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Direct linkShaw, Steven R.; Pecsi, Sierra – Psychology in the Schools, 2021
Evidence-based interventions are the standard for school psychology practice. Yet, how do professionals know when research scope, relevance, transparency, and quality are ready for real-world application? There remain questions as to exactly how these core concepts of evidence-based practices (EBPs) are realized. A discussion on whether…
Descriptors: Evidence Based Practice, Intervention, School Psychology, COVID-19
Collier-Meek, Melissa A.; Fallon, Lindsay M.; Johnson, Austin H.; Sanetti, Lisa M. H.; Delcampo, Marisa A. – Psychology in the Schools, 2012
Although widely recommended, evidence-based interventions are not regularly utilized by school practitioners. Video self-modeling is an effective and efficient evidence-based intervention for a variety of student problem behaviors. However, like many other evidence-based interventions, it is not frequently used in schools. As video creation…
Descriptors: Evidence, Intervention, Video Technology, Student Problems
Dowrick, Peter W. – Psychology in the Schools, 2012
Self modeling (SM) offers a unique expansion of learning theory. For several decades, a steady trickle of empirical studies has reported consistent evidence for the efficacy of SM as a procedure for positive behavior change across physical, social, educational, and diagnostic variations. SM became accepted as an extreme case of model similarity;…
Descriptors: Academic Achievement, Evidence, Self Efficacy, Behavior Modification
Stark, Kevin D.; Arora, Prerna; Funk, Catherine L. – Psychology in the Schools, 2011
Cognitive behavioral therapy is an effective approach to the treatment of depressive disorders within schools, due to its demonstrated efficacy, as well as its availability in manualized treatment form. When implemented by therapists with inadequate training, the treatment is often stilted, less engaging for participants, and aimlessly guided…
Descriptors: Depression (Psychology), School Psychologists, Training, Outcomes of Treatment
Ortiz, Jennifer; Burlingame, Cheryl; Onuegbulem, Cybeles; Yoshikawa, Koichi; Rojas, Eliana D. – Psychology in the Schools, 2012
The efficacy of video self-modeling (VSM) to improve reading fluency for English language learners (ELLs) is explored. A review of the literature demonstrates the success of VSM in improving non-ELL students' fluency. Preliminary research with culturally and linguistically diverse students implies that the intervention can be equally effective…
Descriptors: Evidence, Intervention, Reading Improvement, English (Second Language)
Gelbar, Nicholas W.; Anderson, Candace; McCarthy, Scott; Buggey, Tom – Psychology in the Schools, 2012
Video self-modeling demonstrates promise as an intervention strategy to improve outcomes in individuals with autism spectrum disorders. This article summarizes the empirical evidence supporting the use of video self-modeling with individuals with autism spectrum disorders to increase language and communication, increase social skills, modify…
Descriptors: Evidence, Intervention, Autism, Video Technology
Jones, Ruth E.; Yssel, Nina; Grant, Christina – Psychology in the Schools, 2012
Response to Intervention (RtI) has brought about many changes in the way educational services are being provided to students who are at risk of school failure. Schools are seeking strategies that will be beneficial to more and more students, including those students whose instruction is primarily in the core, or Tier 1. Nesting proven,…
Descriptors: Academic Achievement, At Risk Students, Evidence, Individualized Instruction
Lembke, Erica S.; Hampton, David; Beyers, Sarah J. – Psychology in the Schools, 2012
While implementation efforts using a Response to Intervention (RtI) model to increase reading instruction are becoming widely used, more administrators and teachers are looking to learn effective RtI practices to support learning in mathematics. This article explores some of the key elements of RtI practices in mathematics, including screening for…
Descriptors: Instructional Effectiveness, Evidence, Reading Instruction, Teaching Methods
Bursuck, Bill; Blanks, Brooke – Psychology in the Schools, 2010
Many students who experience reading failure are inappropriately placed in special education. A promising response to reducing reading failure and the overidentification of students for special education is Response to Intervention (RTI), a comprehensive early detection and prevention system that allows teachers to identify and support struggling…
Descriptors: Intervention, Early Reading, Reading Instruction, Evidence
