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Direct linkKruger, Alicia M.; Strong, Whitney; Daly, Edward J., III; O'Connor, Maureen; Sommerhalder, Mackenzie S.; Holtz, Jill; Weis, Nicole; Kane, Elizabeth J.; Hoff, Natalie; Heifner, Allison – Psychology in the Schools, 2016
Behavior-analytic academic intervention research has gained popularity among school psychologists because it offers a unique combination of robust principles of behavior and a degree of clarity and precision about functional relationships that is unparalleled in other learning paradigms. This article reviews the literature for a type of antecedent…
Descriptors: Academic Achievement, Success, Intervention, Literature Reviews
Kaldenberg, Erica R.; Ganzeveld, Paula; Hosp, John L.; Rodgers, Derek B. – Psychology in the Schools, 2016
Twenty-three single-subject studies aimed at improving the writing achievement of students identified as having a learning disability were analyzed meta-analytically. The effect size phi was used to compare the writing strategies. The dependent measures used to assess the efficacy of the interventions were also coded and reviewed. Results suggest…
Descriptors: Learning Disabilities, Intervention, Writing Achievement, Writing Improvement
Skinner, Christopher H.; McCleary, Daniel F.; Skolits, Gary L.; Poncy, Brian C.; Cates, Gary L. – Psychology in the Schools, 2013
The success of Response-to-Intervention (RTI) and similar models of service delivery is dependent on educators being able to apply effective and efficient remedial procedures. In the process of implementing problem-solving RTI models, school psychologists have an opportunity to contribute to and enhance the quality of our remedial-procedure…
Descriptors: Response to Intervention, Models, Problem Solving, School Psychologists
Peer reviewedPhelps, LeAdelle; And Others – Psychology in the Schools, 1992
Notes that substantial confusion exists regarding comparative diagnostic criteria and treatment implications for school phobia and separation anxiety. Literature survey demonstrates tendency of school personnel to put all students exhibiting these disorders into group of "school refusers." Sees treatment issues handled similarly despite evidence…
Descriptors: Clinical Diagnosis, Comparative Analysis, Intervention, School Phobia
Peer reviewedDemaray, Michelle K.; Elting, Jennifer; Schaefer, Katherine – Psychology in the Schools, 2003
Provides a critical and comparative evaluation of the five most commonly used published rating scales for the assessment of ADHD. Reviews were conducted in four main areas: content and use, standardization sample and norms, scores and interpretation, and psychometric properties. Scales with the strongest standardization samples and evidence for…
Descriptors: Attention Deficit Disorders, Comparative Analysis, Hyperactivity, Psychometrics
Peer reviewedFantuzzo, John W.; And Others – Psychology in the Schools, 1988
Evaluated 26 studies that have directly compared school-based, teacher- versus student-management interventions with nonretarded students in elementary school settings. Found that student-management interventions resulted in greater treatment effect sizes than those of teacher-management interventions. Appeared to be significant positive…
Descriptors: Administration, Comparative Analysis, Elementary Education, Elementary School Students
Goodenow, Carol; Szalacha, Laura; Westheimer, Kim – Psychology in the Schools, 2006
Sexual minority adolescents--those self-identifying as lesbian, gay, or bisexual (LGB) or with same-sex desires or sexual experiences--report higher rates of victimization and suicidality than their heterosexual peers, yet little empirical research has examined school factors associated with these risks. This study used data from the Massachusetts…
Descriptors: High Risk Students, Social Support Groups, Victims of Crime, School Safety
