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Magyar, Caroline I.; Pandolfi, Vincent – Psychology in the Schools, 2012
Students with autism spectrum disorders (ASD) present unique programming challenges to school personnel because of the wide variability of clinical symptoms and the high rates of emotional and/or behavior disorders (EBD) that can affect learning outcomes. Currently, there is little empirically based guidance to assist in determining the support…
Descriptors: At Risk Students, Behavior Disorders, Intervention, School Personnel
Levine, Eva S.; Anshel, Daphne J. – Psychology in the Schools, 2011
Attention-deficit/hyperactivity disorder (ADHD) remains one of the most prevalent mental health diagnoses identified in school-age children. Affected children show an increased risk for school failure, social difficulties, and the development of psychiatric comorbidities. Despite the availability of evidence-based behavioral protocols for managing…
Descriptors: Case Studies, Attention Deficit Hyperactivity Disorder, Behavior Patterns, School Psychologists
Pufpaff, Lisa A. – Psychology in the Schools, 2008
Preliminary findings and implications from this study were presented at the 45th Annual Convention of the International Reading Association in Indianapolis, Indiana, April 30, 2000. The author would like to express sincere gratitude to the kindergarten teacher who cooperated with this study and willingly allowed the researcher unlimited access to…
Descriptors: Conferences (Gatherings), Augmentative and Alternative Communication, Kindergarten, Preschool Teachers
Ellis, Cynthia R.; Lutz, Richard E.; Schaefer, G. Bradley; Woods, Kathryn E. – Psychology in the Schools, 2007
Each year, an increasing number of children and adolescents are diagnosed with an Autism Spectrum Disorder (ASD). ASDs involve impairment to an individual's social, language, and behavioral functioning. Due to the complexity of this disorder, a comprehensive, multidisciplinary assessment and treatment approach is recommended in order to meet the…
Descriptors: Autism, Pervasive Developmental Disorders, Interdisciplinary Approach, Therapy
Wilber, Amy; Cushman, Thomas P. – Psychology in the Schools, 2006
The reauthorization of IDEA (the Individuals With Disabilities Education Improvement Act of 2004) includes potential use of a response to intervention (RTI) model for the identification of learning disabilities. Using this model, a variety of academic interventions may be implemented with a low-achieving student, with the results monitored to…
Descriptors: Student Reaction, Identification, Oral Reading, Learning Disabilities
Power, Thomas J.; Blom-Hoffman, Jessica; Clarke, Angela T.; Riley-Tillman, T. Chris; Kelleher, Constance; Manz, Patricia H. – Psychology in the Schools, 2005
Prevention and intervention research studies often fail to include an assessment of program integrity, and when they do, it is often examined in a limited way. Further, despite efforts to reform the intervention research process to include community stakeholders more actively in every phase of investigation, current practice generally employs a…
Descriptors: Intervention, Integrity, Prevention, Comparative Analysis
Miller, David N.; George, Michael P.; Fogt, Julie B. – Psychology in the Schools, 2005
There has recently been increased attention given to the widely perceived gap between research and practice in school psychology and education. The purpose of this article is to describe how Centennial School of Lehigh University, an alternative day school for students with emotional and behavioral disorders, was able to successfully implement and…
Descriptors: School Psychology, Behavior Development, Behavior Problems, Theory Practice Relationship
Peer reviewed
Amatea, Ellen S. – Psychology in the Schools, 1988
Describes treatment of five-year-old girl exhibiting frequent temper tantrums at home and school, including brief systemic approach used to assess interactional cycle between child and adults, and actual intervention involving prescribing the tantrum behavior. Notes tantrums disappeared after third session; no tantrums were reported at three-week…
Descriptors: Behavior Problems, Case Studies, Family Counseling, Intervention
Peer reviewed
Brown, Jacob Edward – Psychology in the Schools, 1986
Paradoxical strategies appear to provide a change in the dynamics of the teacher-child relationship and are thus a more systemic way of viewing problem behavior than time-out procedures. Three case studies are presented in which the paradoxical strategies have varying degrees of success. (Author/ABB)
Descriptors: Behavior Modification, Behavior Problems, Case Studies, Children
Peer reviewed
DeMarco, Salvatore; Bolen, Larry M. – Psychology in the Schools, 1990
Presents five clinical case studies of children with depressed performance on the Expressive One-Word Picture Vocabulary Test (EOWPVT) to illustrate differential performance outcomes that are not attributable to a single causal factor. Proposes that the utility of the EOWPVT may provide more than just a measure of general verbal intelligence.…
Descriptors: Case Studies, Children, Individual Differences, Performance
Peer reviewed
McIntosh, David E.; Rizza, Mary G.; Bliss, Leslie – Psychology in the Schools, 2000
Presents the implementation of Teacher-Child Interaction Therapy (TCIT) within the preschool setting, using a case study approach. TCIT was found to increase the number of positive interactions between child and teacher. It was also effective in decreasing the child's disruptive behaviors, increasing compliance, and decreasing the need for the…
Descriptors: Behavior Modification, Behavior Problems, Case Studies, Compliance (Psychology)
Sheridan, Susan M.; Warnes, Emily D.; Cowan, Richard J.; Schemm, Ariadne V.; Clarke, Brandy L. – Psychology in the Schools, 2004
Family-centered positive psychology (FCPP) is defined as a framework for working with children and families that promotes strengths and capacity building within individuals and systems, rather than one focusing solely on the resolution of problems or remediation of deficiencies. This approach to family-based services is predicated on the belief…
Descriptors: Psychology, Family Programs, Family Relationship, Family Counseling
Cleary, Timothy J.; Zimmerman, Barry J. – Psychology in the Schools, 2004
This article describes a training program, Self-Regulation Empowerment Program (SREP), that school professionals can use to empower adolescent students to engage in more positive, self-motivating cycles of learning. It is a two-part approach whereby self-regulated learning coaches (SRC) (a) use microanalytic assessment procedures to assess…
Descriptors: Teaching Methods, School Psychologists, Learning Strategies, Student Motivation