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  Subjects -> PSYCHOLOGY (Total: 934 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: 22)
ADHD Report The     Full-text available via subscription   (Followers: 9)
Advances in Experimental Social Psychology     Full-text available via subscription   (Followers: 43)
Advances in Mental Health     Hybrid Journal   (Followers: 73)
Advances in Methods and Practices in Psychological Science     Full-text available via subscription   (Followers: 3)
Advances in Physiotherapy     Hybrid Journal   (Followers: 62)
Advances in Psychology     Full-text available via subscription   (Followers: 59)
Advances in the Study of Behavior     Full-text available via subscription   (Followers: 29)
African Journal of Cross-Cultural Psychology and Sport Facilitation     Full-text available via subscription   (Followers: 5)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 432)
Aggressive Behavior     Hybrid Journal   (Followers: 17)
Aging, Neuropsychology, and Cognition     Hybrid Journal   (Followers: 39)
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: 43)
American Journal of Community Psychology     Hybrid Journal   (Followers: 27)
American Journal of Health Behavior     Full-text available via subscription   (Followers: 23)
American Journal of Orthopsychiatry     Hybrid Journal   (Followers: 5)
American Journal of Psychoanalysis     Hybrid Journal   (Followers: 20)
American Journal of Psychology     Full-text available via subscription   (Followers: 32)
American Psychologist     Full-text available via subscription   (Followers: 193)
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: 3)
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: 239)
Anuario de investigaciones (Facultad de Psicología. Universidad de Buenos Aires)     Open Access   (Followers: 1)
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: 21)
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: 21)
Applied Psycholinguistics     Hybrid Journal   (Followers: 19)
Applied Psychological Measurement     Hybrid Journal   (Followers: 20)
Applied Psychology     Hybrid Journal   (Followers: 163)
Applied Psychology: Health and Well-Being     Hybrid Journal   (Followers: 50)
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: 30)
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: 9)
Asia-Pacific Psychiatry     Hybrid Journal   (Followers: 3)
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: 14)
Attention, Perception & Psychophysics     Full-text available via subscription   (Followers: 12)
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: 19)
Australian Journal of Rehabilitation Counseling     Full-text available via subscription   (Followers: 4)
Australian Psychologist     Hybrid Journal   (Followers: 11)
Autism Research     Hybrid Journal   (Followers: 37)
Autism Research and Treatment     Open Access   (Followers: 25)
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: 20)
Balint Journal     Hybrid Journal   (Followers: 2)
Barbaroi     Open Access  
Basic and Applied Social Psychology     Hybrid Journal   (Followers: 41)
Behavior Analysis in Practice     Full-text available via subscription   (Followers: 9)
Behavior Analysis: Research and Practice     Full-text available via subscription   (Followers: 3)
Behavior Analyst     Hybrid Journal   (Followers: 3)
Behavior Modification     Hybrid Journal   (Followers: 10)
Behavior Research Methods     Hybrid Journal   (Followers: 19)
Behavior Therapy     Hybrid Journal   (Followers: 50)
Behavioral Development Bulletin     Full-text available via subscription  
Behavioral Interventions     Hybrid Journal   (Followers: 11)
Behavioral Neuroscience     Full-text available via subscription   (Followers: 54)
Behavioral Sciences & the Law     Hybrid Journal   (Followers: 24)
Behavioral Sleep Medicine     Hybrid Journal   (Followers: 7)
Behaviormetrika     Hybrid Journal  
Behaviour     Hybrid Journal   (Followers: 12)
Behaviour Change     Full-text available via subscription   (Followers: 13)
Behaviour Research and Therapy     Hybrid Journal   (Followers: 19)
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: 150)
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: 46)
British Journal of Mathematical and Statistical Psychology     Full-text available via subscription   (Followers: 21)
British Journal of Psychology     Full-text available via subscription   (Followers: 61)
British Journal of Psychotherapy     Hybrid Journal   (Followers: 69)
British Journal of Social Psychology     Full-text available via subscription   (Followers: 34)
Buletin Psikologi     Open Access  
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: 13)
Case Studies in Sport and Exercise Psychology     Hybrid Journal   (Followers: 1)
Castalia : Revista de Psicología de la Academia     Open Access  
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Child Development Perspectives     Hybrid Journal   (Followers: 29)
Child Development Research     Open Access   (Followers: 16)
Ciencia Cognitiva     Open Access   (Followers: 2)
Ciencia e Interculturalidad     Open Access   (Followers: 3)
Ciências & Cognição     Open Access  
Ciencias Psicológicas     Open Access  
Clínica y Salud     Open Access  
Clinical Medicine Insights : Psychiatry     Open Access   (Followers: 9)
Clinical Practice in Pediatric Psychology     Full-text available via subscription   (Followers: 11)
Clinical Psychological Science     Hybrid Journal   (Followers: 11)
Clinical Psychologist     Hybrid Journal   (Followers: 17)
Clinical Psychology & Psychotherapy     Hybrid Journal   (Followers: 71)
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: 8)
Coaching : Theorie & Praxis     Open Access   (Followers: 1)
Coaching Psykologi - The Danish Journal of Coaching Psychology     Open Access   (Followers: 2)
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: 72)
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: 5)
Contemporary Educational Psychology     Hybrid Journal   (Followers: 28)
Contemporary School Psychology     Hybrid Journal   (Followers: 4)
Contextos Clínicos     Open Access  
Counseling et spiritualité / Counselling and Spirituality     Full-text available via subscription   (Followers: 1)
Counseling Outcome Research and Evaluation     Hybrid Journal   (Followers: 12)
Counseling Psychologist     Hybrid Journal   (Followers: 17)
Counseling Psychology and Psychotherapy     Open Access   (Followers: 12)
Counselling and Psychotherapy Research : Linking research with practice     Hybrid Journal   (Followers: 27)
Counselling and Values     Hybrid Journal   (Followers: 5)
Counselling Psychology Quarterly     Hybrid Journal   (Followers: 13)
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: 10)
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: 16)
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: 57)
Current Opinion in Behavioral Sciences     Hybrid Journal   (Followers: 4)
Current Opinion in Psychology     Hybrid Journal   (Followers: 8)
Current Psychological Research     Hybrid Journal   (Followers: 14)
Current Psychology     Hybrid Journal   (Followers: 14)
Current psychology letters     Open Access   (Followers: 2)
Current Research in Psychology     Open Access   (Followers: 17)
Cyberpsychology, Behavior, and Social Networking     Hybrid Journal   (Followers: 16)
Decision     Full-text available via subscription   (Followers: 5)
Depression and Anxiety     Hybrid Journal   (Followers: 23)
Depression Research and Treatment     Open Access   (Followers: 13)
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: 44)
Diagnostica     Hybrid Journal   (Followers: 2)
Dialectica     Hybrid Journal   (Followers: 1)
Discourse     Full-text available via subscription   (Followers: 10)
Diversitas : Perspectivas en Psicologia     Open Access  
Drama Therapy Review     Hybrid Journal   (Followers: 2)
Dreaming     Full-text available via subscription   (Followers: 11)

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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  [2350 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)
  • Evidence-Based Assessment: Best Practices, Customary Practices, and
           Recommendations for Field-Based Assessment
    • Authors: Thomas J. Gross; Ryan L. Farmer; Sarah E. Ochs
      Abstract: The purpose of the current review is to examine three frequently employed types of assessment: (a) standardized tests, (b) screening, and (c) behavioral assessment. The aims are to advocate for best practices with evidence-based assessments (EBAs) and provide guidance to implement EBAs within applied settings. Information regarding the current best practices, customary field-based practices, and recommendations for improved practices are provided for each assessment type. Further, a framework is provided for using standardized tests, screening, and behavioral assessment within best practices to determine student intervention needs and potential for disability.
      PubDate: 2018-04-13
      DOI: 10.1007/s40688-018-0186-x
  • School Threat Assessment in the USA: Lessons Learned from 15 Years of
           Teaching and Using the Federal Model to Prevent School Shootings
    • Authors: William Modzeleski; Marisa Reddy Randazzo
      Abstract: This article provides a brief history of the development of the federal model of school threat assessment, which was created by the U.S. Secret Service and U.S. Department of Education based upon findings from their empirical research on school shootings across the USA. The article reviews the major findings from that behavioral research, which demonstrates how it is possible to prevent school shootings and other targeted violence in school. The article also describes the components of this evidenced-based federal model and implementation guidance for schools and districts within the USA as well as other countries. The article concludes with the lessons learned by the authors and their colleagues in using the federal school threat assessment model to handle individual school threat cases and in training tens of thousands of other school, law enforcement, and mental health professionals how to use threat assessment to prevent school violence.
      PubDate: 2018-04-11
      DOI: 10.1007/s40688-018-0188-8
  • Examining Incremental Rehearsal: Multiplication Fluency with Fifth-Grade
           Students with Math IEP Goals
    • Authors: Samantha M. McVancel; Kristen N. Missall; Allison L. Bruhn
      Abstract: Reports show that only 40% of 4th-grade students are proficient in math and American students are failing to demonstrate proficiency in key areas of mathematics (National Center for Educational Statistics 2011). Improving students’ fluency of basic math multiplication facts has been recommended as a way to increase math proficiency (Psychology in the Schools, 47:342–353, 2010). Incremental rehearsal is one promising strategy for improving multiplication skills. In this study, three 5th-grade students with disabilities who had Individual Education Plan math goals received one-to-one multiplication instruction using an incremental rehearsal strategy twice per week for 7 weeks. Data indicated immediate and large effects with intervention and growth rates for each student that exceeded expectations. Implications are discussed including the importance of considering both statistically significant and instructionally meaningful results in interpretation.
      PubDate: 2018-03-21
      DOI: 10.1007/s40688-018-0178-x
  • Theoretically-Consistent Cognitive Ability Test Development and Score
    • Authors: A. Alexander Beaujean; Nicholas F. Benson
      Abstract: Clinical cognitive ability assessment—and its corollary, score interpretation—are in a state of disarray. Many current instruments are designed to provide a bevy of scores to appeal to a variety of school psychologists. These scores are not all grounded in the attribute’s theory or developed from sound measurement or psychometric theory. Thus, for a given instrument, there can be substantial variation between school psychologists when interpreting scores from the same instrument. This is contrary to the very purpose of psychological assessment. As a contrast, we provide a sketch of theoretically driven test development and score interpretation. In addition, we provide examples of how this could be implemented using two theories of intelligence (Spearman’s two-factor and Cattell and Horn’s Gf-Gc) and measurement theory about the nature of psychological test scores. While different from what is often implemented by school psychologists, it is consistent with the guiding principles of evidence-based psychological assessment.
      PubDate: 2018-03-20
      DOI: 10.1007/s40688-018-0182-1
  • Predictors and Consequences of Academic Buoyancy: a Review of Literature
           with Implications for Educational P s ychological Research and Practice
    • Authors: Jesus Alfonso D. Datu; Mantak Yuen
      Abstract: Existing studies have focused on examining how academic buoyancy or the ability to cope with day-to-day challenges in school may be linked to academic functioning. This review article reported the current state of the academic buoyancy literature in the educational contexts. Findings from previous investigations on the theorizing, measurement, predictors, and consequences of academic buoyancy are summarized. Research gaps are also identified to proposed future research directions. Results on the association of academic buoyancy with positive academic functioning and well-being outcomes are used to draw practical implications for school psychologists and guidance counselors in the school settings.
      PubDate: 2018-03-19
      DOI: 10.1007/s40688-018-0185-y
  • Effects of a Reading Fluency Intervention on Middle School Students
           Attending a Residential Treatment Center for Youth with Emotional and
           Behavioral Disorders
    • Authors: Asenath A. Devaney; John C. Begeny; Mary E. Haskett; Diana S. Ginns
      Abstract: In the USA, students with emotional and behavioral disorders (EBD) are among the most vulnerable to have reading difficulties, experience general academic failure, and drop out of school. Students with EBD who receive schooling in residential treatment centers are at even greater risk for academic difficulties. To date, very little research has examined the impact of reading interventions for students educated within a residential treatment center. The primary goal of this two-part study was to evaluate the effects of a reading intervention with four students with EBD who were attending a residential treatment center. Each student received an evidence-based reading fluency intervention to increase their reading skills, and data collected in a multiple baseline design across participants demonstrated that each student responded favorably to the intervention. Standardized reading assessments, administered pre-post, supported evidence of intervention effectiveness. Implications for applied research and practice are discussed, including the implications for using participants’ feedback to modify and enhance intervention procedures.
      PubDate: 2018-03-19
      DOI: 10.1007/s40688-018-0184-z
  • Exploratory Factor Analysis of the Kaufman Test of Educational
           Achievement, 3rd Edition
    • Authors: Jason R. Parkin; Craig L. Frisby
      Abstract: The Kaufman Test of Educational Achievement, 3rd edition (KTEA-3) is a popular battery for the assessment of students’ academic skills. Its manual includes a series of confirmatory factor analyses to support construct validity. Its five-factor model did not include all available subtests in the battery and required covarying residuals between certain subtests, which could suggest that it measures additional abilities beyond its specified factors. Further, its factors appear highly correlated which suggests the presence of a general factor. This investigation supplements the analyses in the manual with both an oblique rotation and a higher-order exploratory factor analysis using a Schmid-Leiman rotation within multiple grade ranges. Results suggest that the KTEA-3 is factorally complex. The Schmid-Leiman rotation indicates that it is a measure of both a general ability, and perhaps an additional naming facility factor.
      PubDate: 2018-03-12
      DOI: 10.1007/s40688-018-0181-2
  • Teacher-Directed Violence and Stress: the Role of School Setting
    • Authors: Christina Bounds; Lyndsay N. Jenkins
      Abstract: Teacher-directed violence (TDV), or violence in schools directed toward teachers, is a growing concern in contemporary schools (Bounds & Jenkins, Contemporary School Psychology, 20, 1–9, 2016; Espelage et al. 2011). Existing research suggests that some teachers are more at risk of TDV (e.g., teachers whom are White, female, homosexual, religious, older, or those teaching high school) but it is unclear if teachers from all school settings (i.e., rural, urban, or suburban) experience similar levels of TDV and stress associated with TDV. Additionally, there has been no research in the USA examining how teachers cope with teacher-directed violence. Little is known about to whom teachers reach out for social support and if that social support is effective in moderating teacher stress. Past research demonstrates that teaching is a high-stress occupation (Fimian, Exceptional Children, 52, 436–442, Fimian 1988), and some of this stress could be related to experiences of violence. The current study examined differences in TDV experiences among 117 rural, urban, and suburban teachers in the Midwest. Analyses revealed that teachers in urban schools experienced the highest levels of TDV, followed by teachers in rural schools, then suburban teachers. A similar result was found when teachers were asked about stress they experienced that was specific to violence at work. Interestingly, when assessing work stress, suburban teachers had the highest levels of work stress, followed by urban, then rural teachers.
      PubDate: 2018-03-06
      DOI: 10.1007/s40688-018-0180-3
  • Gated Screening Frameworks for Academic Concerns: the Influence of
           Redundant Information on Diagnostic Accuracy Outcomes
    • Authors: Ethan R. Van Norman; Peter M. Nelson; David A. Klingbeil; Damien C. Cormier; Adam J. Lekwa
      Abstract: Recent research suggests using multiple screening measures to identify students at risk for academic difficulties may decrease the number of students incorrectly identified as such. Gated frameworks in which students that score below a cut-score on an initial measure are assessed with a follow-up measure have been recommended. Researchers have posited that gated screening practices that use measures that explain unique variance in the outcome of interest will yield optimal results. We assessed the degree to which the correlation between screening measures and an outcome, the correlation among screening measures, and cut-score thresholds influenced diagnostic accuracy outcomes. Screening measures that were highly correlated with one another were less effective at reducing false positive classifications than screeners that were less correlated. Further, using screeners that were highly correlated with one another yielded slight but statistically significant reductions in false positive rates compared to using results from a single screening measure.
      PubDate: 2018-03-06
      DOI: 10.1007/s40688-018-0183-0
  • Classroom Management in an Urban, Alternative School: a Comparison of
           Mindfulness and Behavioral Approaches
    • Authors: Anna C. J. Long; Tyler L. Renshaw; Devon Camarota
      Abstract: Managing classroom behavior is an important prerequisite to effective teaching and a salient need in alternative schools. Unfortunately, students from these schools are often underrepresented in the intervention literature. The primary aim of this study was to compare the effectiveness of two different theoretical approaches to classroom management, one behavioral (i.e., the good behavior game) and the other mindfulness-based (i.e., mindfulness skills training), with a sample of fifth-grade, predominantly African American students from an urban, high-poverty alternative school. The study examined the effectiveness of the two interventions in comparison to each other and a treatment-as-usual control using a quasi-experimental group design with blocked random assignment. Results revealed that neither intervention led to significant improvements in student internalizing behavior, externalizing behavior, or wellbeing. Though, some practically meaningful treatment effects were found through examination of effect sizes. Mindfulness skills training was the only condition to yield meaningful pre–post change in student outcomes, including a moderate therapeutic effect for externalizing behavior and an iatrogenic effect with respect to student wellbeing. These findings provide preliminary evidence that mindfulness skills training might have differential effects on student mental health outcomes, compared with education as usual and a traditional classwide behavioral intervention. Additionally, study findings make clear the importance of careful deliberation when transporting evidence-based interventions to unique student populations and intervention contexts.
      PubDate: 2018-03-05
      DOI: 10.1007/s40688-018-0177-y
  • 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
  • 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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