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Radley, Keith C.; Jenson, William R.; Clark, Elaine; O'Neill, Robert E. – Psychology in the Schools, 2014
Due to impairments in social interactions and communication, children with autism spectrum disorders (ASD) have a need for effective social skills training programs. However, many programs fail due to a lack of acquisition, maintenance, and generalization of target skills. The primary purpose of this study was to evaluate the feasibility and…
Descriptors: Pervasive Developmental Disorders, Autism, Social Development, Skill Development
Burrow-Sanchez, Jason J.; Jenson, William R.; Clark, Elaine – Psychology in the Schools, 2009
Experimentation with substances is typical for many young people, but unfortunately some will go on to develop substance abuse problems that substantially affect their lives. Successfully intervening with students who use or abuse substances is a challenge for school mental health professionals across the nation. There is a need for evidence-based…
Descriptors: Substance Abuse, Mental Health Workers, School Counseling, Intervention
Jenson, William R.; Clark, Elaine; Kircher, John C.; Kristjansson, Sean D. – Psychology in the Schools, 2007
Evidence-based practice approaches to interventions has come of age and promises to provide a new standard of excellence for school psychologists. This article describes several definitions of evidence-based practice and the problems associated with traditional statistical analyses that rely on rejection of the null hypothesis for the…
Descriptors: School Psychologists, Statistical Analysis, Hypothesis Testing, Intervention
Mcloughlin, Caven S.; Zhou, Zheng; Clark, Elaine – Psychology in the Schools, 2005
The article provides an overview of the forces that underpin present-day special education practices in the People's Republic of China (PRC) and a review of politico-historical forces that have shaped the development of current educational practices. The forces that have influenced different models for identifying disabilities and the reasons that…
Descriptors: Foreign Countries, Special Needs Students, Educational Practices, Special Education
Clark, Elaine; Zhou, Zheng – Psychology in the Schools, 2005
It has been only in the past decade that autism has been widely recognized among Chinese service providers. As a result, there are few professionals who are trained to treat the disorder. Although efforts are currently under way to determine the prevalence of autism in China, to date there are no reliable data that indicate the magnitude of the…
Descriptors: Foreign Countries, Sensory Integration, Private Schools, Hospitals
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Olympia, Daniel E.; Heathfield, Lora Tuesday; Jenson, William R.; Clark, Elaine – Psychology in the Schools, 2002
This article describes specific components of a multifaceted approach to functional behavior assessment in the context of the widely accepted behavioral excess/deficit model for students with externalizing behavior disorders. Specific strategies to address academic skill and performance deficits as well as social skills deficiencies are also…
Descriptors: Academic Achievement, Antisocial Behavior, Behavior Disorders, Interpersonal Competence
Jenson, William R.; Olympia, Daniel; Farley, Megan; Clark, Elaine – Psychology in the Schools, 2004
Students with externalizing disorders make up from three to five percent of the population in public school classrooms and are some of the most difficult students to manage in an educational setting. Behavioral excesses and deficits exhibited by these students are a major factor in poor retention rates for new teachers while the students…
Descriptors: Psychology, Classrooms, Positive Reinforcement, Educational Experience
Clark, Elaine; Olympia, Daniel E.; Jensen, Jenise; Heathfield, Lora Tuesday; Jenson, William R. – Psychology in the Schools, 2004
The purpose of this article is to provide the reader with an orientation to the concepts and principles of autonomy and self-determination and the application of those concepts and principles to working with children and adolescents who have intellectual and developmental disabilities (ID/DD), including autism. Self-determination is essentially…
Descriptors: Personal Autonomy, Self Determination, Developmental Disabilities, Mental Retardation
Zhou, Zheng; Bray, Melissa A.; Kehle, Thomas J.; Theodore, Lea A.; Clark, Elaine; Jenson, William R. – Psychology in the Schools, 2004
The article addresses the demographic characteristics of students in school psychology programs nationwide with respect to providing a rationale for the importance of increasing the proportion of minority school psychologists who are underrepresented. Emphasis on training culturally competent psychologists is reviewed within a historical context.…
Descriptors: Minority Groups, School Psychologists, Graduate Study, School Psychology
Olympia, Daniel; Farley, Megan; Christiansen, Elizabeth; Pettersson, Hollie; Jenson, William; Clark, Elaine – Psychology in the Schools, 2004
While much of the current focus in special education remains on reauthorization of the Individuals with Disabilities Act of 1997, disparities in the identification of children with serious emotional disorders continue to plague special educators and school psychologists. Several years after the issue of social maladjustment and its relationship to…
Descriptors: Adjustment (to Environment), Disabilities, Adolescents, Special Education Teachers
Heathfield, Lora Tuesday; Clark, Elaine – Psychology in the Schools, 2004
To meet the present and future educational and mental health needs of our nation's youth, current models of mental health service delivery need to be reformed. Any more time spent arguing the differences between categories such as Emotional Disturbance (ED) and Social Maladjustment (SM) will only delay much needed services and deplete our already…
Descriptors: Adjustment (to Environment), Early Intervention, Health Services, School Psychology