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Trends in Methodological Rigor in Intervention Research Published in School Psychology Journals
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Burns, Matthew K.; Klingbeil, David A.; Ysseldyke, James E.; Petersen-Brown, Shawna – Psychology in the Schools, 2012
Methodological rigor in intervention research is important for documenting evidence-based practices and has been a recent focus in legislation, including the No Child Left Behind Act. The current study examined the methodological rigor of intervention research in four school psychology journals since the 1960s. Intervention research has increased…
Descriptors: Evidence, Intervention, School Psychology, Federal Legislation
Examining the Changing Landscape of School Psychology Practice: A Survey of School-Based Practitioners regarding Response to Intervention
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Sullivan, Amanda L.; Long, Lori – Psychology in the Schools, 2010
As Response to Intervention (RtI) approaches become more common in educational systems throughout the country, it is increasingly important to identify how practitioners perceive these changes and how they obtain the skills necessary to face emergent roles and responsibilities. In this exploratory study, a national sample of 557 school…
Descriptors: Intervention, School Culture, School Psychologists, School Psychology
Developing A School-Wide Progress-Monitoring System
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Deno, Stanley L.; Reschly, Amy L.; Lembke, Erica S.; Magnusson, Deanne; Callender, Stacy A.; Windram, Holly; Stachel, Nancy – Psychology in the Schools, 2009
This article describes the development of a process for universal screening and progress monitoring in reading at the elementary level that can be used in a school-wide Response to Intervention (RtI) model. University personnel worked with teachers and administration at an urban elementary school to develop and implement the model in response to a…
Descriptors: Curriculum Based Assessment, Oral Reading, Scoring, Educational Change
Moving from Good Ideas in Educational Systems Change to Sustainable Program Implementation: Coming to Terms with Some of the Realities
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Noell, George H.; Gansle, Kristin A. – Psychology in the Schools, 2009
Proponents of systemic changes in education commonly encounter ethical, theoretical, and pragmatic challenges in moving from possibility to implementation of their vision of change. Although ethical and theoretical issues are critically important to a successful change initiative, pragmatic issues relevant to assuring program implementation have…
Descriptors: Behavior Modification, Program Implementation, Educational Change, Behavior Change