Contemporary School Psychology

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Cognitive Mediators of Reading Comprehension in Early Development
Contemporary School Psychology - - 2018
Scott L. Decker, Gerald G. Strait, Alycia M. Roberts, Emma Kate C. Wright
When You Can’t R.I.O.T., R.I.O.: Tele-assessment for School Psychologists
Contemporary School Psychology - Tập 25 - Trang 33-39 - 2020
Michael R. Hass, Brian P. Leung
The acronym R.I.O.T., record review, interview, observation, and test, is a well-known tool for conceptualizing a comprehensive assessment. With COVID-19 and the need to provide school psychological services virtually, it is important to reconsider R.I.O.T. in light of the limitations of virtual assessment. We describe the limitations of virtual assessment and argue that in spite of these barriers...... hiện toàn bộ
Discriminant Validity of the WISC-IV Culture-Language Interpretive Matrix
Contemporary School Psychology - Tập 18 - Trang 168-177 - 2014
Kara M. Styck, Marley W. Watkins
The Culture-Language Interpretive Matrix (C-LIM) was developed to help practitioners determine the validity of test scores obtained from students who are culturally and linguistically different from the normative group of a test. The present study used an idiographic approach to investigate the diagnostic utility of the C-LIM for the Wechsler Intelligence Scales for Children-Fourth Edition (WISC-I...... hiện toàn bộ
Gratitude Buffers Against the Effects of Stressful Life Events on Adolescents’ Externalizing Behavior but Not Internalizing Behavior
Contemporary School Psychology - - 2024
Mimi S. Webb, Jackson B. Whitmire, Kimberly J. Hills, E. Scott Huebner
The identification of psychological strengths that foster healthy development in youth has become a major topic of exploration in the field of positive psychology. Gratitude is a trait-like characteristic with qualities indicative of a potential psychological strength that may serve as a protective factor for early adolescents in the face of stressful life events (SLEs). This two-wave longitudinal...... hiện toàn bộ
Taped Problems Intervention Components: A Meta-Analysis
Contemporary School Psychology - Tập 23 - Trang 412-422 - 2018
Kathleen B. Aspiranti, Elizabeth McCallum, Ara J. Schmitt
The taped problems (TP) intervention is a math fact fluency intervention designed to produce high rates of active and accurate academic responding. Multiple single-case design studies have examined the use of TP across grades of students, implementation group sizes, intervention settings, target math facts, total intervention time, application of reinforcement procedures, and inclusion of post-TP ...... hiện toàn bộ
Parent-Teacher Relationships and Parental Involvement in Education in Latino Families
Contemporary School Psychology - Tập 23 - Trang 444-454 - 2018
Margaret Grace, Alyson C. Gerdes
This review examines parent-teacher relationships and parental involvement in education in Latino families, using Hoover-Dempsey and Sandler’s (Review of Educational Research, 67, 3–42, 1997) model of parental involvement in education to frame the review. Practical, cultural, and systemic factors often serve as barriers to positive parent-teacher relationships and parental involvement in education...... hiện toàn bộ
Using Internalizing Symptoms to Predict Math Achievement Among Low-Income Urban Elementary Students
Contemporary School Psychology - Tập 24 - Trang 89-101 - 2020
Kristen F. Stack, Bridget V. Dever
Due to environmental risk factors, internalizing problems are especially common among low-income racial/ethnic minority students attending urban schools. However, relatively little is known about the relationship between symptoms of anxiety or depression and academic achievement among this vulnerable student population. The present study examines the relationship between self-reported ratings of i...... hiện toàn bộ
Do Cattell-Horn-Carroll Cognitive Abilities Predict Reading Achievement Similarly for Black Children as for Other Racial/Ethnic Groups?
Contemporary School Psychology - Tập 25 - Trang 183-199 - 2021
Isaac L. Woods, Christopher Niileksela, Randy G. Floyd
Racial/ethnic bias in the prediction of students’ educational potential was questioned in the Larry P. Vs. Riles case. The construct and predictive validity of the Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV; Schrank et al. 2014b) have not been examined for racial/ethnic bias. This study extended Keith’s (1999) examination of bias across racial/ethnic groups for general and specific co...... hiện toàn bộ
Leveraging Strengths Assessment and Intervention Model (LeStAIM): A Theoretical Strength-Based Assessment Framework
Contemporary School Psychology - Tập 17 - Trang 81-91 - 2014
Wilda Laija-Rodriguez, Karen Grites, Doug Bouman, Craig Pohlman, Richard L. Goldman
Current assessments in the schools are based on a deficit model (Epstein, 1998). The National Association of School Psychologists (NASP) Model for Comprehensive and Integrated School Psychological Services (2010), federal initiatives and mandates, and experts in the field of assessment have highlighted the need for the comprehensive assessment of students in order to understand students’ pattern o...... hiện toàn bộ
Recommendations in School Psychological Evaluation Reports for Academic Deficits: Frequency, Types, and Consistency with Student Data
Contemporary School Psychology - Tập 24 - Trang 478-487 - 2020
Matthew K. Burns, Courtenay A. Barrett, Kathrin E. Maki, Daniel B. Hajovsky, McKinzie D. Duesenberg, Monica E. Romero
School psychological reports of evaluation results have the potential to provide data that are timely, synthesized, and interpreted and could include recommendations for evidence-based interventions and accommodations for improving student outcomes. The current study examined 130 school psychological reports from 13 school districts and found that 61.5% of the reports included recommendations, mos...... hiện toàn bộ
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