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  Subjects -> PSYCHOLOGY (Total: 918 journals)
Showing 1 - 174 of 174 Journals sorted alphabetically
Acción Psicológica     Open Access   (Followers: 3)
Acta Colombiana de Psicología     Open Access   (Followers: 5)
Acta Comportamentalia     Open Access   (Followers: 3)
Acta de Investigación Psicológica     Open Access   (Followers: 3)
Acta Psychologica     Hybrid Journal   (Followers: 25)
Activités     Open Access   (Followers: 1)
Actualidades en Psicologia     Open Access   (Followers: 2)
Ad verba Liberorum : Journal of Linguistics & Pedagogy & Psychology     Open Access   (Followers: 9)
Addictive Behaviors Reports     Open Access   (Followers: 7)
ADHD Attention Deficit and Hyperactivity Disorders     Hybrid Journal   (Followers: 23)
ADHD Report The     Full-text available via subscription   (Followers: 9)
Advances in Experimental Social Psychology     Full-text available via subscription   (Followers: 46)
Advances in Mental Health     Hybrid Journal   (Followers: 77)
Advances in Methods and Practices in Psychological Science     Full-text available via subscription   (Followers: 3)
Advances in Physiotherapy     Hybrid Journal   (Followers: 60)
Advances in Psychology     Full-text available via subscription   (Followers: 64)
Advances in the Study of Behavior     Full-text available via subscription   (Followers: 31)
African Journal of Cross-Cultural Psychology and Sport Facilitation     Full-text available via subscription   (Followers: 5)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 441)
Aggressive Behavior     Hybrid Journal   (Followers: 17)
Aging, Neuropsychology, and Cognition     Hybrid Journal   (Followers: 40)
Ágora - studies in psychoanalytic theory     Open Access   (Followers: 3)
Aletheia     Open Access   (Followers: 1)
American Behavioral Scientist     Hybrid Journal   (Followers: 18)
American Imago     Full-text available via subscription   (Followers: 3)
American Journal of Applied Psychology     Open Access   (Followers: 42)
American Journal of Community Psychology     Hybrid Journal   (Followers: 26)
American Journal of Health Behavior     Full-text available via subscription   (Followers: 24)
American Journal of Orthopsychiatry     Hybrid Journal   (Followers: 5)
American Journal of Psychoanalysis     Hybrid Journal   (Followers: 22)
American Psychologist     Full-text available via subscription   (Followers: 207)
Anales de Psicología     Open Access   (Followers: 2)
Análise Psicológica     Open Access   (Followers: 1)
Análisis y Modificación de Conducta     Open Access   (Followers: 2)
Analitika : Jurnal Magister Psikologi Uma     Open Access  
Analysis     Full-text available via subscription   (Followers: 4)
Annual Review of Clinical Psychology     Full-text available via subscription   (Followers: 72)
Annual Review of Organizational Psychology and Organizational Behavior     Full-text available via subscription   (Followers: 33)
Annual Review of Psychology     Full-text available via subscription   (Followers: 248)
Anuario de Psicología / The UB Journal of Psychology     Open Access   (Followers: 1)
Anuario de Psicología Jurídica     Open Access   (Followers: 1)
Anxiety, Stress & Coping: An International Journal     Hybrid Journal   (Followers: 25)
Applied and Preventive Psychology     Hybrid Journal   (Followers: 16)
Applied Cognitive Psychology     Hybrid Journal   (Followers: 74)
Applied Neuropsychology : Adult     Hybrid Journal   (Followers: 40)
Applied Neuropsychology : Child     Hybrid Journal   (Followers: 22)
Applied Psycholinguistics     Hybrid Journal   (Followers: 19)
Applied Psychological Measurement     Hybrid Journal   (Followers: 20)
Applied Psychology     Hybrid Journal   (Followers: 167)
Applied Psychology: Health and Well-Being     Hybrid Journal   (Followers: 53)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 8)
Archive for the Psychology of Religion / Archiv für Religionspychologie     Hybrid Journal   (Followers: 23)
Archives of Clinical Neuropsychology     Hybrid Journal   (Followers: 32)
Archives of Scientific Psychology     Open Access   (Followers: 4)
Arquivos Brasileiros de Psicologia     Open Access   (Followers: 1)
Asia Pacific Journal of Counselling and Psychotherapy     Hybrid Journal   (Followers: 8)
Asia-Pacific Psychiatry     Hybrid Journal   (Followers: 4)
Asian American Journal of Psychology     Full-text available via subscription   (Followers: 5)
Asian Journal of Behavioural Studies     Open Access  
Asian Journal of Business Ethics     Hybrid Journal   (Followers: 9)
Assessment     Hybrid Journal   (Followers: 12)
Attachment: New Directions in Psychotherapy and Relational Psychoanalysis     Full-text available via subscription   (Followers: 16)
Attention, Perception & Psychophysics     Full-text available via subscription   (Followers: 13)
Australasian Journal of Organisational Psychology     Hybrid Journal   (Followers: 8)
Australian and Aotearoa New Zealand Psychodrama Association Journal     Full-text available via subscription  
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 8)
Australian Journal of Psychology     Hybrid Journal   (Followers: 18)
Australian Journal of Rehabilitation Counseling     Full-text available via subscription   (Followers: 4)
Australian Psychologist     Hybrid Journal   (Followers: 11)
Autism Research     Hybrid Journal   (Followers: 38)
Autism Research and Treatment     Open Access   (Followers: 29)
Autism's Own     Open Access   (Followers: 2)
Autism-Open Access     Open Access   (Followers: 6)
Avaliação Psicológica     Open Access  
Avances en Psicologia Latinoamericana     Open Access   (Followers: 1)
Aviation Psychology and Applied Human Factors     Hybrid Journal   (Followers: 19)
Balint Journal     Hybrid Journal   (Followers: 3)
Barbaroi     Open Access  
Basic and Applied Social Psychology     Hybrid Journal   (Followers: 37)
Behavior Analysis in Practice     Full-text available via subscription   (Followers: 8)
Behavior Analysis: Research and Practice     Full-text available via subscription   (Followers: 2)
Behavior Analyst     Hybrid Journal   (Followers: 4)
Behavior Modification     Hybrid Journal   (Followers: 10)
Behavior Research Methods     Hybrid Journal   (Followers: 21)
Behavior Therapy     Hybrid Journal   (Followers: 50)
Behavioral Development Bulletin     Full-text available via subscription  
Behavioral Interventions     Hybrid Journal   (Followers: 10)
Behavioral Neuroscience     Full-text available via subscription   (Followers: 54)
Behavioral Sciences & the Law     Hybrid Journal   (Followers: 23)
Behavioral Sleep Medicine     Hybrid Journal   (Followers: 7)
Behaviormetrika     Hybrid Journal  
Behaviour     Hybrid Journal   (Followers: 12)
Behaviour Change     Full-text available via subscription   (Followers: 12)
Behaviour Research and Therapy     Hybrid Journal   (Followers: 18)
Behavioural and Cognitive Psychotherapy     Hybrid Journal   (Followers: 139)
Behavioural Processes     Hybrid Journal   (Followers: 8)
Biofeedback     Hybrid Journal   (Followers: 4)
BioPsychoSocial Medicine     Open Access   (Followers: 7)
BMC Psychology     Open Access   (Followers: 17)
Body, Movement and Dance in Psychotherapy: An International Journal for Theory, Research and Practice     Hybrid Journal   (Followers: 10)
Boletim Academia Paulista de Psicologia     Open Access  
Boletim de Psicologia     Open Access  
Brain Informatics     Open Access  
British Journal of Clinical Psychology     Full-text available via subscription   (Followers: 151)
British Journal of Developmental Psychology     Full-text available via subscription   (Followers: 37)
British Journal of Educational Psychology     Hybrid Journal   (Followers: 35)
British Journal of Health Psychology     Full-text available via subscription   (Followers: 45)
British Journal of Mathematical and Statistical Psychology     Full-text available via subscription   (Followers: 21)
British Journal of Psychology     Full-text available via subscription   (Followers: 60)
British Journal of Psychotherapy     Hybrid Journal   (Followers: 68)
British Journal of Social Psychology     Full-text available via subscription   (Followers: 33)
Burnout Research     Open Access   (Followers: 8)
Cadernos de psicanálise (Rio de Janeiro)     Open Access  
Cadernos de Psicologia Social do Trabalho     Open Access  
Canadian Art Therapy Association     Hybrid Journal  
Canadian Journal of Behavioural Science     Full-text available via subscription   (Followers: 5)
Canadian Journal of Experimental Psychology     Full-text available via subscription   (Followers: 15)
Canadian Psychology / Psychologie canadienne     Full-text available via subscription   (Followers: 14)
Case Studies in Sport and Exercise Psychology     Hybrid Journal   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Child Development Perspectives     Hybrid Journal   (Followers: 29)
Child Development Research     Open Access   (Followers: 17)
Ciencia Cognitiva     Open Access   (Followers: 2)
Ciencia e Interculturalidad     Open Access   (Followers: 1)
Ciências & Cognição     Open Access  
Ciencias Psicológicas     Open Access  
Clínica y Salud     Open Access  
Clinical Medicine Insights : Psychiatry     Open Access   (Followers: 10)
Clinical Practice in Pediatric Psychology     Full-text available via subscription   (Followers: 11)
Clinical Psychological Science     Hybrid Journal   (Followers: 13)
Clinical Psychologist     Hybrid Journal   (Followers: 18)
Clinical Psychology & Psychotherapy     Hybrid Journal   (Followers: 72)
Clinical Psychology and Special Education     Open Access   (Followers: 3)
Clinical Psychology Review     Hybrid Journal   (Followers: 41)
Clinical Psychology: Science and Practice     Hybrid Journal   (Followers: 22)
Clinical Schizophrenia & Related Psychoses     Full-text available via subscription   (Followers: 9)
Coaching : Theorie & Praxis     Open Access  
Coaching Psykologi - The Danish Journal of Coaching Psychology     Open Access   (Followers: 1)
Cogent Psychology     Open Access  
Cógito     Open Access  
Cognition & Emotion     Hybrid Journal   (Followers: 43)
Cognitive Behaviour Therapist     Hybrid Journal   (Followers: 13)
Cognitive Behaviour Therapy     Hybrid Journal   (Followers: 17)
Cognitive Neuropsychology     Hybrid Journal   (Followers: 35)
Cognitive Psychology     Hybrid Journal   (Followers: 71)
Cognitive Research : Principles and Implications     Open Access   (Followers: 3)
Consciousness and Cognition     Hybrid Journal   (Followers: 32)
Construção Psicopedagógica     Open Access  
Consulting Psychology Journal : Practice and Research     Full-text available via subscription   (Followers: 4)
Contagion : Journal of Violence, Mimesis, and Culture     Full-text available via subscription   (Followers: 7)
Contemporary Educational Psychology     Hybrid Journal   (Followers: 26)
Contemporary School Psychology     Hybrid Journal   (Followers: 4)
Contextos Clínicos     Open Access  
Counseling Outcome Research and Evaluation     Hybrid Journal   (Followers: 12)
Counseling Psychologist     Hybrid Journal   (Followers: 16)
Counseling Psychology and Psychotherapy     Open Access   (Followers: 11)
Counselling and Psychotherapy Research : Linking research with practice     Hybrid Journal   (Followers: 26)
Counselling and Values     Hybrid Journal   (Followers: 3)
Counselling Psychology Quarterly     Hybrid Journal   (Followers: 11)
Couple and Family Psychoanalysis     Full-text available via subscription   (Followers: 1)
Couple and Family Psychology : Research and Practice     Full-text available via subscription   (Followers: 6)
Creativity Research Journal     Hybrid Journal   (Followers: 24)
Creativity. Theories - Research - Applications     Open Access   (Followers: 5)
Criminal Justice Ethics     Hybrid Journal   (Followers: 8)
Cuadernos de Neuropsicología     Open Access   (Followers: 1)
Cuadernos de Psicologia del Deporte     Open Access  
Cuadernos de Psicopedagogía     Open Access  
Cultural Diversity and Ethnic Minority Psychology     Full-text available via subscription   (Followers: 15)
Cultural-Historical Psychology     Open Access   (Followers: 2)
Culturas Psi     Open Access  
Culture and Brain     Hybrid Journal   (Followers: 4)
Current Addiction Reports     Hybrid Journal   (Followers: 12)
Current Behavioral Neuroscience Reports     Hybrid Journal   (Followers: 2)
Current Directions In Psychological Science     Hybrid Journal   (Followers: 56)
Current Opinion in Behavioral Sciences     Hybrid Journal   (Followers: 3)
Current Opinion in Psychology     Hybrid Journal   (Followers: 6)
Current Psychological Research     Hybrid Journal   (Followers: 14)
Current Psychology     Hybrid Journal   (Followers: 17)
Current psychology letters     Open Access   (Followers: 2)
Current Research in Psychology     Open Access   (Followers: 20)
Cyberpsychology, Behavior, and Social Networking     Hybrid Journal   (Followers: 16)
Decision     Full-text available via subscription   (Followers: 4)
Depression and Anxiety     Hybrid Journal   (Followers: 21)
Depression Research and Treatment     Open Access   (Followers: 15)
Development and Psychopathology     Hybrid Journal   (Followers: 8)
Developmental Cognitive Neuroscience     Open Access   (Followers: 18)
Developmental Neuropsychology     Hybrid Journal   (Followers: 20)
Developmental Psychobiology     Hybrid Journal   (Followers: 9)
Developmental Psychology     Full-text available via subscription   (Followers: 47)
Diagnostica     Hybrid Journal   (Followers: 2)
Dialectica     Hybrid Journal   (Followers: 1)
Discourse     Full-text available via subscription   (Followers: 9)
Diversitas: Perspectivas en Psicologia     Open Access  
Drama Therapy Review     Hybrid Journal   (Followers: 2)
Dreaming     Full-text available via subscription   (Followers: 11)
Drogues, santé et société     Full-text available via subscription  
Dynamics of Asymmetric Conflict: Pathways toward terrorism and genocide     Hybrid Journal   (Followers: 15)
Eat, Sleep, Work     Open Access  
Ecopsychology     Hybrid Journal   (Followers: 8)
ECOS - Estudos Contemporâneos da Subjetividade     Open Access  

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Journal Cover Contemporary School Psychology
  [4 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 2159-2020 - ISSN (Online) 2161-1505
   Published by Springer-Verlag Homepage  [2351 journals]
  • Historical Overview of Attention Deficit-Hyperactivity Disorder and
           Neurofeedback: Implications for Academic Achievement, Assessment, and
           Intervention in Schools
    • Authors: Jeffry P. La Marca
      Pages: 1 - 17
      Abstract: From the first mention of impairments in attention in the scientific literature by the Scottish physician Alexander Crichton in 1798, the correlation between educational attainment and learning has been persistently noted. Since then, the impact of attention deficits on school achievement has been a central component in a significant portion of research, despite continual disagreements within the scientific community on identification, diagnosis, and efficacious interventions to address core symptoms of what is now referred to as Attention Deficit-Hyperactivity Disorder (ADHD). This article provides the historical context in which the construct of ADHD was developed, as well as a discussion of two commonly used interventions to address symptoms of ADHD (e.g., pharmaceuticals and the use of electroencephalographic [EEG] operant conditioning, or “neurofeedback.”). While use of pharmaceutical interventions is relegated only to medical professionals, neurofeedback may have the potential to be used by highly trained special educators and school psychologists in academic settings.
      PubDate: 2018-03-01
      DOI: 10.1007/s40688-017-0155-9
      Issue No: Vol. 22, No. 1 (2018)
  • ADHD and Comorbid Developmental Coordination Disorder: Implications and
           Recommendations for School Psychologists
    • Authors: Stephen M. Lange
      Pages: 30 - 39
      Abstract: Developmental coordination disorder (DCD) is frequently comorbid with attention-deficit hyperactivity disorder (ADHD). DCD results in functional impairment in activities of daily living, and children’s physical activities with peers. Children with DCD report fewer friendships, more bullying, and less confidence in their ability to participate in peer activities. DCD is frequently associated with depressive and anxiety disorders. Because of its relationship with lower level of physical activity, DCD is a risk factor for obesity, cardiovascular disease, and diabetes mellitus. The developmental outcomes of DCD persist through adolescence and into adulthood. Consequently, school psychologists should incorporate screening for DCD when evaluating students with ADHD diagnoses or suspected of having ADHD. This paper provides a review of the underlying brain-behavior relationships between ADHD and DCD, a description of developmental trajectories associated with DCD, and recommended screening and assessment strategies.
      PubDate: 2018-03-01
      DOI: 10.1007/s40688-017-0122-5
      Issue No: Vol. 22, No. 1 (2018)
  • Analyzing the Effect of Consultation Training on the Development of
           Consultation Competence
    • Authors: Markeda L. Newell; Terrance Newell
      Pages: 40 - 50
      Abstract: The purpose of this study was to examine the effectiveness of one consultation course on the development of pre-service school psychologists’ consultation knowledge, confidence, and skills. Computer-simulation was used as a means to replicate the school environment and capture consultants’ engagement throughout the consultation process without many common real-world constraints (e.g., time, teacher resistance). Ten school psychology graduate students completed one simulated case at the beginning of their first consultation course and another case upon completion of the class; therefore, a one-group pre–post-test design was utilized to examine their development. Results indicated that novice consultants grew across all three areas of competence evaluated in the study (knowledge, confidence, and skills). That being said, the growth in confidence was incommensurately large as compared to knowledge and skills, with skills remaining the least developed upon completion of the consultation course. Implications for training are discussed.
      PubDate: 2018-03-01
      DOI: 10.1007/s40688-017-0151-0
      Issue No: Vol. 22, No. 1 (2018)
  • The Role of Self-Efficacy and Autonomy Support in School
           Psychologists’ Use of ABA
    • Authors: Katie Runyon; Tara Stevens; Brook Roberts; Richelle Whittaker; Ashley Clark; Christy K. Chapman; Misty Boggs-Lopez
      Pages: 51 - 62
      Abstract: The most recent version of the Individuals with Disabilities Education Improvement Act (IDEIA) emphasizes research-based intervention in the school setting. Administrators expect school psychologists to lead initiatives introducing interventions and techniques derived from scientific approaches, such as applied behavior analysis (ABA). However, in the field of school psychology, the use and possible barriers of ABA are largely unknown. The study’s purpose was to gather data to evaluate whether self-efficacy and autonomy support mediate the relationship between school psychologists’ training and reported use of ABA. Participants included 405 practicing school psychologists who provided information about their training and completed measures of self-efficacy, autonomy support, and reported practice. Structural equation modeling revealed that training predicted reported ABA practice, and these direct relationships were mediated by self-efficacy. Autonomy support was related to both training and reported practice but did not mediate the association between them. Although ABA training for school psychologists is increasing, results provide preliminary support for the mediating relationship between a school psychologists’ perception of self-efficacy for ABA and the use of ABA in practice. In addition to traditional training and coursework, findings suggest that practicing school psychologists need opportunities in the field to enhance their self-efficacy related to the practice of ABA.
      PubDate: 2018-03-01
      DOI: 10.1007/s40688-017-0126-1
      Issue No: Vol. 22, No. 1 (2018)
  • Bringing Social Justice Principles to Practice: New Practitioners Speak
    • Authors: Kisha V. Jenkins; David Shriberg; Devyn Conway; Dana Ruecker; Haley Jones
      Pages: 63 - 76
      Abstract: Using consensual qualitative research methods, this qualitative study explored how nine recent graduates, all graduating within the past 7 years from an overtly social justice-oriented school psychology program, were experiencing social justice in practice. Semistructured interviews were conducted covering the following three theme areas: defining social justice, potential application of social justice principles to their practice, and evaluating their graduate training on social justice relative to their experiences as practitioners. Practitioners discussed barriers faced when implementing social justice in practice, and ways training programs can more effectively prepare trainees for advocacy work. The implications of this research include informing school psychology training models for social justice and stimulating the impetus for greater acknowledgment and emphasis on social justice research in school psychology literature.
      PubDate: 2018-03-01
      DOI: 10.1007/s40688-017-0129-y
      Issue No: Vol. 22, No. 1 (2018)
  • Staff Concerns in Schools Planning for and Implementing School-Wide
           Positive Behavior Interventions and Supports
    • Authors: Ashli D. Tyre; Laura L. Feuerborn; Leslie Woods
      Pages: 77 - 89
      Abstract: Understanding staff concerns about a systemic change effort allows leadership teams to better anticipate and address staff needs for professional development and support. In this study, staff concerns in nine schools planning for or implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) were explored using the Concerns-Based Adoption Model (CBAM). The concerns of staff were coded and aggregated to generate group concern profiles. Results revealed that planning and implementing staff most frequently reported task-related concerns associated with managing, organizing, and implementing SWPBIS. More staff in planning schools were unaware of SWPBIS, while more staff in implementing schools were concerned with the impact of SWPBIS on students. Across all schools, the majority of staff reported their support for SWPBIS implementation, but they were concerned about the support and implementation of their colleagues. Analysis of concerns in this manner can help teams to understand the nature of staff concerns in their school and better target areas of professional development at the universal, targeted, and individual level of SWPBIS. Additional implications for practice are discussed.
      PubDate: 2018-03-01
      DOI: 10.1007/s40688-017-0130-5
      Issue No: Vol. 22, No. 1 (2018)
  • Factor Structure of the 10 WISC-V Primary Subtests Across Four
           Standardization Age Groups
    • Authors: Stefan C. Dombrowski; Gary L. Canivez; Marley W. Watkins
      Pages: 90 - 104
      Abstract: The Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V; Wechsler 2014a) Technical and Interpretation Manual (Wechsler 2014b) dedicated only a single page to discussing the 10-subtest WISC-V primary battery across the entire 6 to 16 age range. Users are left to extrapolate the structure of the 10-subtest battery from the 16-subtest structure. Essentially, the structure of the 10-subtest WISC-V primary battery remains largely uninvestigated particularly at various points across the developmental period. Using principal axis factoring and the Schmid–Leiman orthogonalization procedure, the 10-subtest WISC-V primary structure was examined across four standardization sample age groups (ages 6–8, 9–11, 12–14, 15–16). Forced extraction of the publisher’s promoted five factors resulted in a trivial fifth factor at all ages except 15–16. At ages 6 to 14, the results suggested that the WISC-V contains the same four first-order factors as the prior WISC-IV (Verbal Comprehension, Perceptual Reasoning, Working Memory, Processing Speed; Wechsler 2003). Results suggest interpretation of the Visual Spatial and Fluid Reasoning indexes at ages 6 to 14 may be inappropriate due to the fusion of the Visual Spatial and Fluid Reasoning subtests. At ages 15–16, the five-factor structure was supported. Results also indicated that the WISC-V provides strong measurement of general intelligence and clinical interpretation should reside primarily at that level. Regardless of whether a four- or five-factor index structure is emphasized, the group factors reflecting the WISC-V indices do not account for a sufficient proportion of variance to warrant primary interpretive emphasis.
      PubDate: 2018-03-01
      DOI: 10.1007/s40688-017-0125-2
      Issue No: Vol. 22, No. 1 (2018)
  • Ten Years of Response to Intervention: Trends in the School Psychology
    • Authors: Karen L. Gischlar; Milena Keller-Margulis; Erin L. Faith
      Abstract: With the reauthorization of the Individuals with Disabilities Education (Improvement) Act (IDEA) in 2004, local education agencies (LEAs) were no longer required to employ an IQ-achievement discrepancy model in the identification of a specific learning disability (SLD). Rather, districts were permitted to use data from a Response to Intervention (RTI) framework in determining a student’s eligibility for special services under the SLD classification. Because this change in legislation has the potential to impact the ways in which schools provide services to students, it is important to review the research base that informs practice. This review of the trends in the RTI literature examines the frequency and type of published research in the 10 years that followed the changes to IDEA. Results indicate that further research is warranted, particularly in the areas of procedural integrity and full model implementation.
      PubDate: 2018-02-20
      DOI: 10.1007/s40688-018-0179-9
  • The Utility of Universal Screening to Guide School-Based Prevention
           Initiatives: Comparison of Office Discipline Referrals to Standardized
           Emotional and Behavioral Risk Screening
    • Authors: Shereen Naser; Jeffery Brown; Jorge Verlenden
      Abstract: A critical component of any school-based prevention program is early identification of student risk as reported by Lane et al. (Remedial and Special Education 32:39–54, 2011). While screening for academic risk has grown in the last decade, screening for behavioral risk has remained stagnant. Few schools systematically screen for behavioral and emotional risk, and those that do rely on subjective referral systems that have been linked to disproportionality in special education and exclusionary discipline practices. An alternative to these subjective referral systems is universal screening for behavioral and emotional risk. Despite evidence that this standardized screening measure is both valid and reliable, few schools have adopted universal screening tools for behavioral and emotional risk. One potential reason for the lagging use of screening for behavioral and emotional risk is lack of information regarding the utility of these measures. This study compares the predicative validity of a universal screening tool for behavioral and emotional risk, and the predictive validity of the more traditionally used office discipline referrals. Results indicate that the universal screening measure, the Behavioral and Emotional Screening System Teacher Form (BESS TF), is a more reliable predictor of student GPA (t(132) = 5.062, p < .001) and absences (t(132) = 2.370, p < .02) than office discipline referrals (ODRs), while both ODRs and the BESS TF reliably predict student suspension rates. The ability of the BESS TF to identify students experiencing behavioral and emotional risk that impacts both their academic and behavioral functioning at school makes it a more useful measure than ODRs alone.
      PubDate: 2018-02-09
      DOI: 10.1007/s40688-018-0173-2
  • Developmental Trajectories of Verbal, Static Visual-Spatial, and Dynamic
           Visual-Spatial Working Memory
    • Authors: Kristin L. Roberts; Julia A. Englund Strait; Scott L. Decker
      Abstract: Working memory (WM) measures are routinely integrated into comprehensive diagnostic evaluations. However, there is little research regarding the underlying components of WM and their developmental trajectories. The current study examined the developmental trajectories of distinct WM components in a sample of 303 individuals ages 6 through 25 years. Consistent with previous research, results indicated an overall linear trajectory from childhood to adolescence; however, trajectories differed across specific content domains. Verbal working memory scores continued to increase linearly through at least early adulthood, and static visual-spatial working memory tapered off in late adolescence or early adulthood. In addition, dynamic visual-spatial working memory showed a slight decline in mid-adolescence before increasing again in early adulthood. The current findings regarding different trajectories for static vs. dynamic visual-spatial working memory provide suggestive evidence for expanding WM conceptualizations and assessments beyond verbal and visual tests. Applications of expanded WM assessments, including separate static and dynamic visual-spatial working memory measures in the comprehensive assessment, are discussed.
      PubDate: 2018-02-06
      DOI: 10.1007/s40688-018-0176-z
  • I Found it on Pinterest: an Exploration of Pinterest Content for Followers
           of the National Association of School Psychologists
    • Authors: Cristin M. Hall; Nicole C. Breeden; Nicklaus Giacobe
      Abstract: School psychologists are tasked with the job to implement evidence-based practices (EBPs) in the schools and are increasingly using the internet and social media applications, such as Pinterest, to find intervention resources. Unfortunately, little is known about the typical patterns of use or of shared content gleaned from social media. A random sample of the National Association of School Psychologist’s (NASP) followers on Pinterest was examined to better understand school psychologists’ Pinterest use. Results show that NASP’s followers are most often sharing content related to behavioral, social-emotional concerns (specifically coping skills) and general professional issues. The implications of disseminating web content through existing social media platforms are examined.
      PubDate: 2018-02-02
      DOI: 10.1007/s40688-018-0174-1
  • Is Implementation Fidelity Important' A Systematic Review on
           School-Based Mental Health Programs
    • Authors: Rodrigo Rojas-Andrade; Loreto Leiva Bahamondes
      Abstract: Although implementation fidelity (IF) is an important factor in interpreting the outcomes of intervention programs, so far there is little knowledge about how it actually relates to them. The purpose of this systematic review was to identify which component of IF (adherence, quality of the intervention, exposure to the intervention and receptiveness) is the most important one for attaining the expected results in school-based mental health programs. A search in four electronic databases (APA PsycNET, PUBMED, EBSCO, and ISI-WEB Science) yielded 31 articles published between 2006 and 2016 that met all the established inclusion criteria. To determine the associations present, the proportion was calculated between the number of times that the components of IF were significantly linked to outcomes and the total number of times that the association was evaluated. It was observed that the various components of IF are linked to outcomes 40% of the time and that the strongest association is established with students’ exposure and receptiveness to the intervention. Lastly, findings and their implications for future research are discussed.
      PubDate: 2018-02-02
      DOI: 10.1007/s40688-018-0175-0
  • Standardized Assessment Accommodations for Individuals with Intellectual
    • Authors: Talia Thompson; Jeanine M. Coleman; Karen Riley; Laurel A. Snider; Londi J. Howard; Stephanie M. Sansone; David Hessl
      Abstract: Standardized cognitive and educational assessments of individuals with intellectual disability (ID) provide crucial information for parents, researchers, and educators. Understanding the unique developmental strengths and challenges of an individual with ID is imperative to determining appropriate educational placements, developing intervention plans, and measuring growth. However, challenges associated with ID in areas such as communication, attention, and self-regulation can interfere with the validity of test results and lead to students being labeled “untestable.” Unfortunately, there is a paucity of research regarding administrative procedures that yield valid standardized assessment results with this population. This paper outlines best practices in standardized assessment accommodations based on a literature review, professional standards, legal precedence, and extensive field research. A model for assessment will be proposed, consisting of an iterative four-stage cycle of planning, administration, evaluation, and reporting. Practical ideas for accommodations will inform school psychologists so they can obtain valid and useful scores when administering standardized assessments with students with ID.
      PubDate: 2018-01-23
      DOI: 10.1007/s40688-018-0171-4
  • Diagnostic Utility of the WISC-IV GAI > CPI Cognitive Score Profile for
           a Referred Sample of Children and Adolescents with Autism
    • Authors: Kara M. Styck; Miriam S. Aman; Marley W. Watkins
      Abstract: Individuals with autism spectrum disorder (ASD) are hypothesized to exhibit relative strengths in verbal and non-verbal reasoning and weaknesses in working memory and speed of information processing. The purpose of the present investigation was to determine the degree to which this cognitive profile as measured by the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV; Wechsler 2003a) cognitive proficiency index (CPI; measure of working memory and processing speed) and general ability index (GAI; measure of verbal and non-verbal reasoning) could accurately distinguish between a referred sample of 79 school-aged students diagnosed with ASD and two non-clinical comparison groups: (a) 2200 children in the WISC-IV standardization sample and (b) 216 school-aged students referred for psychoeducational testing whose school-based evaluations did not result in a diagnosis. Results indicated that the ASD sample exhibited significantly lower mean scores on the CPI when compared to the two control groups. However, diagnostic utility statistics indicated that a randomly selected participant from the ASD subgroup would exhibit a larger difference between the GAI and CPI than a randomly selected participant from the two control groups 51.9–66.0% of the time. Consequently, the GAI > CPI cognitive score profile exhibits low diagnostic accuracy for individuals with ASD. Psychologists who work in applied settings are cautioned against using group trends to guide decision-making for individual clients.
      PubDate: 2018-01-17
      DOI: 10.1007/s40688-018-0172-3
  • Ethics and Social Media: Professional Considerations for the School
    • Authors: Elena Lilles Diamond; Angela Whalen
      Abstract: Given the widespread use of social media by school psychologists and the clients they serve, it is essential that school psychologists are knowledgeable about the potential benefits and risks associated with its use. Social media offers a powerful tool to improve practice in many ways, such as supporting professional collaboration, enhancing communication, and innovating treatment strategies. However, if not used carefully, practitioners’ engagement with social media may inadvertently result in ethical missteps or diminished professional effectiveness. This article outlines major ethical considerations related to the personal and professional use of social media by school psychologists. Implications for school psychology training and practice are described.
      PubDate: 2018-01-16
      DOI: 10.1007/s40688-017-0170-x
  • A Comparison of Comprehension Accuracy and Rate: Repeated Readings and
           Listening While Reading in Second-Grade Students
    • Authors: Megan Blonder; Christopher H. Skinner; Dennis Ciancio; Samantha Cazzell; Katie Scott; Carrie Jaquett; Jonah Ruddy; Kelly Thompson
      Abstract: Researchers have evaluated the effects of repeated reading and listening-while-reading interventions on oral reading fluency and comprehension, and have compared the effects of these two interventions on indirect measures of comprehension. The current study was designed to extend this research by evaluating and comparing the effects of these two interventions using direct measures of reading comprehension and reading comprehension rates, or the amount of passage comprehended per time spent reading. To determine if an interaction exists between passage difficulty and intervention condition, students read two passages for each condition, one easier and one harder passage. Results revealed main effects on comprehension rate, but not on comprehension accuracy. These findings suggest that neither intervention enhanced comprehension, but listening while reading enhanced comprehension rates on both easier and harder passages, indicating that it may be a significantly more efficient procedure for enhancing comprehension. Implications for measurement, academic accommodations, class-wide instruction, and future research are discussed.
      PubDate: 2018-01-16
      DOI: 10.1007/s40688-017-0169-3
  • Mindfulness-Based Intervention in School Psychology
    • Authors: Tyler L. Renshaw; Aaron J. Fischer; David A. Klingbeil
      Pages: 299 - 303
      PubDate: 2017-12-01
      DOI: 10.1007/s40688-017-0166-6
      Issue No: Vol. 21, No. 4 (2017)
  • Cultivating Mindfulness with Third Grade Students via Classroom-Based
    • Authors: Michele Kielty; Tammy Gilligan; Renee Staton; Nicholas Curtis
      Pages: 317 - 322
      Abstract: Forty-five third grade students, from six different classrooms at a local elementary school, participated in our 3-year study. We delivered three 30-min classroom lessons on mindfulness using a curriculum that included modified lessons from the Mindful Schools and MindUp curricula as well as material we developed. We also provided booster sessions for the same students in fourth and fifth grades. Classroom teachers from the participating classrooms as well as the students anonymously shared comments about their experiences. Students were given two measures. These measures included the Mindful Student Questionnaire (MSQ; Renshaw and O’Malley 2014) and the Positive Experiences at School Scale (Furlong et al. Child Indicators Research, 6, 753–775, 2013). This article describes the intervention used and reports the findings from the analysis of quantitative and qualitative data. Related to the classroom experience, 100% of teacher comments were favorable. Intervention: Qualitative comments from students were positive. Quantitative results indicate that mindfulness scores did not increase.
      PubDate: 2017-12-01
      DOI: 10.1007/s40688-017-0149-7
      Issue No: Vol. 21, No. 4 (2017)
  • Confronting the Base Rate Problem: More Ups and Downs for Cognitive
           Scatter Analysis
    • Authors: Ryan J. McGill
      Abstract: Within the professional literature, it is frequently suggested that interpretation of cognitive profile scatter may be useful for generating a host of clinical inferences. To wit, Hale et al. (Psychology in the Schools, 45, 838–858, (2008)) posit that cognitive scatter is a defining characteristic of specific learning disability and that individuals with learning disabilities may have higher levels of scatter compared to normal controls. To investigate the tenability of this claim, the present study employed diagnostic efficiency statistics and other recommended psychometric methods (e.g., receiver operative characteristic curve, Bayesian nomogram) to test whether cognitive scatter could accurately distinguish between individuals with and without a known learning disability (LD) diagnosis in the Kaufman Assessment Battery for Children-Second Edition KABC-II; Kaufman and Kaufman (2004a) normative sample. Results indicated that increasing levels of cognitive profile scatter identified individuals with LD at no better than chance levels. The current negative results add to a growing corpus of research questioning the utility of many of the interpretive procedures that are utilized by school psychologists for commercial ability measures. In particular, it is suggested that clinicians who interpret cognitive profile scatter may risk diagnostic overconfidence and in the case of LD identification, unacceptable levels of false positive decisions attributable to error. Implications for evidence-based assessment in school psychology are discussed.
      PubDate: 2017-12-07
      DOI: 10.1007/s40688-017-0168-4
  • Promoting School Psychologist Participation in Transition Services Using
           the TPIE Model
    • Authors: Devadrita Talapatra; Andrew T. Roach; Kris Varjas; David E. Houchins; Daniel B. Crimmins
      Abstract: Transition services can be used to forge family, school, and community partnerships and foster a successful shift to adult life for students with intellectual disabilities (ID). School psychologists can play a valuable additive role in supporting the transition process due to their graduate training in interpersonal skills; consultation services; data-based decision-making; academic, social, and emotional interventions; and progress-monitoring. This paper introduces a three-phase cyclical intervention framework designed to improve comprehensive, evidence-based transition services for secondary students with ID by enhancing school psychologists’ knowledge of transition practices. By utilizing the Transition Planning, Implementation, and Evaluation (TPIE) model, school psychologists can proactively work with students, families, school personnel, and community agencies to foster post-school success in youth with ID in all phases of the transition process. This paper will discuss the theory, structure, and implementation of the TPIE phases. Strategies to bridge the research to practice gap in transition service delivery will also be discussed.
      PubDate: 2017-10-04
      DOI: 10.1007/s40688-017-0159-5
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