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1.
Specific learning disability (SLD) identification procedures vary across states (Maki et al., 2015, School Psychol Quart, 30, 457–469); however, the extent to which SLD identification methods are implemented at the district level is not well understood. Moreover, the high‐stakes nature of SLD identification necessitates extensive training, but research regarding graduate and postgraduate training in SLD is limited. This study examined school psychologists’ SLD training and practices through survey methodology. Results showed that a growing number of school psychologists use, prefer, and receive training in response to intervention and pattern of strengths and weaknesses to identify students with SLD while the use of and preference for ability–achievement discrepancy may be decreasing. However, nearly one‐third of school psychologists still reported the use of ability–achievement discrepancy. In addition, over half of school psychologists reported using state department of education guidance documents to inform their SLD identification practices. Implications for training and practice are discussed. 相似文献
2.
A survey of individuals holding the Nationally Certified School Psychologist (NCSP) credential was conducted via the Internet to gather information regarding their measurement of treatment integrity in school‐based interventions and their beliefs about its importance. A sample of 806 self‐selected professionals holding the NCSP credential provided data about the extent to which they measure treatment integrity and the methods they used to measure it when developing interventions via one‐to‐one and group/team consultation. Results showed that 97.6% agreed that measurement of treatment integrity was a key factor to consider and to include when evaluating interventions and when using intervention data for special education eligibility decisions. Few, however, reported regularly documenting it in one‐to‐one (only 11.3%) or group/team consultation (only 1.9%). Recommendations for how school psychologists and other school staff can increase their measurement of treatment integrity in school‐based interventions are offered. © 2008 Wiley Periodicals, Inc. 相似文献
3.
May Britt Drugli Graham Clifford Bo Larsson 《Scandinavian Journal of Educational Research》2013,57(3):279-291
In the present study, a sample of 27 teachers were interviewed regarding their experience and management of young children with conduct problems in day‐care or school settings. The children had been referred and treated because of oppositional and conduct problems at home. Qualitative analysis of data was performed by using elements of a grounded theory approach. Although the children had complex conduct problems presenting considerable challenges for their teachers, most teachers described a close and engaged relationship with these children. Teachers used within‐discipline and within‐classroom approaches in their work with a main focus on managing the child's daily life in day‐care or school, supported by close colleagues. Their practices were not deeply rooted in evidence‐based knowledge and methods. Most teachers reported collaboration with parents as positive and necessary, however, they only pursued it to a limited extent. Representatives from supplementary services, such as school psychologist, child protection care and child psychiatry, were rarely involved in the work of teachers. Implications of the findings are discussed. 相似文献
4.
Bertina H. Combes Mei Chang Jennifer E. Austin Demarquis Hayes 《Psychology in the schools》2016,53(5):548-563
This study aimed to explore school psychologists’ use of evidence‐based practices (EBP), specifically in the area of social skills training, for students with an autism spectrum disorder (ASD). Participants were 220 school psychologists practicing in public school settings who provided social skills training to students with ASD. Participants were recruited through e‐mail solicitations and completed surveys administered on‐line. Results indicated that 47% of the participants reported that their graduate program did not provide courses including content addressing social skills training for students with ASD, and 58% did not receive training on the topic during their internship. The most and least frequently endorsed EBP reported were the provision of clear and measurable treatment objectives and regular communication with parents, respectively. Greater use of EBP was reported when school districts perceived implementing EBP as important. Implications of findings for training programs of school psychologists, school districts, and individual school psychologists are discussed, as well as implications for future research. 相似文献
5.
Diana S. Ginns Sara E. Moulton Jose M. Castillo Andrew S. Jenkins Jennifer M. Hodnett 《Psychology in the schools》2020,57(7):1003-1021
Using data from a national survey of school psychologists we investigated (a) the extent to which school psychologists supported students' social–emotional and behavioral well-being using data and evidence-based practices programming, (b) how facilitators and barriers impacted school psychologists' service delivery in these areas, and (c) how participants' demographic characteristics predicted facilitators to these practices. The survey was administered to randomly selected National Association of School Psychologists' members. One hundred ninety-nine full-time, school-based school psychologists (24% response rate) completed the survey. Results indicated more practitioners reported using data to design, implement, and evaluate evidence-based strategies for social–emotional and behavioral supports (M = 3.32, SD = 0.90) than reported using evidence-based strategies themselves in these same areas (M = 3.10, SD = 1.05). School psychologists who reported more facilitators were more likely to use data and engage in evidence-based practices related to social–emotional and behavioral supports for students. Results also indicated certain barriers impeded school psychologists' practices in these areas. Few demographic characteristics predicted the presence of facilitators or barriers. Findings from the current study extend the extant literature by providing empirical data on facilitators of and barriers to services related to school psychologists' use of data and evidence-based practices in these areas. 相似文献
6.
Despite persistent calls for school psychologists to provide comprehensive and integrated services, school psychologists may have difficulty providing these services because of critical shortages in the profession. This practical action research study involved surveying district supervisors of school psychologists and training program directors in the state to identify the current and projected shortages in Florida. This multimethod, multi‐informant case example also focused on facilitators of and barriers to addressing the critical shortage. How the data have been used to inform recruitment, retention, and advocacy efforts to identify school psychology as a critical shortage legislatively are provided as well as recommendations for future research. 相似文献
7.
A cross‐national review of evidence‐based psychosocial treatments for children and adolescents with autistic spectrum disorders in the United Kingdom,Ireland, and United States 
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下载免费PDF全文 The most thoroughly researched topic in relation to autistic spectrum disorders (ASDs) is the evaluation of interventions. Educational psychology in the United Kingdom and Ireland is the most closely allied profession to school psychology in the United States. In considering what is published by and for the profession, it is important to include all of those journals that are directly relevant to the profession including educational psychology journals. This review reports on the type, focus, and quality of school‐based ASD intervention research reported in school and educational psychology journals between 2005 and 2015. Twelve evaluation studies are reported, which evaluated 10 discrete interventions and two commercial packages. These interventions targeted academic, social, communication, and behavioral outcomes. Implications for the practice of school psychologists are discussed including the application of research to the idiographic nature of the work of school psychologists. 相似文献
8.
SCHOOL PSYCHOLOGISTS’ ETHICAL STRAIN AND RUMINATION: INDIVIDUAL PROFILES AND THEIR ASSOCIATIONS WITH WEEKLY WELL‐BEING 下载免费PDF全文
下载免费PDF全文 We investigated school psychologists’ experiences of ethical strain (the frequency of ethical dilemmas at work and the stress caused by these dilemmas) and dilemma‐related rumination outside working hours. Individual latent profiles were estimated at the study baseline based on these three dimensions. The psychologists’ weekly well‐being (vigor, exhaustion, and sleep quality) was compared against their profile during the following three working weeks. The sample included 133 school psychologists, among whom four groups were identified: Low ruminators (39%), an Intermediate group (39%), High ruminators (20%), and Atypical outliers (2%). High ruminators fared least well in terms of weekly well‐being. Of all the groups, they reported the lowest levels of vigor, the highest levels of exhaustion, and the lowest sleep quality. The study contributes to understanding how psychologists differ in their experiences of ethical strain, and highlights the role of ruminating: mental detachment from ethical demands is especially important for school psychologists’ well‐being. 相似文献
9.
Pedro Rosrio Jennifer Cunha Ana Rita Nunes Tnia Moreira Jos Carlos Núez Jianzhong Xu 《Psychology in the schools》2019,56(1):92-108
Teachers’ homework follow‐up practices, the in‐class strategies teachers use to monitor their students’ homework assignments, have an impact on their students’ homework behaviors and academic achievement. The current study explored the perspectives of middle school mathematics teachers on the three domains of homework follow‐up: the practices used in class, the purposes of each practice, and the aspects that may influence this process. Data were collected from two data sources (i.e., focus groups and classroom observations) and were analyzed using thematic analysis. The findings showed that teachers monitored homework either using a single strategy or a combination of strategies (e.g., checking homework completion and providing individual feedback) linked to a specific purpose (e.g., promote students’ involvement). The teachers also reported that they were under certain constraints when they delivered homework follow‐up practices (e.g., pressure to follow the curriculum), so their practices’ effectiveness sometimes can be compromised. Implications for practice are discussed. 相似文献
10.
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 (GADS) were the most frequently used measures. Among the less popular, but more intensive instruments, the Autism Diagnostic Observation Schedule (ADOS) appears to be gaining popularity within school‐based evaluations. Generally, respondents approached the assessment of ASDs from a traditional psychoeducational perspective and reported the use of a very narrow range of ASD‐specific instruments. Concerns are raised regarding the inconsistent inclusion of developmental questionnaires, parent/guardian interviews, and medical professionals in the ASD evaluation process. Implications for practice and the training of school psychologists are discussed. © 2008 Wiley Periodicals, Inc. 相似文献
11.
Rebecca S. Martínez 《Psychology in the schools》2006,43(2):197-209
This cross‐sectional study examined the perceptions of social support reported by middle‐school students with multiple learning disabilities (LD) (reading + math) in inclusive settings. Comparison groups included youths with a learning disability in reading only (RD), mathematics only (MD), and no LD (i.e., normally achieving) (NA). One hundred twenty middle‐school students, 15 boys and 15 girls in each group, were included in the current study. Participants were surveyed using an established measure of perceived social support. Effect size differences and MANOVA were used in the data analyses. Learning disability type explained 21% ( p < .001) of the variance in perceptions of parent, classmate, and friend support. Students with multiple LD (RD + MD) reported the lowest perceived social support on these dependent variables. Follow‐up analyses revealed that eighth‐grade boys reported the lowest perceived parent support and that boys in general reported lower perceived friend support than girls. Sixth‐grade students with multiple LD reported the lowest perceived friend support, and sixth‐grade males reported the lowest perceived teacher support. Implications for practicing school psychologists and recommendations for future research are discussed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 197–209, 2006. 相似文献
12.
As school psychologists are asked to help schools evaluate the level of violence risk posed by specific students, they need to fully consider the technical adequacy of any test or procedure that is proposed to “predict” future violent behavior or conditions. In this article, we contribute to this discussion by examining responses of 40,435 students from the 1993, 1995, and 1997 administrations of the Youth Risk Behavior Surveillance Survey. Student self‐reported school risk behaviors and experiences are used to “predict” recent weapon possession on school campuses and to illustrate the use of receiver operating characteristic curves to evaluate the performance of a test for prediction purposes. An index of nine school risk behaviors was moderately correlated (r = .36) with school weapon possession. However, when the accuracy of using this school risk index to predict weapon possession is evaluated, it is found that the area under the ROC curve was approximately .75, a moderate‐to‐large effect size but still demonstrating inadequate prediction at the individual student level. Further, there were twice as many frequent weapon carriers with zero school risks than with 7–9 risks, suggesting that attention directed toward violence risk profiles may promote inattention to another group of students who engage in potentially high‐risk behaviors at school. It is argued that school psychologists should consider school violence appraisals within a developmental, long‐term model. © 2001 John Wiley & Sons, Inc. 相似文献
13.
Adam B. Lockwood Thomas J. Gross Ryan L. Farmer Stephen W. Loke 《Psychology in the schools》2019,56(6):992-1003
The purpose of this study was to further examine the factor structure of the Huber Inventory of Trainee Self‐Efficacy (HITS), a measure of school psychology trainee self‐efficacy. Lockwood et al. (2017, Psychol. Sch., Vol. 54, pp. 655–670) extant data set, collected from 520 school psychology trainees, was utilized. Four measurement models were examined for model fit and factor loadings. Of the four models, a bifactor model with a single latent general self‐efficacy (GSE) and latent domain‐specific factors (i.e., Multidimensional Assessment Skills, Counseling Skills, Professional Interpersonal Skills, and Research Skills) was the most parsimonious. However, standardized loadings indicated that all practice‐related items loaded more significantly onto GSE than their domain‐specific factors, indicating the utility of GSE for practice‐related skills. Of note, the Research Skills factor displayed greater domain‐specific loadings than general loadings. These findings suggest that GSE may be the best indicator of trainee self‐efficacy, though a two‐factor model that represents practical skills versus research skills may also be appropriate. Additionally, reliability scores indicate that subscale interpretation may also be reasonable. Limitations, implications for trainers of school psychologists, and for future research directions are discussed. 相似文献
14.
Hundreds of thousands of children are confronted with traumatic experiences each year in the United States. As trauma‐informed care begins to take hold in schools, school mental health providers (e.g., school psychologists, counselors, and social workers) desire concrete service‐delivery options for students affected by trauma. This article provides examples from the literature via a narrative review of assessment, intervention, and practitioner support options related to childhood trauma. Specific attention is paid to framing concrete school‐based trauma service‐delivery options within a multitiered systems of support model to align with existing school practices. Given the large amount of literature on this topic, this article aims to reduce the barriers practitioners face when looking to implement trauma services in their schools by organizing example practices from the literature in a commonly used service‐delivery framework. 相似文献
15.
Visual‐perceptual difficulties and the impact on children's learning: are teachers missing the page?
This article attempts to bring to the fore of educational practice the importance of considering the visual‐perceptual condition of Meares–Irlen syndrome (MIS) when identifying students who have prolonged reading difficulties. Dyslexia is a frequently used term which can be used to label children who have specific difficulties with reading and/or spelling but this article discusses the problems that this may cause students who have a reading difficulty caused by a visual processing difficulty, as the working definitions of dyslexia do not, generally, consider this aspect as a factor, especially when remediation interventions are put forward. This article discusses the possibility that teachers and school psychologists may not be fully aware of MIS and therefore not able to recognise it. Moreover, if this condition is not adequately picked up at the important transition times in school then this could harm the student's self‐esteem and affect his or her motivation to succeed in school. The authors argue that the irony of MIS being potentially undetected by teachers and other school professionals is that it is relatively straightforward to identify, and in many cases, to correct. 相似文献
16.
During school‐based consultation, school psychologists must often help consultees learn how to implement various behavior change strategies. One of the most effective behavior change strategies for preschool and elementary children is time‐out. Although time‐out has been shown to be effective for reducing a variety of problem behaviors, lack of knowledge regarding the parameters and procedures of time‐out has led to its ineffective use in the classroom and low ratings of acceptability by teachers. This article provides information on the time‐out research in hopes of enabling school psychologists to use, and train others to use, time‐out more effectively when indicated by the data from a behavioral or functional assessment. The guide presented here may also serve as a heuristic for those wishing to conduct research on the use of time‐out in the classroom. © 1999 John Wiley & Sons, Inc. 相似文献
17.
Michelle Kilpatrick Demaray Katherine Schaefer Lauren K. Delong 《Psychology in the schools》2003,40(6):583-597
The primary purpose of this research was to survey school psychologists to investigate their training and current assessment practices for attention‐deficit/hyperactivity disorder (ADHD) in the schools. The survey consisted of 38 questions regarding participant characteristics and three main areas relevant to ADHD: (a) training, (b) caseloads/referral patterns, and (c) assessment. The respondents reported receiving adequate training in the assessment of ADHD, with doctorate‐level psychologists self‐reporting being better trained than nondoctorate psychologists. Results confirmed a substantial caseload of ADHD referrals. In the assessment of ADHD, the results indicated school psychologists are using multiple informants, methods, and settings for the assessment of ADHD with rating scales, observations, and interviews the most common methods identified. Limitations of current practices will be discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 583–597, 2003. 相似文献
18.
Problem analysis: Examining the selection and evaluation of data during problem‐solving consultation
The purpose of this study was to analyze how school psychologists engaged in problem analysis during problem‐solving consultation. Five aspects of the problem analysis process were examined: 1) the types of questions participants asked during problem identification, 2) the types of data participants requested, 3) the frequency of requests for each type of data, 4) the use of multiple methods and sources of data across multiple domains, and 5) the criteria used to interpret the data. Four school psychologists were recruited to each complete three fictional consultation cases within a computer‐simulated environment. A qualitative case study method was used. The results of this study revealed how school psychologists used theory, a multidimensional assessment framework, and self‐referent data to analyze a problem. Implications for future research are discussed. © 2011 Wiley Periodicals, Inc. 相似文献
19.
The profession of school psychology has been impacted by the response to intervention (RTI) model in various ways. RTI data are being used to make decisions regarding academic and behavioral interventions and to make eligibility determinations in comprehensive evaluations conducted by multidisciplinary teams. A survey of almost 400 school psychologist practitioners reveals a changing landscape in terms of school psychologists’ methods of determining eligibility for specific learning disabilities (SLD) in RTI site and non‐RTI site schools. The survey also brings to light differences between numbers of initial evaluations and levels of challenge and job satisfaction. Implications of these changes and future directions for research are discussed. 相似文献
20.
A national survey investigating the use of dynamic assessment and other nontraditional assessment techniques among school psychologists (N = 226) was conducted. Results of the survey indicated that 42% of respondents were at least “somewhat familiar” with dynamic assessment. However, of those familiar with dynamic assessment, only 39% reported using the techniques once a year or more. The most frequently endorsed reasons for not using dynamic assessment (if familiar with it) were lack of knowledge and time restraints. Learning disabled students were the population of students most often evaluated using dynamic assessment and the dynamic assessment was most often used to determine processing strengths and weaknesses. The majority of those familiar with dynamic assessment became so through independent reading. Only 10% reported learning about dynamic assessment through course work. In response to questions regarding assessment techniques most often used with minority students the majority of respondents reported using traditional assessment tools including the WISC‐III (Wechsler Intelligence Scale for Children–Third Edition), BINET IV (Stanford‐Binet Intelligence Scale–Fourth Edition), or KABC (Kaufman Assessment Battery for Children). Overall, the results of the survey suggest that although the population is becoming increasingly more diverse and changes in PL94‐142 (Public Law 94‐142) demand functional assessments, school psychologists continue to rely heavily upon traditional assessment techniques to address referral concerns of all students. This may in large part be due to weaknesses in graduate training programs. © 1999 John Wiley & Sons, Inc. 相似文献