Elizabeth C. – School Psychology Review, 2019
Extant research indicates that peer victimization is an important factor in the development of internalizing symptoms for youth. However, few studies have examined contextual factors that may impact how peer victimization contributes to these symptoms in middle childhood, especially in the form of victimization. The current study evaluated…
Descriptors: Victims, Bullying, School Safety, Peer Relationship
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Bosman, Rianne J.; Zee, Marjolein; Koomen, Helma M. Y. – School Psychology Review, 2019
The present study examined how different externalizing child behaviors (i.e., hyperactivity, conduct problems) were uniquely associated with teachers' mental representations of relationships with individual children. Participants were 61 teacher-child dyads from typical Dutch elementary schools. Using a two-wave design, teachers first reported…
Descriptors: Teacher Student Relationship, Teacher Attitudes, Elementary School Teachers, Elementary School Students
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