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Tanya L. Eckert; Samantha C. Maguire; Kaytlin A. Nelson; Siani Y. M. Amidon; Alec R. Goldstein; Monique S. Antoine; Joshua J. Circe; Sophia V. Alderman; Tyler J. Young – Psychology in the Schools, 2024
The acceptability of school-based interventions has been regularly examined among teachers and parents; however, students are less frequently assessed despite being the recipients of most interventions. Although recent studies have begun exploring how different student characteristics (e.g., gender) and types of acceptability assessments (e.g.,…
Descriptors: Elementary School Students, Grade 3, Writing (Composition), Intervention
Kromminga, Kourtney R.; Codding, Robin S. – Psychology in the Schools, 2024
While an abundance of evidence-based mathematics interventions are available to support students' mathematics fluency, research suggests that they are not often implemented within schools. Moreover, national data suggests that most students in the United States are not meeting grade level expectations in mathematics. This underperformance coupled…
Descriptors: Intervention, Instructional Effectiveness, Teaching Methods, Multiplication
Kaytlin A. Nelson; Tanya L. Eckert – Psychology in the Schools, 2024
Cover-copy-compare is a self-management intervention strategy developed to improve students' academic performance, particularly in spelling. In academic intervention research, it is often assumed that students are completing the intervention as intended, yet this is seldom examined during intervention implementation or subsequent data analysis.…
Descriptors: Fidelity, Self Management, Intervention, Learning Strategies
Ruble, Lisa; Love, Abigail; McGrew, John H.; Yu, Yue; Fischer, Melanie W.; Salyers, Michelle P. – Psychology in the Schools, 2023
The high attrition and turnover rates of qualified special education teachers (SETs) is a significant concern exacerbated by COVID-19. Unfortunately, there are limited studies available on research-based interventions to decrease burnout. The purpose of this study was to describe our processes and results for adaptations and modifications of…
Descriptors: Special Education Teachers, Intervention, Teacher Burnout, Teacher Attitudes
Mesa, Michael P.; Phillips, Beth M.; Lonigan, Christopher J. – Psychology in the Schools, 2023
Although previous research suggests the use of classroom management strategies can support student engagement and learning, gaps in the literature still exist including the frequency of classroom management strategies in small-group instruction. The purpose of this descriptive study was to measure the frequency of paraprofessionals' (n = 94)…
Descriptors: Paraprofessional School Personnel, Classroom Techniques, Incidence, Intervention
Robertson, Adrianne; Mason, E. C. M.; Placeres, Vanessa; Carter, Hannah – Psychology in the Schools, 2023
Mental health factors can impact student academic performance and success. Student mental health concerns such as depression and anxiety and are a growing concern within P-12 school systems. The dual pandemics of COVID-19 and racial injustice have increased concerns about student mental health and exacerbated existing traumas particularly for…
Descriptors: Preschool Education, Elementary Secondary Education, Mental Health, Intervention
Nelson, Peter M.; Klingbeil, David A.; Parker, David C. – Psychology in the Schools, 2021
This study examined spring literacy scores among at-risk prekindergarten students exposed to supplemental support solely in literacy or a combination of literacy and math. Propensity scores were used to match students receiving combined support (n = 39) with an equivalent number of students receiving only literacy tutoring. Students were matched…
Descriptors: Program Evaluation, Program Effectiveness, Intervention, Mathematics Instruction
Krier, Jessie; Lambros, Katina M. – Psychology in the Schools, 2021
This study evaluated the effectiveness of a peer-mediated intervention on joint attention (JA) and social play skills for students with autism spectrum disorder (ASD) using a multiple baseline design. Peer-mediated interventions are an evidence-based practice, but there is limited research on using peers outside of the target student's classroom…
Descriptors: Autism, Pervasive Developmental Disorders, Attention, Interpersonal Competence
Eckert, Tanya L.; Eggleston, Brittany N.; Hamsho, Narmene F.; Williams, Natalie L. – Psychology in the Schools, 2021
This study explored the concordance between 70 third-grade students' preintervention and postintervention acceptability ratings of a writing intervention administered over 7 weeks. In addition, the association between students' preintervention and postintervention acceptability ratings and intervention effectiveness was examined. Results indicated…
Descriptors: Grade 3, Elementary School Students, Intervention, Writing (Composition)
Hutchison, Morica; Russell, Beth S.; Wink, Mackenzie N. – Psychology in the Schools, 2020
Childhood exposure to traumatic experiences and subsequent psychological symptoms increase the risk for lifelong behavioral and mental health problems, including depression diagnoses, reduced adaptive coping strategies, substance abuse, and early death, with negative impacts on children's social development and academic achievement.…
Descriptors: Social Development, Emotional Development, Trauma, Symptoms (Individual Disorders)
Begeny, John C.; Codding, Robin S.; Wang, Jiayi; Hida, Rahma M.; Patterson, Sierra L.; Kessler, Sarah; Fields-Turner, Felicia; Ramos, Kimberly A. – Psychology in the Schools, 2020
More than half of students in the USA perform below a proficient level in math. Although evidence suggests that intervention in elementary school is critical to supporting struggling learners, and there are several research-supported instructional practices to support students with math difficulties, the existing research is limited with regard to…
Descriptors: Program Effectiveness, Student Motivation, Mathematics Instruction, Intervention
Fastame, Maria Chiara; Pilia, Annalisa – Psychology in the Schools, 2019
This study was intended to assess the effect of a psychoeducational computer-assisted and paper-and-pencil training designed to empower visuospatial skills in students attending the second grade of the primary school. At pretest, posttest and at the subsequent 3-months follow-up, 44 Italian second graders were presented with a battery of tests…
Descriptors: Spatial Ability, Grade 2, Elementary School Students, Followup Studies
Hammerschmidt-Snidarich, Stephanie M.; Maki, Kathrin E.; Adams, Sarah R. – Psychology in the Schools, 2019
Repeated reading (RR) is a common fluency intervention, but recent studies comparing RR to continuous reading (CR; i.e., wide reading) found no significant differences in effects. This prompts the question of whether the mechanism that improves skills is repeatedly reading portions of connected text, or simply reading connected text. The current…
Descriptors: Reading Instruction, Repetition, Reading Fluency, Intervention
Wood, Laura; Roach, Andrew T.; Kearney, Moriah A.; Zabek, Faith – Psychology in the Schools, 2018
Executive functions (EFs) develop rapidly in preschoolers and lay an important foundation for school readiness. One potential method of supporting EF development is through mindfulness-based interventions (MBIs). Whereas studies with older children and adults have supported this approach, research with young children has been more limited. In the…
Descriptors: Executive Function, Preschool Children, Preschool Education, Metacognition
Wilczynski, Susan M.; Labrie, Allison; Baloski, Ann; Kaake, Amanda; Marchi, Nick; Zoder-Martell, Kimberly – Psychology in the Schools, 2017
The present case study evaluated web-based training with coaching and feedback delivered through videoconferencing software to increase teacher use of behavioral methods associated with increased compliance. The participant, a preschool special education teacher, increased both her knowledge of efficacious interventions for autism spectrum…
Descriptors: Web Based Instruction, Coaching (Performance), Feedback (Response), Videoconferencing
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