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Direct linkMachek, Greg R.; Nelson, Jason M. – Psychology in the Schools, 2010
This study surveyed a national sample of school psychologists with respect to the identification of reading disabilities (RD). It covers school psychologists' opinions regarding perceived benefits of the use of cognitive assessment in RD identification, both within and outside of an IQ-achievement discrepancy model. The survey also solicited…
Descriptors: Reading Difficulties, Intervention, Opinions, School Psychologists
Benson, Nicholas; Newman, Isadore – Psychology in the Schools, 2010
This article describes how actuarial methods can supplant discrepancy models and augment problem solving and Response to Intervention (RTI) efforts by guiding the process of identifying specific learning disabilities (SLD). Actuarial methods use routinized selection and execution of formulas derived from empirically established relationships to…
Descriptors: Student Needs, Medical Evaluation, Learning Disabilities, Academic Failure
Hale, Andrea D.; Henning, Jaime B.; Hawkins, Renee O.; Sheeley, Wesley; Shoemaker, Larissa; Reynolds, Jennifer R.; Moch, Christina – Psychology in the Schools, 2011
This study was designed to investigate the validity of four different aloud reading comprehension assessment measures: Maze, comprehension questions, Maze accurate response rate (MARR), and reading comprehension rate (RCR). The criterion measures used in this study were the Woodcock-Johnson III Tests of Achievement (WJ-III ACH) Broad Reading…
Descriptors: Middle School Students, Reading Aloud to Others, Reading Tests, Reading Comprehension
Feindler, Eva L.; Engel, Emily C. – Psychology in the Schools, 2011
The development, implementation, and evaluation of anger management programs have proliferated over the past decade. The programs aim to moderate the intensity, frequency, and severity of anger expression, and facilitate alternative nonaggressive responses to conflict and frustration. Cognitive-behavioral theory highlights cognitive processes such…
Descriptors: Intervention, Aggression, Program Effectiveness, Conflict Resolution
Lembke, Erica S.; McMaster, Kristen L.; Stecker, Pamela M. – Psychology in the Schools, 2010
The purpose of this article is to describe research-based reading intervention within a Response-to-Intervention (RTI) model, using prevention science as a context. First, RTI is defined and a rationale is provided for its use in improving the reading performance of all students, particularly those students identified as at risk for…
Descriptors: Reading Difficulties, Intervention, Reading Research, Prevention
Bliss, Stacy L.; Skinner, Christopher H.; Hautau, Briana; Carroll, Erin E. – Psychology in the Schools, 2008
Using an experimenter-developed system, articles from four school psychology journals for the years 2000-2005 (n = 929) were classified. Results showed that 40% of the articles were narrative, 29% correlational, 16% descriptive, 8% causal-experimental, 4% causal-comparative, and 2% were meta-analytic. Further analysis of the causal-experimental…
Descriptors: School Psychology, Periodicals, Classification, School Psychologists
DeRosier, Melissa E.; Mercer, Sterett H. – Psychology in the Schools, 2009
This study examined perceived behavioral atypicality as a predictor of children's school-based adjustment. First, a descriptive pilot study was conducted to examine children's reasons for nominating peers as behaviorally atypical. Then, atypicality was investigated in relation to school-based adjustment in a two-wave panel design. Social problems,…
Descriptors: Grade 3, Academic Achievement, Peer Relationship, Risk
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
Lei, Pui-Wa; Smith, Maria; Suen, Hoi K. – Psychology in the Schools, 2007
Direct observation of behaviors is a data collection method customarily used in clinical and educational settings. Repeated measures and small samples are inherent characteristics of observational studies that pose challenges to the numerical estimation of reliability for observational data. In this article, we review some debates about the use of…
Descriptors: Generalizability Theory, Data Collection, Observation, Evaluation Methods
Appleton, James J.; Christenson, Sandra L.; Furlong, Michael J. – Psychology in the Schools, 2008
Research supports the connection between engagement, achievement, and school behavior across levels of economic and social advantage and disadvantage. Despite increasing interest and scientific findings, a number of interrelated conceptual and methodological issues must be addressed to advance this construct, particularly for designing…
Descriptors: Academic Achievement, Construct Validity, Student Participation, Student Motivation
Allen, Ryan A.; Robins, Diana L.; Decker, Scott L. – Psychology in the Schools, 2008
This study reviews recent research related to the neurobiology of Autism Spectrum Disorders (ASDs) an provides an empirical analysis of current assessment practices. Data were collected through a survey of 117 school psychologists. The Childhood Autism Rating Scale (CARS), Gilliam Autism Rating Scale (GARS), and Gilliam Asperger's Disorder Scale…
Descriptors: Autism, School Psychologists, Rating Scales, Pervasive Developmental Disorders
Thompson, Bruce – Psychology in the Schools, 2007
The present article provides a primer on (a) effect sizes, (b) confidence intervals, and (c) confidence intervals for effect sizes. Additionally, various admonitions for reformed statistical practice are presented. For example, a very important implication of the realization that there are dozens of effect size statistics is that "authors must…
Descriptors: Intervals, Effect Size, Statistical Analysis, Statistical Significance
Cummings, Kelli D.; Kaminski, Ruth A.; Merrell, Kenneth W. – Psychology in the Schools, 2008
This study describes the initial validation of an innovative social-behavioral observational assessment tool that is designed to be used on a repeated basis to assess growth and development of social competence over time to: (a) identify the social functioning of all students, (b) assist in planning support for students at risk, and (c) evaluate…
Descriptors: Teacher Evaluation, Social Behavior, Validity, At Risk Students
Reynolds, Cecil R.; Horton, Arthur MacNeill, Jr. – Psychology in the Schools, 2008
Despite many disagreements on the utility of neuropsychological applications in schools, executive function measures have been found to be useful across a variety of areas and ages. In addition, many disagreements are extant in discussions of the maturational course of the development of executive functioning abilities that are dependent on…
Descriptors: School Psychology, Brain, Cognitive Processes, Neurological Organization
Zhou, Zheng; Xin, Tao – Psychology in the Schools, 2007
The traditional kappa statistic in assessing interrater agreement is not adequate when multiraters and multiattributes are involved. In this article, latent trait models are proposed to assess the multirater multiattribute (MRMA) agreement. Data from the Third International Mathematics and Science Studies (TIMSS) are used to illustrate the…
Descriptors: Intervention, School Psychology, Interrater Reliability, Item Response Theory
