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Peer reviewed
Direct linkOddo, Maria; Barnett, David W.; Hawkins, Renee O.; Musti-Rao, Shobana – Psychology in the Schools, 2010
Previous research has investigated the efficacy of peer-mediated repeated reading (RR) interventions carried out by student dyads. This research extends the existing research by investigating the impact of RR on oral reading fluency and comprehension when carried out by a teacher in small groups of fourth-grade students. Outcomes were analyzed…
Descriptors: Peer Teaching, Tutoring, Reading Instruction, Intervention
Ruiz-Olivares, Rosario; Pino, M. Jose; Herruzo, Javier – Psychology in the Schools, 2010
Disruptive behavior can waste a great deal of teaching time in the classroom, leading to feelings of frustration in teachers and an increase in academic failure among pupils. Prior research indicates that intervening in these kinds of behaviors improves the classroom atmosphere and facilitates the learning process. With this in mind, the aims of…
Descriptors: Behavior Problems, Intervention, Foreign Countries, Teaching Methods
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
Mautone, Jennifer A.; DuPaul, George J.; Jitendra, Asha K.; Tresco, Katy E.; Junod, Rosemary Vile; Volpe, Robert J. – Psychology in the Schools, 2009
This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data-based academic intervention (IDAI) and traditional data-based academic intervention (TDAI). Participants included 83 first- through fourth-grade students who met research criteria for…
Descriptors: Intervention, Attention Deficit Hyperactivity Disorder, Special Needs Students, Integrity
Morrison, Julie Q.; Graden, Janet L.; Barnett, David W. – Psychology in the Schools, 2009
Internships play a pivotal role in the future of school psychology, and internship training is influenced by disciplinary trends including (a) an increased focus on accountability and demonstrating the positive impact of trainees' practices on student outcomes and (b) growing emphasis on scientifically based and empirically based practice. These…
Descriptors: Internship Programs, School Psychology, Program Evaluation, Program Effectiveness
Williamson, Brenda D.; Campbell-Whatley, Gloria D.; Lo, Ya-yu – Psychology in the Schools, 2009
Group contingencies have the advantages of encouraging individual students to collectively feel responsible for appropriate and inappropriate classroom behaviors and have shown effectiveness in improving students' behavior. The purpose of this study was to investigate the effects of a random dependent group contingency on the on-task behaviors of…
Descriptors: High School Students, Student Behavior, Disabilities, Contingency Management
Perdue, Neil H.; Manzeske, David P.; Estell, David B. – Psychology in the Schools, 2009
School engagement is an important theoretical and practical cornerstone to the promotion of school completion. The current study explores the influences of childhood peer relationships in the third grade predicting school engagement at Grade 5. Participants are among the National Institute of Child Health and Human Development Study of Early Child…
Descriptors: Aggression, Child Health, Peer Relationship, Friendship
Lhospital, Ann Shargo; Gregory, Anne – Psychology in the Schools, 2009
Teachers today face high stress that can compromise their well-being, longevity in the profession, and the quality of their interactions with students. Pre-referral interventions, which address individual student difficulties before consideration for special education, may help buffer teacher stress through student interventions and team support.…
Descriptors: Stress Variables, Intervention, Elementary School Teachers, Teacher Burnout
Schnurr, Britton L.; Kundert, Deborah K.; Nickerson, Amanda B. – Psychology in the Schools, 2009
Research examining student outcomes (e.g., achievement, adjustment) after grade retention reveals that it does not result in long-term improvements for students; however, grade retention continues to be used as an intervention. The purpose of this study was to examine retention decision-making practices, as well as school psychologists' knowledge,…
Descriptors: Grade Repetition, School Psychologists, Counselor Role, Intervention
Cook-Cottone, Catherine; Casey, Carolyn M.; Feeley, Thomas Hugh; Baran, Jennifer – Psychology in the Schools, 2009
A meta-analysis was conducted on school-based interventions to reduce obesity in children. Sixty-six (k = 66, N = 31,059) comparisons from 40 published studies from 1997 through 2008 were included in analyses. Results indicated a significant effect for school-based interventions with an overall weighted effect size of r = 0.05. Several moderating…
Descriptors: Obesity, Prevention, Effect Size, Meta Analysis
Mehlenbeck, Robyn S.; Jelalian, Elissa; Lloyd-Richardson, Elizabeth E.; Hart, Chantelle N. – Psychology in the Schools, 2009
This study examined change in binge eating symptoms reported by moderately overweight adolescents following participation in a behavioral weight control intervention. A total of 194 adolescents across two randomized controlled trials participated. Adolescents in both study samples endorsed a mild level of binge eating symptoms at baseline. Results…
Descriptors: Obesity, Intervention, Eating Disorders, Self Concept Measures
O'Brennan, Lindsey M.; Bradshaw, Catherine P.; Sawyer, Anne L. – Psychology in the Schools, 2009
Bullying poses a threat to children's social-emotional functioning and their perceptions of school climate, yet few studies have examined different types of social-emotional and behavior problems presented by children involved in bullying, as a bully, victim, or bully/victim across multiple school levels. The current study used data from 24,345…
Descriptors: Emotional Problems, Behavior Problems, Intervention, Student Attitudes
Thomas, Duane E.; Coard, Stephanie I.; Stevenson, Howard C.; Bentley, Keisha; Zamel, Pamela – Psychology in the Schools, 2009
The present study investigated the predictive influence of students' reactive emotional coping and racial socialization experiences on teachers' perceptions of classroom behavior adjustment problems. Participants were 148 African American male youth attending a secondary school in a large northeastern city. Behavioral outcomes included teacher…
Descriptors: Socialization, Student Behavior, Adolescents, Coping
Tysinger, P. Dawn; Tysinger, Jeffrey A.; Diamanduros, Terry – Psychology in the Schools, 2009
The study investigated the consultation approaches of collaborative-directive and collaborative-nondirective and the influence of teacher expectations for consultation on their ratings of consultation success. Teachers viewed videotaped consultation sessions of a collaborative-directive or collaborative-nondirective consultation session that…
Descriptors: Consultants, Psychologists, School Psychologists, Consultation Programs
Farmer, Thomas W.; Leung, Man-Chi; Keagy, Kristen; Boudah, Daniel J.; Akos, Patrick; McDonough, Erin; Hall, Cristin M. – Psychology in the Schools, 2009
This study examined the social preference nominations (i.e., "liked most" and "liked least") in relation to peer group and classroom social dynamics in a sample of 622 fifth graders from 11 schools in a southeastern state. Liked most and liked least nominations were given to a small concentration of students within classrooms.…
Descriptors: Peer Relationship, Peer Groups, Grade 5, Rural Areas
