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Kratochwill, Thomas R.; Shernoff, Elisa Steele – Wisconsin Center for Education Research (NJ3), 2003
The Evidence-Based Intervention (EBI) movement has gained tremendous momentum in the past few years with developments in psychology, medicine (e.g., psychiatry), education, and prevention science. The purpose of this paper is to present some of the issues relating to the adoption of EBIs in practice and, specifically, the multiple roles…
Descriptors: Intervention, School Psychology, Validity, Theory Practice Relationship
Emens, Rebecca; Sapp, Gary L.; Dorsey, Jeannene; Kohler, Maxie – 2000
Scores on the Wechsler Individual Achievement Test (WIAT), the Diagnostic Achievement Battery (DAB-2) and the Wechsler Intelligence Scale for Children (WISC-III), were compared for 58 students assessed for placement in exceptional education. Primary questions concerned (a) the relationships among WIAT, DAB-2, and WISC-III scores, (b) similarities…
Descriptors: Achievement Tests, Intelligence Tests, Racial Differences, School Psychology
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Paige, Leslie Z.; Kitzis, Stephen N.; Wolfe, Joyce – Psychology in the Schools, 2003
Rural Underpinnings for Resiliency and Linkages (RURAL) is an example of a Safe Schools/Healthy Students project. Using a public health approach to increase school safety and promote healthy behaviors, RURAL introduced strategies designed to provide universal prevention for the school population, early intervention for at-risk children and…
Descriptors: Health Promotion, Prevention, Program Evaluation, Program Implementation
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Telleen, Sharon; Maher, Susan; Pesce, Rosario C. – Psychology in the Schools, 2003
Describes the Safe Schools/Healthy Students Initiative in Morton High School District 201, Cicero, IL, which used a social ecological systems perspective to implement its goals. Social-emotional learning and violence-prevention strategies were provided at the levels of the community, school, and individual. Creation of a safe school environment…
Descriptors: Educational Environment, Health Promotion, Prevention, Program Implementation
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Kratochwill, Thomas R.; Stoiber, Karen Callan – School Psychology Quarterly, 2002
Presents the conceptual, philosophical, and methodological basis for the "Procedural and Coding Manual for Review of Evidence-Based Interventions." Discusses key conceptual issues and areas of potential controversy surrounding the manual and the research framework for coding evidence-based interventions (EBIs). Presents methodological…
Descriptors: Concept Formation, Guides, Intervention, Program Evaluation
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Idsoe, Thormod – Journal of School Psychology, 2003
Discusses a conceptual framework for work behavior (WB) in the school psychology service (SPS) in Norway. A four-factor model of selected tasks was hypothesized and empirically assessed by application of generalizability (G) theory and confirmatory factor analysis. G studies demonstrated that the SPS allocates different priorities to aspects of…
Descriptors: Counseling Techniques, Foreign Countries, Generalization, Job Analysis
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Robinson, Kristin E.; Rapport, Lisa J. – Psychology in the Schools, 2002
Describes a comprehensive, day treatment program conducted in public school classrooms for children with serious emotional disorders (SED) and presents data evaluating program efficacy. At the 9-month follow-up, 50.7% of the sample showed overall symptom reduction, and 27.5% scored below clinical cutoff levels, indicating remission of symptoms to…
Descriptors: Elementary Secondary Education, Emotional Disturbances, Mental Health Programs, Outcomes of Treatment
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Caraway, Kirsten; Tucker, Carolyn M.; Reinke, Wendy M.; Hall, Charles – Psychology in the Schools, 2003
The present study examined the degree of association of three specific self-variables (self-efficacy, goal orientation, and fear of failure) with school engagement for high school students. The results and implications for intervention and future research are addressed. (Contains 30 references and 3 tables.) (GCP)
Descriptors: Foreign Countries, Goal Orientation, High School Students, High Schools
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Ervin, Ruth A.; Radford, Pamela M.; Bertsch, Kathy; Piper, Andrew L.; Ehrhardt, Kristal E.; Poling, Alan – School Psychology Review, 2001
Provides a wide range of information for 100 articles published from January 1980 through July 1999 that describe the functional assessment (FA) of behavior in school settings. Results indicate that FA is useful for ascertaining the variables that control high-frequency problem behaviors in students with low-incidence disabilities and for…
Descriptors: Behavior Problems, Content Analysis, Disabilities, Educational Environment
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Merrell, Kenneth W. – School Psychology Review, 2002
Provides introductory comments and definitions regarding the area of social-emotional interventions in schools. Suggests that although there have been significant advances in school-based social-emotional intervention programming, future efforts are needed to help practitioners customize and implement programs effectively across school systems,…
Descriptors: Counseling Techniques, Emotional Adjustment, Emotional Development, Intervention
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Cowan, Richard J.; Sheridan, Susan M. – School Psychology Quarterly, 2003
This study investigated parent, teacher, and child treatment acceptability ratings derived from field-based conjoint behavioral consultation cases. Data indicate that overall, parents, teachers, and children rated conjoint behavioral consultation-based behavioral interventions as very to highly acceptable. Implications of these findings and…
Descriptors: Behavior Modification, Consultation Programs, Outcomes of Treatment, Parent Attitudes
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Golden, Zarabeth L.; Golden, Charles J. – Psychology in the Schools, 2002
Investigates the performance of children with learning, psychiatric, and attentional disabilities on the Stroop Color and Word Test. Results indicated clear differences between groups, with the learning disabled (LD) and the psychiatric/attention deficit/hyperactivity disorder (ADHD) groups generating unique profiles. Children with LD showed…
Descriptors: Attention Deficit Disorders, Children, Elementary Education, Emotional Disturbances
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Havey, J. Michael; Story, Natasha; Buker, Kelsie – Psychology in the Schools, 2002
Seeks to determine the degree to which two measures of phonological awareness/ability (Test of Phonological Awareness; Comprehensive Test of Phonological Processing) correlate with each other and with a measure of reading, and to determine which measure of phonological ability best predicts early reading skill in kindergarten children. With one…
Descriptors: Concurrent Validity, Elementary Education, Kindergarten Children, Measures (Individuals)
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Manger, Terje; Eikeland, Ole-Johan; Asbjornsen, Arve – School Psychology International, 2002
Evaluates the effects of a school-based social-cognitive training program on 14- and 15-year-old students' locus of control, as assessed by the Nowicki-Strickland Locus of Control Scale. Girls in the training condition developed significantly in the direction of higher internal control, while neither boys in the training condition nor girls or…
Descriptors: Cognitive Ability, Foreign Countries, Locus of Control, Program Effectiveness
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Trivette, Paul S.; Thompson-Drew, Corliss – Psychology in the Schools, 2003
Traces the inception and implementation of school-based health centers in the Winston-Salem/Forsyth County (NC) school system. Discusses the challenges that arose during implementation, along with the opportunities to enhance the provision of comprehensive services for children. Notes that SBHCs provide an opportunity for school psychologists to…
Descriptors: Counselor Role, Delivery Systems, Integrated Services, Program Implementation
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