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Direct linkSklad, Marcin; Diekstra, Rene; De Ritter, Monique; Ben, Jehonathan; Gravesteijn, Carolien – Psychology in the Schools, 2012
To answer the question of whether teaching social and emotional skills to foster social-emotional development can help schools extend their role beyond the transfer of knowledge, the authors conducted a meta-analytical review of 75 recently published studies that reported the effects of universal, school-based social, emotional, and/or behavioral…
Descriptors: School Role, Social Development, Emotional Development, Behavior Development
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
Ostmeyer, Katrina; Scarpa, Angela – Psychology in the Schools, 2012
Participatory action research (PAR) is a method used to develop interventions with the direct input of stakeholders. Social skills are a core deficit of children with high-functioning autism spectrum disorders (HFASD) that can affect academic performance and other areas of well-being, yet empirically supported services are not always available.…
Descriptors: Stakeholders, Action Research, Autism, Focus Groups
Lopata, Christopher; Thomeer, Marcus L.; Volker, Martin A.; Lee, Gloria K.; Smith, Tristram H.; Smith, Rachael A.; Mcdonald, Christin A.; Rodgers, Jonathan D.; Lipinski, Alanna M.; Toomey, Jennifer A. – Psychology in the Schools, 2012
This study examined the feasibility and initial efficacy of a comprehensive school-based intervention (CSBI) for 12 children with high-functioning autism spectrum disorders, aged 6 to 9 years. Treatment included a 3-week summer preparation program followed by a 10-month CSBI, comprising social skills groups, therapeutic activities, face and voice…
Descriptors: Children, Autism, Elementary School Students, Pervasive Developmental Disorders
Thomeer, Marcus L. – Psychology in the Schools, 2012
This study examined the collaborative development of a comprehensive school-based intervention (CSBI) and component feasibility for seven children, aged 7 to 8 years, with high-functioning autism spectrum disorders (HFASDs). In Phase I, focus groups were conducted in two school districts with school staff and/or parents of children with HFASDs.…
Descriptors: Young Children, Autism, Elementary School Students, Pervasive Developmental Disorders
A Comparison of the Mystery Motivator and the "Get 'Em On Task" Interventions for Off-Task Behaviors
Kraemer, Elisabeth E.; Davies, Susan C.; Arndt, Kelli Jo; Hunley, Sawyer – Psychology in the Schools, 2012
Attending to instruction is a critical behavior for academic success. Many elementary school teachers, however, identify disruptive and inattentive classroom behaviors as key barriers to students' successful educational performance. This study examined the impact of two class-wide positive behavior support programs. The Mystery Motivator and…
Descriptors: Behavior Modification, Grade 5, Elementary School Teachers, Comparative Analysis
Pas, Elise T.; Bradshaw, Catherine P.; Mitchell, Mary M. – Psychology in the Schools, 2011
Office discipline referral (ODR) data are increasingly used to monitor student behavior problems and the impact of interventions, but there has been limited research examining their validity. The current study examined the concordance of ODRs with teacher ratings of student behavior using data on 8,645 children in 335 classrooms at 21 elementary…
Descriptors: Behavior Problems, Student Behavior, Discipline, Academic Achievement
Ross, Sarah G.; Begeny, John C. – Psychology in the Schools, 2011
Reading fluency is a critical yet commonly neglected component of early reading instruction. For the large percentage of English language learners (ELLs) who are struggling with or at risk for reading difficulties, there is insufficient research available to help educators implement time-efficient interventions with these students. Using an…
Descriptors: Reading Difficulties, Hispanic American Students, Intervention, Reading Fluency
Dailor, A. Nichole; Jacob, Susan – Psychology in the Schools, 2011
Practitioner-members of the National Association of School Psychologists (N = 208) completed questionnaires regarding their ethics training, preparedness, the types of ethical transgressions and dilemmas encountered in the previous year, and the strategies used to solve problems. Respondents who received multilevel training in ethics (ethics…
Descriptors: Child Abuse, School Psychologists, Questionnaires, Ethics
Stoiber, Karen Callan; Gettinger, Maribeth – Psychology in the Schools, 2011
The purpose of this study was to conduct an experimental analysis of teachers' use of functional assessment (FA) and positive behavior support (PBS) for addressing challenging behaviors in young children. A group of 35 experimental teachers participated in professional development designed to provide step-by-step training and guided implementation…
Descriptors: Intervention, Self Efficacy, Behavior Disorders, Functional Behavioral Assessment
Begeny, John C.; Hawkins, Amy Lynn; Krouse, Hailey E.; Laugle, Kelly M. – Psychology in the Schools, 2011
With limited educational resources and numerous other variables that complicate effective teaching, educators need to think prudently about how to allocate resources. In essence, teachers must allocate resources in ways that will best maximize student learning. However, minimal research has systematically evaluated whether increased instructional…
Descriptors: Teacher Effectiveness, Intervention, Reading Fluency, Student Motivation
Neddenriep, Christine E.; Fritz, Abigail M.; Carrier, Miranda E. – Psychology in the Schools, 2011
The relationship between reading fluency and comprehension was evaluated in five 4th-grade students. These students were identified as being at risk of not meeting yearly goals in reading fluency and comprehension based on fall benchmark assessment data. A brief intervention assessment was used to determine which intervention components would be…
Descriptors: Reading Fluency, Reading Comprehension, Relationship, Elementary School Students
Hawkins, Renee O.; Hale, Andrea; Sheeley, Wesley; Ling, Stacy – Psychology in the Schools, 2011
Using an adapted alternating treatments design, this study compared the effects of two intervention conditions on the reading fluency, comprehension, and comprehension rate of six high-school students reading below grade level. Students were repeatedly exposed to repeated reading (RR), repeated reading and vocabulary previewing (RR + VP), and no…
Descriptors: Reading Difficulties, Reading Achievement, Low Achievement, Reading Comprehension
Aspiranti, Kathleen B.; Pelchar, Taylor K.; McCLeary, Daniel F.; Bain, Sherry K.; Foster, Lisa N. – Psychology in the Schools, 2011
It is of vital importance that children are educated in a safe environment. Every school needs to have a well-developed crisis management document containing plans for prevention, intervention, and postvention. We developed the Comprehensive Crisis Plan Checklist (CCPC) to serve as a valuable tool that can be used to assist practitioners with…
Descriptors: Crisis Management, Documentation, Prevention, Intervention
Peterson, Lisa S.; Hughes, Jan N. – Psychology in the Schools, 2011
The purpose of this study was to determine whether students retained in first grade, relative to similarly low-achieving students who were promoted, differed in the number of remedial educational services received by students in the pre-retention year and in the repeat year. Study participants were 769 relatively low-achieving first-grade…
Descriptors: Grade 1, Grade Repetition, Student Promotion, Grade 2
