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Direct linkRuble, Lisa; Ogle, Lindsey; McGrew, John – Psychology in the Schools, 2023
A training package for the Collaborative Model for Promoting Competence and Success (COMPASS), a multilevel consultation and coaching intervention for improved educational outcomes of students with autism, was developed and evaluated. Using a Hybrid Type 3 design with emphasis on implementation and a multidimensional approach to evaluating…
Descriptors: Program Evaluation, Program Implementation, Fidelity, Training
Gregory J. Benner; Marissa J. Filderman; Lucy Barnard-Brak; Jordan Pennefather; Jean Louise M. Smith; Lisa A. Strycker – Psychology in the Schools, 2023
This article reports on a pilot study of the "Integrated Literacy Study Group," a digitally delivered professional learning intervention to prepare elementary school teachers to provide evidence-based reading instruction and behavioral strategies to students with or are at risk for emotional and behavioral disorders. Using broadcast…
Descriptors: Emotional Disturbances, Behavior Disorders, Intervention, Elementary School Teachers
Brock, Matthew E.; Anderson, Eric J. – Psychology in the Schools, 2021
Federal law allows for paraprofessionals to provide instruction to students with developmental disabilities if they are adequately trained and supervised, but how to best provide this training and support remains unclear. In this paper, we update a systematic review of experimental studies that test the efficacy of paraprofessional-implemented…
Descriptors: Paraprofessional School Personnel, Developmental Disabilities, Intervention, Role
Hubel, Grace S.; Cooley, John L.; Moreland, Angela D. – Psychology in the Schools, 2020
Development of a multicomponent mental health consultation program for a countywide Head Start program is described. The consultation program incorporates strategies from the evidence-based practice, Teacher-Child Interaction Training (TCIT). Through large group professional development trainings before the school year, comprehensive feedback…
Descriptors: Evidence Based Practice, Teacher Student Relationship, Faculty Development, Feedback (Response)
Cuticelli, Mari; Collier-Meek, Melissa; Coyne, Michael – Psychology in the Schools, 2016
Recent data on reading achievement indicates that a majority of young students are reading below proficiency. However, current research has shown that providing students with quality, research-based reading instruction can help prevent many reading difficulties. Through the use of core reading programs, teachers have tools available to be able to…
Descriptors: Reading Instruction, Reading Achievement, Reading Difficulties, Reading Programs
Joseph, Laurice M.; Konrad, Moira; Cates, Gary; Vajcner, Terra; Eveleigh, Elisha; Fishley, Katelyn M. – Psychology in the Schools, 2012
Studies that examined copy-cover-compare (CCC) and variations of this procedure were reviewed and analyzed. This review revealed a substantial number of studies that validated the use of CCC across spelling and math skills and across students with and without disabilities. A meta-analysis of findings indicated that CCC and variations of this…
Descriptors: Evidence, Mathematics Skills, Comparative Analysis, Self Management
