Contemporary School Psychology
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Cognitive Mediators of Reading Comprehension in Early Development
Contemporary School Psychology - - 2018
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
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...
Discriminant Validity of the WISC-IV Culture-Language Interpretive Matrix
Contemporary School Psychology - Tập 18 - Trang 168-177 - 2014
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...
Taped Problems Intervention Components: A Meta-Analysis
Contemporary School Psychology - Tập 23 - Trang 412-422 - 2018
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 ...
Parent-Teacher Relationships and Parental Involvement in Education in Latino Families
Contemporary School Psychology - Tập 23 - Trang 444-454 - 2018
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...
Using Internalizing Symptoms to Predict Math Achievement Among Low-Income Urban Elementary Students
Contemporary School Psychology - Tập 24 - Trang 89-101 - 2020
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...
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
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...
Leveraging Strengths Assessment and Intervention Model (LeStAIM): A Theoretical Strength-Based Assessment Framework
Contemporary School Psychology - Tập 17 - Trang 81-91 - 2014
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...
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
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...
Using Response to Intervention to Enhance Outcomes for Children
Contemporary School Psychology - Tập 10 - Trang 21-32 - 2014
Response to Intervention (RTI) models have substantial promise for screening,
intervention service delivery, and to serve as catalysts for system change to
enhance the educational outcomes of children. RTI represents a more flexible
service delivery model; however, it is essential to articulate how RTI can be
effectively implemented and demonstrated to be functionally meaningful. This
article prov...
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