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  Subjects -> PSYCHOLOGY (Total: 873 journals)
Showing 1 - 174 of 174 Journals sorted alphabetically
Acción Psicológica     Open Access   (Followers: 2)
Acta Colombiana de Psicología     Open Access   (Followers: 4)
Acta Comportamentalia     Open Access   (Followers: 3)
Acta de Investigación Psicológica     Open Access   (Followers: 2)
Acta Psychologica     Hybrid Journal   (Followers: 22)
Activités     Open Access   (Followers: 1)
Actualidades en Psicologia     Open Access   (Followers: 1)
Ad verba Liberorum : Journal of Linguistics & Pedagogy & Psychology     Open Access   (Followers: 8)
Addictive Behaviors Reports     Open Access   (Followers: 5)
ADHD Attention Deficit and Hyperactivity Disorders     Hybrid Journal   (Followers: 20)
ADHD Report The     Full-text available via subscription   (Followers: 6)
Advances in Experimental Social Psychology     Full-text available via subscription   (Followers: 40)
Advances in Mental Health     Hybrid Journal   (Followers: 69)
Advances in Physiotherapy     Hybrid Journal   (Followers: 51)
Advances in Psychology     Full-text available via subscription   (Followers: 58)
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: 3)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 394)
Aggressive Behavior     Hybrid Journal   (Followers: 15)
Aging, Neuropsychology, and Cognition     Hybrid Journal   (Followers: 33)
Ágora - studies in psychoanalytic theory     Open Access   (Followers: 3)
Aletheia     Open Access   (Followers: 1)
American Behavioral Scientist     Hybrid Journal   (Followers: 15)
American Imago     Full-text available via subscription   (Followers: 3)
American Journal of Applied Psychology     Open Access   (Followers: 34)
American Journal of Community Psychology     Hybrid Journal   (Followers: 24)
American Journal of Health Behavior     Full-text available via subscription   (Followers: 23)
American Journal of Orthopsychiatry     Hybrid Journal   (Followers: 4)
American Journal of Psychoanalysis     Hybrid Journal   (Followers: 21)
American Psychologist     Full-text available via subscription   (Followers: 172)
Anales de Psicología     Open Access   (Followers: 2)
Análise Psicológica     Open Access   (Followers: 1)
Análisis y Modificación de Conducta     Open Access   (Followers: 2)
Analysis     Full-text available via subscription   (Followers: 4)
Annual Review of Clinical Psychology     Full-text available via subscription   (Followers: 66)
Annual Review of Organizational Psychology and Organizational Behavior     Full-text available via subscription   (Followers: 27)
Annual Review of Psychology     Full-text available via subscription   (Followers: 211)
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: 22)
Applied and Preventive Psychology     Hybrid Journal   (Followers: 13)
Applied Cognitive Psychology     Hybrid Journal   (Followers: 67)
Applied Neuropsychology : Adult     Hybrid Journal   (Followers: 32)
Applied Neuropsychology : Child     Hybrid Journal   (Followers: 18)
Applied Psychological Measurement     Hybrid Journal   (Followers: 17)
Applied Psychology     Hybrid Journal   (Followers: 137)
Applied Psychology: Health and Well-Being     Hybrid Journal   (Followers: 48)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 7)
Archive for the Psychology of Religion / Archiv für Religionspychologie     Hybrid Journal   (Followers: 17)
Archives of Clinical Neuropsychology     Hybrid Journal   (Followers: 27)
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: 3)
Asian American Journal of Psychology     Full-text available via subscription   (Followers: 5)
Asian Journal of Business Ethics     Hybrid Journal   (Followers: 7)
Assessment     Hybrid Journal   (Followers: 10)
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
Attachment: New Directions in Psychotherapy and Relational Psychoanalysis     Full-text available via subscription   (Followers: 16)
Attention, Perception & Psychophysics     Full-text available via subscription   (Followers: 10)
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: 6)
Australian Journal of Psychology     Hybrid Journal   (Followers: 17)
Australian Psychologist     Hybrid Journal   (Followers: 11)
Autism Research     Hybrid Journal   (Followers: 31)
Autism Research and Treatment     Open Access   (Followers: 29)
Autism's Own     Open Access  
Autism-Open Access     Open Access   (Followers: 5)
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: 34)
Behavior Analysis in Practice     Full-text available via subscription   (Followers: 6)
Behavior Analysis: Research and Practice     Full-text available via subscription   (Followers: 2)
Behavior Analyst     Hybrid Journal   (Followers: 3)
Behavior Modification     Hybrid Journal   (Followers: 10)
Behavior Research Methods     Hybrid Journal   (Followers: 18)
Behavior Therapy     Hybrid Journal   (Followers: 45)
Behavioral Development Bulletin     Full-text available via subscription  
Behavioral Interventions     Hybrid Journal   (Followers: 8)
Behavioral Neuroscience     Full-text available via subscription   (Followers: 52)
Behavioral Sciences & the Law     Hybrid Journal   (Followers: 23)
Behavioral Sleep Medicine     Hybrid Journal   (Followers: 6)
Behaviour     Hybrid Journal   (Followers: 12)
Behaviour Research and Therapy     Hybrid Journal   (Followers: 17)
Behavioural and Cognitive Psychotherapy     Hybrid Journal   (Followers: 121)
Behavioural Processes     Hybrid Journal   (Followers: 7)
Biofeedback     Hybrid Journal   (Followers: 4)
BioPsychoSocial Medicine     Open Access   (Followers: 6)
BMC Psychology     Open Access   (Followers: 16)
Body, Movement and Dance in Psychotherapy: An International Journal for Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Boletim Academia Paulista de Psicologia     Open Access  
Boletim de Psicologia     Open Access  
Brain Informatics     Open Access   (Followers: 1)
British Journal of Clinical Psychology     Full-text available via subscription   (Followers: 127)
British Journal of Developmental Psychology     Full-text available via subscription   (Followers: 36)
British Journal of Educational Psychology     Hybrid Journal   (Followers: 32)
British Journal of Health Psychology     Full-text available via subscription   (Followers: 42)
British Journal of Mathematical and Statistical Psychology     Full-text available via subscription   (Followers: 21)
British Journal of Psychology     Full-text available via subscription   (Followers: 58)
British Journal of Psychotherapy     Hybrid Journal   (Followers: 65)
British Journal of Social Psychology     Full-text available via subscription   (Followers: 33)
Burnout Research     Open Access   (Followers: 7)
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: 12)
Canadian Psychology / Psychologie canadienne     Full-text available via subscription   (Followers: 11)
Case Studies in Sport and Exercise Psychology     Hybrid Journal  
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Child Development Perspectives     Hybrid Journal   (Followers: 27)
Child Development Research     Open Access   (Followers: 14)
Ciencia Cognitiva     Open Access   (Followers: 2)
Ciencia e Interculturalidad     Open Access  
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: 10)
Clinical Psychological Science     Hybrid Journal   (Followers: 11)
Clinical Psychologist     Hybrid Journal   (Followers: 16)
Clinical Psychology & Psychotherapy     Hybrid Journal   (Followers: 67)
Clinical Psychology and Special Education     Open Access   (Followers: 1)
Clinical Psychology Review     Hybrid Journal   (Followers: 33)
Clinical Psychology: Science and Practice     Hybrid Journal   (Followers: 21)
Clinical Schizophrenia & Related Psychoses     Full-text available via subscription   (Followers: 8)
Coaching Psykologi - The Danish Journal of Coaching Psychology     Open Access   (Followers: 1)
Cogent Psychology     Open Access  
Cógito     Open Access  
Cognition & Emotion     Hybrid Journal   (Followers: 35)
Cognitive Behaviour Therapy     Hybrid Journal   (Followers: 14)
Cognitive Neuropsychology     Hybrid Journal   (Followers: 27)
Cognitive Psychology     Hybrid Journal   (Followers: 61)
Cognitive Research : Principles and Implications     Open Access  
Consciousness and Cognition     Hybrid Journal   (Followers: 26)
Construção Psicopedagógica     Open Access  
Consulting Psychology Journal : Practice and Research     Full-text available via subscription   (Followers: 3)
Contagion : Journal of Violence, Mimesis, and Culture     Full-text available via subscription   (Followers: 8)
Contemporary Educational Psychology     Hybrid Journal   (Followers: 22)
Contemporary School Psychology     Hybrid Journal   (Followers: 4)
Contextos Clínicos     Open Access  
Counseling Outcome Research and Evaluation     Hybrid Journal   (Followers: 10)
Counseling Psychologist     Hybrid Journal   (Followers: 14)
Counseling Psychology and Psychotherapy     Open Access   (Followers: 7)
Counselling and Psychotherapy Research : Linking research with practice     Hybrid Journal   (Followers: 21)
Counselling and Values     Hybrid Journal   (Followers: 2)
Counselling Psychology Quarterly     Hybrid Journal   (Followers: 10)
Couple and Family Psychoanalysis     Full-text available via subscription   (Followers: 1)
Couple and Family Psychology : Research and Practice     Full-text available via subscription   (Followers: 4)
Creativity Research Journal     Hybrid Journal   (Followers: 20)
Creativity. Theories - Research - Applications     Open Access   (Followers: 1)
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: 12)
Cultural-Historical Psychology     Open Access  
Culturas Psi     Open Access  
Culture and Brain     Hybrid Journal   (Followers: 4)
Current Addiction Reports     Hybrid Journal   (Followers: 10)
Current Behavioral Neuroscience Reports     Hybrid Journal   (Followers: 2)
Current Directions In Psychological Science     Hybrid Journal   (Followers: 48)
Current Opinion in Behavioral Sciences     Hybrid Journal   (Followers: 1)
Current Opinion in Psychology     Hybrid Journal   (Followers: 4)
Current Psychological Research     Hybrid Journal   (Followers: 14)
Current Psychology     Hybrid Journal   (Followers: 15)
Current psychology letters     Open Access   (Followers: 2)
Current Research in Psychology     Open Access   (Followers: 21)
Cyberpsychology, Behavior, and Social Networking     Hybrid Journal   (Followers: 14)
Decision     Full-text available via subscription   (Followers: 2)
Depression and Anxiety     Hybrid Journal   (Followers: 14)
Depression Research and Treatment     Open Access   (Followers: 13)
Developmental Cognitive Neuroscience     Open Access   (Followers: 16)
Developmental Neuropsychology     Hybrid Journal   (Followers: 15)
Developmental Psychobiology     Hybrid Journal   (Followers: 9)
Developmental Psychology     Full-text available via subscription   (Followers: 45)
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: 1)
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: 12)
Ecopsychology     Hybrid Journal   (Followers: 6)
ECOS - Estudos Contemporâneos da Subjetividade     Open Access  
Educational Psychology Review     Hybrid Journal   (Followers: 26)
Educational Psychology: An International Journal of Experimental Educational Psychology     Hybrid Journal   (Followers: 46)
Educazione sentimentale     Full-text available via subscription  
Electronic Journal of Research in Educational Psychology     Open Access   (Followers: 6)
Elpis - Czasopismo Teologiczne Katedry Teologii Prawosławnej Uniwersytetu w Białymstoku     Open Access  
Emotion     Full-text available via subscription   (Followers: 32)
Emotion Review     Hybrid Journal   (Followers: 17)
En-Claves del pensamiento     Open Access   (Followers: 1)
Enseñanza e Investigacion en Psicologia     Open Access  
Epiphany     Open Access   (Followers: 3)
Escritos de Psicología : Psychological Writings     Open Access   (Followers: 2)

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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  [2345 journals]
  • Visual Analysis Among Novices: Training and Trend Lines as Graphic Aids
    • Authors: Peter M. Nelson; Ethan R. Van Norman; Theodore J. Christ
      Pages: 93 - 102
      Abstract: The current study evaluated the degree to which novice visual analysts could discern trends in simulated time-series data across differing levels of variability and extreme values. Forty-five novice visual analysts were trained in general principles of visual analysis. One group received brief training on how to identify and omit extreme values. Participants rated 72 continuous time-series graphs. Inferential analyses were used to estimate the probability of correct responses. Participants who received the additional training were more likely to correctly identify intervention effects across all conditions. Nevertheless, extreme values had a substantial impact on decision accuracy for all participants. The impact of extreme values was exacerbated by increases in overall variability. Results support the notion that automated trend lines are useful but not infallible when interpreting continuous time-series data. Implications for practice and avenues for future research are discussed.
      PubDate: 2017-06-01
      DOI: 10.1007/s40688-016-0107-9
      Issue No: Vol. 21, No. 2 (2017)
  • Elementary School Psychologists and Response to Intervention (RTI)
    • Authors: Suzanne Little; Heath Marrs; Heidi Bogue
      Pages: 103 - 114
      Abstract: The implementation of Response to Intervention (RTI) in elementary schools may have important implications for school psychologists. Therefore, it is important to better understand how elementary school psychologists perceive RTI and what barriers to successful RTI implementation they identify. Although previous research has investigated the perceptions of school psychologists in general Marrs and Little (Contemporary School Psychology, 18, 24–34, 2014) and at the secondary level Sansosti et al. (School Psychology Review, 39, 286–295, 2010a), (School Psychology Forum: Research in Practice, 4, 1–21, 2010b), no current studies have focused on the perceptions of school psychologists at the elementary level. In the current study, practicing elementary school psychologists were interviewed to explore how they view RTI in general and to identify any perceived barriers and challenges to implementation. Five participants were interviewed, and transcripts were analyzed using a consensual qualitative research approach. The school psychologists interviewed revealed two major themes in their perceptions of the implementation of RTI at their sites including roles and barriers with subthemes of barriers that included teacher concerns, system-level needs, and administration. Implications of the current study include that while school psychologists may have a positive view of RTI in general, there is some confusion about the role of school psychologists within this paradigm and there are many perceived barriers to the successful implementation of RTI within the elementary school setting.
      PubDate: 2017-06-01
      DOI: 10.1007/s40688-016-0104-z
      Issue No: Vol. 21, No. 2 (2017)
  • School Psychologists’ Stages of Concern with RTI Implementation
    • Authors: Heidi Bogue; Heath Marrs; Suzanne Little
      Pages: 115 - 124
      Abstract: Responsiveness to intervention has been an important change in models of service delivery within school systems in the recent past. However, there are a significant number of challenges to implementing the paradigm shift that these changes entail (Reschly 2008). Therefore, implementation of RTI varies among states, districts, and schools and some school psychologists have not yet experienced the expansion of role that these changes characteristically entail (NASP 2006). School psychologists can play an important role in these change efforts Harlacher and Siler (NASP Communique, 39(6). 2011); however, few studies have been conducted to determine the nature of the concerns of practicing school psychologists in comparison to an established change model. Survey data was collected in one state in the Pacific Northwest through the administration of the Stages of Concern questionnaire (SoC-Q) as modified by Kaplan (2011) for use with school psychologists. Specifically, the stage of concern school psychologists are in and what specific concerns about the RTI process they endorsed were explored. Although the results of this study are preliminary in nature, findings indicate that school psychologists are in the early implementation stages of concern, which has implications for professional development.
      PubDate: 2017-06-01
      DOI: 10.1007/s40688-016-0105-y
      Issue No: Vol. 21, No. 2 (2017)
  • Teachers Engaging Parents as Reading Tutors
    • Authors: Sara S. Kupzyk; Edward J. Daly
      Pages: 140 - 151
      Abstract: This study examined the application of evidence-based tutoring for oral reading fluency (ORF) to a natural setting, using teachers as parent trainers. Three teachers were trained in a 3-h workshop to develop individualized tutoring programs with parents. Following training, the teachers trained four parents to use individualized tutoring programs. A multiple-baseline design was used to evaluate the effects of teacher training on parents’ use of evidence-based reading strategies. Students’ ORF outcomes were also measured at pre and post. Following training, three parents showed immediate improvement in their use of evidence-base strategies. Parent tutoring produced some improvements in students’ ORF. Results are discussed in terms of the importance of teachers engaging parents as active participants in their child’s learning. Discussion focuses on the need for additional research in natural settings to more closely examine the conditions needed for successful implementation of parent-tutoring programs.
      PubDate: 2017-06-01
      DOI: 10.1007/s40688-016-0113-y
      Issue No: Vol. 21, No. 2 (2017)
  • School Psychologists in Support of Transgender and Gender Diverse Students
           in Light of California’s AB 1266 (School Success and Opportunity Act):
           Implications and Opportunities
    • Authors: Joseph Agee-Aguayo; Erik Bloomquist; Todd A. Savage; Scott A. Woitaszewski
      Pages: 152 - 165
      Abstract: The present study examined the attitudes of California-based school psychologists toward transgender-identifying students and assessed their efforts and roles in supporting this student population in light of recently passed legislation in California (AB 1266; 2013), which requires public schools in the state to provide transgender students with increased school-based equity and opportunities. Specifically, the authors examined the attitudes of California school psychologists toward transgender students, the training and professional development of these school psychologists in the area of gender identity, their leadership regarding the preparation and implementation of the law, and their involvement in supporting district efforts and transgender students themselves in light of the legislation.
      PubDate: 2017-06-01
      DOI: 10.1007/s40688-016-0101-2
      Issue No: Vol. 21, No. 2 (2017)
  • Effects of Parental Chronic Illness on Children’s Psychosocial and
           Educational Functioning: a Literature Review
    • Authors: Cliff Yung-Chi Chen
      Pages: 166 - 176
      Abstract: A good number of children grow up in households where a parent has been diagnosed with medical chronic illness. Parental chronic illness is stressful for children and adolescents and may have some potential impact on children’s adjustment and functioning. Some emerging research conducted in the fields of medicine, nursing, and family studies has suggested that children of chronically ill parents are at an increased risk for adjustment difficulties and emotional and behavioral problems. However, this topic has been neglected in school psychology literature. This review aims to provide an overview on research with respect to the effects of parental chronic illness on children’s psychosocial and educational functioning and help school psychology researchers and practitioners understand the impact of parents’ illness on children’s outcomes and factors (e.g., typology of illness, family functioning, parenting, child cognitive appraisal and coping strategies, etc.) that may moderate and mediate the relationship. Mixed findings in the literature reflect the complex and dynamic nature of this issue. Implications and recommendations for interventions will be discussed.
      PubDate: 2017-06-01
      DOI: 10.1007/s40688-016-0109-7
      Issue No: Vol. 21, No. 2 (2017)
  • Response to McGill and Busse, “When Theory Trumps Science: A Critique of
           the PSW Model for SLD Identification”
    • Authors: Catherine Christo; Barbara J. D’Incau; Jenny Ponzuric
      Pages: 19 - 22
      Abstract: The California Association of School Psychologists (CASP) responds to a critique of the Association’s Position Paper: Specific Learning Disabilities and Patterns of Strengths and Weaknesses (2014, March. Available: by McGill and Busse. The CASP offers corrections to McGill and Busse’s three critiques and clarifies the Association position that the assessment of students suspected of having a Specific Learning Disability involves a comprehensive evaluation that provides information regarding both environmental factors that include data on instruction and interventions as well as within-child factors such as response to intervention and the student’s pattern of academic and specific cognitive strengths and weaknesses.
      PubDate: 2017-03-01
      DOI: 10.1007/s40688-016-0098-6
      Issue No: Vol. 21, No. 1 (2017)
  • Job Burnout in School Psychology: How Big Is the Problem'
    • Abstract: Job burnout is characterized by feelings of physical, emotional, and mental exhaustion within the context of one’s work. Individuals experiencing burnout are at risk for a range of negative outcomes including increased feelings of stress and emotion strain, negative perceptions of work-life balance, and may ultimately lead to exiting one’s current job or field of employment. Given the well-documented shortages of school psychology practitioners across the USA, it is important to understand the extent of feelings of burnout in the field, causes of these feelings, and potentially effective ways of preventing and/or responding to burnout when it occurs. The current study surveyed practitioners in four Southeastern states regarding current and past feelings of burnout, perceptions of causes of burnout, personal strategies used in dealing with burnout when it occurs, and thoughts regarding the role of training programs in preventing burnout among practitioners. Results indicated that most participants noted feeling some level of burnout at some point during their careers. Commonly identified causes of burnout included feelings of role overload and lack of support from administration. Practitioners also reported a range of strategies as particularly helpful in dealing with feelings of burnout including the importance of training programs emphasizing the importance of self-care and presenting a realistic picture of real-world practice. Implications for future research and practice are also discussed.
      PubDate: 2017-06-23
  • What Are the Challenges Involved in the Prevention of Depression in
    • Authors: Dawid Gondek; Tanya Lereya
      Abstract: Depression is linked with serious social and educational impairments and elevated rates of smoking, substance misuse and obesity among children and adolescents. Due to already existing structures within schools and their important role within the community, they appear to provide an ideal environment to implement preventative strategies against depression. Even though there is a growing evidence base for school-based interventions, it is rarely supportive for their effectiveness. In the current piece, we are exploring potential reasons for a limited success of school-based prevention against depression. We mainly focus on parental mental health as one of the potential moderators of the effectiveness of school-based approaches. We argue that family-oriented approach to mental health provision at schools needs to be taken. We also explore barriers to parental involvement experienced by schools and make recommendations of how these can be mitigated. Finally, the article outlines existing school-based interventions targeting mental health of both pupils and parents.
      PubDate: 2017-06-06
      DOI: 10.1007/s40688-017-0136-z
  • Effectiveness and Social Validity of the Soles of the Feet
           Mindfulness-Based Intervention with Special Education Students
    • Authors: Joshua C. Felver; Sarah L. Felver; Kathryn L. Margolis; N. Kathryn Ravitch; Natalie Romer; Robert H. Horner
      Abstract: Soles of the Feet for Students (SOF) has demonstrated effectiveness at increasing academic engagement among general education students. This work intended to replicate and extend previous work by exploring the effectiveness and social validity of SOF among students receiving special education services, who had low levels of academic engagement and high levels of disruptive classroom behavior, in a public school setting. This study utilized a multiple baseline single-subject design. Four students (grades 4–7) were taught SOF over the course of five 20–30-min sessions. Direct observation data of student academically engaged behavior were collected during baseline and post intervention study phases. Students and teachers also completed social validity questionnaires. Following SOF training, all four students demonstrated improved mean levels of academically engaged behavior. Students and teachers also reported that SOF was an acceptable, feasible, and effective intervention. SOF offers a brief and effective manualized intervention to increase student academic engagement, and conversely reduce classroom disruptive behavior, for students receiving special education services.
      PubDate: 2017-06-01
      DOI: 10.1007/s40688-017-0133-2
  • Factor Structure of the 10 WISC-V Primary Subtests Across Four
           Standardization Age Groups
    • Authors: Stefan C. Dombrowski; Gary L. Canivez; Marley W. Watkins
      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: 2017-05-31
      DOI: 10.1007/s40688-017-0125-2
  • Using Consultee-Centered Consultation with Teachers in a Contemporary
           School Setting to Inform Culturally Responsive Practice
    • Authors: Felicia Castro-Villarreal; Billie Jo Rodriguez
      Abstract: The National Association of School Psychologists (NASP) describes consultation as a practice that permeates all aspects of school psychological service delivery, and school consultation is increasingly recognized as a central and essential feature of practice in school-based problem-solving paradigms. This research examined teachers’ experiences with and perceptions of consultation with graduate school psychology student consultants and utilized a hybrid model methodology that combined qualitative interviews and single-case research within a single investigation allowing insight into the complexity of schools (Kratochwill and Stoiber, School Psychology Review, 29(4): 591–603, 2000). This research examined the cultural and contextual factors that bear on consultation processes, intervention implementation, and student academic and behavioral outcomes in a contemporary school setting. A second aim was to study the effectiveness of and reported satisfaction with consultee-centered consultation (CCC). Teacher voices suggest a need for an expanded solution-focused consultation model with enhanced focus on teacher perceived need and relationships. AB case data provide preliminary support for CCC approaches as culturally responsive in a contemporary school setting.
      PubDate: 2017-05-23
      DOI: 10.1007/s40688-017-0135-0
  • Effects of a Mindful Breathing Exercise During Reading Fluency
           Intervention for Students with Attentional Difficulties
    • Authors: Alyssa M. Idler; Sterett H. Mercer; Lindsay Starosta; Jamie M. Bartfai
      Abstract: Students with attentional difficulties are at greater risk for reading difficulties. To address this concern, we examined the extent to which adding a mindful breathing exercise to individual reading fluency interventions would improve gains in reading fluency, student-reported attention, and student-reported stress. In a restricted alternating design, four students in grades 3–5 with teacher-reported difficulties in attention and reading participated in 12 intervention sessions that included reading fluency instructional strategies only or a mindful breathing exercise plus reading fluency instructional strategies. Based on visual and Bayesian analyses, there were no differences in within-session gains in reading fluency between conditions; however, one student had greater self-reported attention and less reported stress in intervention sessions that included the mindful breathing component. Implications of the study for future research integrating mindfulness practices in academic interventions are discussed.
      PubDate: 2017-05-15
      DOI: 10.1007/s40688-017-0132-3
  • Broadening Our Understanding of Evidence-Based Practice: Effective and
           Discredited Interventions
    • Authors: Brian A. Zaboski; Anna P. Schrack; Diana Joyce-Beaulieu; Jann W. MacInnes
      Abstract: The proliferation of unsubstantiated or discredited interventions underscores the importance of the evidence-based practice (EBP) movement in school psychology. Although researchers have conducted several surveys on discredited interventions in counseling and clinical psychology, no studies have investigated the use of these treatments in school psychology. This survey presented Florida Association of School Psychologist members with three categories of treatment: discredited treatments, treatments with mixed research results, and evidence-based treatments. Participants were asked to rate (1) the likelihood that they would recommend an intervention and (2) an intervention’s level of research support. Participants demonstrated unfamiliarity with discredited treatments, overestimated the research support for ineffective techniques, and expressed a desire to learn about discredited interventions through training and professional development opportunities. Training implications for school psychology programs are discussed.
      PubDate: 2017-05-11
      DOI: 10.1007/s40688-017-0131-4
  • Staff Concerns in Schools Planning for and Implementing School-Wide
           Positive Behavior Interventions and Supports
    • Authors: Ashli D. Tyre; Laura L. Feuerborn; Leslie Woods
      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: 2017-04-10
      DOI: 10.1007/s40688-017-0130-5
  • Conceptualizing Family Risk in a Racially/Ethnically Diverse, Low-Income
           Kindergarten Population
    • Authors: Elise Hendricker; Wendy M. Reinke
      Abstract: Children who exhibit early behavioral and academic difficulties are at increased risk of later negative outcomes (U.S. Department of Human and Health Services 2009). Within the school setting, conceptualization of family risk, culture, and demographic factors is needed to effectively identify at-risk families to improve child educational outcomes. This study investigates family risk factors within profiles of low-income kindergarten students and associated longitudinal academic and behavioral outcomes. Latent profile analysis was conducted separately for African-American, Caucasian, and Latino samples, using five observed family risk factors. Once profiles were established, analysis was conducted to determine significant differences in relation to third-grade outcomes. Family profiles varied based on race/ethnicity, with some risk factors being more prominent in differentiating among profiles. Some profiles were also significantly different in relation to reading, externalizing behavior, and internalizing behavioral outcomes. Implications of these findings in conceptualizing risk factors, as well as screening and intervention practices, are discussed.
      PubDate: 2017-04-03
      DOI: 10.1007/s40688-017-0128-z
  • Bringing Social Justice Principles to Practice: New Practitioners Speak
    • Authors: Kisha V. Jenkins; David Shriberg; Devyn Conway; Dana Ruecker; Haley Jones
      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: 2017-03-27
      DOI: 10.1007/s40688-017-0129-y
  • 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
      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: 2017-03-27
      DOI: 10.1007/s40688-017-0126-1
  • Cognitive Mediators of Reading Comprehension in Early Development
    • Authors: Scott L. Decker; Julia Englund Strait; Alycia M. Roberts; Emma Kate Wright
      Abstract: Although the empirical relationship between general intelligence and academic achievement is well established, that between specific cognitive abilities and achievement is less so. This study investigated the relationships between specific Cattell-Horn-Carroll (CHC) cognitive abilities and reading comprehension across a large sample of children (N = 835) at different periods of reading development (grades 1–5). Results suggest select cognitive variables predict reading comprehension above and beyond basic reading skills. However, the relative importance of specific cognitive abilities in predicting reading comprehension differs across grade levels. Further analyses using mediation models found specific cognitive abilities mediated the effects of basic reading skills on reading comprehension. Implications for the important and dynamic role of cognitive abilities in predicting reading comprehension across development are discussed.
      PubDate: 2017-03-15
      DOI: 10.1007/s40688-017-0127-0
  • A Rejoinder on the PSW Model for SLD Identification: Still Concerned
    • Authors: Ryan J. McGill; R. T. Busse
      Abstract: We address Christo, D’Incau, and Ponzuric’s response to our original contribution to this journal “When theory trumps science: A critique of the PSW model for SLD identification.” Christo and colleagues stated that there is an empirical support for pattern of strengths and weaknesses (PSW) procedures as a component in the identification of specific learning disorders and raised concerns regarding our critique of the PSW model. We present further research to support our perspective and maintain that empirical data are lacking for PSW assessment in the identification of specific learning disability (SLD). School psychologists are cautioned to consider the evidence regarding the practice of PSW-related procedures.
      PubDate: 2017-02-22
      DOI: 10.1007/s40688-017-0124-3
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