School Psychology Review

School Psychology Review is a quarterly journal covering mental health and education. It is published by the National Association of School Psychologists. Editorial headquarters are based in Bethesda, Md.

Articles from Vol. 35, No. 3, Summer

Assessing the Instructional Level for Mathematics: A Comparison of Methods
Abstract. This study compared the mathematics performance of 434 second-, third-, fourth-, and fifth-grade students to previously reported fluency and accuracy criteria using three categories of performance (frustration, instructional, and mastery)....
Curriculum-Based Measurement and the Evaluation of Reading Skills of Spanish-Speaking English Language Learners in Bilingual Education Classrooms
Abstract. Eighty-three students enrolled in general education classrooms and 62 Spanish-speaking English language learners (ELLs) enrolled in bilingual education classrooms were assessed in reading English three times a year using curriculum-based...
Curriculum-Based Measurement Procedures to Develop Multiple-Skill Mathematics Computation Probes: Evaluation of Random and Stratified Stimulus-Set Arrangements
Abstract. Curriculum-based measurement (CBM) procedures have been developed to assess mathematics computation (M-CBM). Recent research has demonstrated that the psychometric characteristics of measurement outcomes vary as a function of administration...
Editorial Note: Improving Academic Competence for All Students
A critical goal for the profession of school psychology is to improve the academic competence of all learners. This goal was identified as one of the five major priorities of the profession at the Conference on the Future of School Psychology [see...
Mutual Antipathy Involvement: Gender and Associations with Aggression and Victimization
Abstract. The association between increases in antipathy involvement over time and growth in aggression and victimization was investigated. Results indicated that antipathy involvement was dynamically related to aggression and victimization, controlling...
Social Adjustment and Academic Achievement: A Predictive Model for Students with Diverse Academic and Behavior Competencies
Abstract. This study examined the hypothesized relationship between social adjustment, as measured by perceived social support, self-concept, and social skills, and performance on academic achievement tests. Participants included 27 teachers and 77...
The Structure of Phonological Awareness among Kindergarten Students
Abstract. Phonological awareness, an understanding that spoken language is comprised of individual sounds, is an important construct that has implications for educational assessment and intervention. Unfortunately, the relationship between phonological...
The Taped-Problems Intervention: Increasing Multiplication Fact Fluency Using a Low-Tech, Classwide, Time-Delay Intervention
Abstract. A multiple-probes-across-tasks design was used to evaluate the effects of a taped-problems intervention on the multiplication fact fluency of 18 students from an intact general education third-grade classroom. During the classwide taped-problems...
The Technical Adequacy of Curriculum-Based and Rating-Based Measures of Written Expression for Elementary School Students
Abstract. Five hundred thirty-eight elementary school students participated in a study designed to examine the technical characteristics of curriculum-based measures (CBMs) for the assessment of writing. In addition, the study investigated rating-based...
Using Multimethod-Multisource Functional Behavioral Assessment for Students with Behavioral Disabilities
Abstract. Using multimethod-multisource functional behavioral assessment (FBA), 3 students (in kindergarten, first grade, and ninth grade) with behavioral disabilities at risk for change of placement received interventions. Indirect assessments included...
Validity of the Dynamic Indicators for Basic Early Literacy Skills as an Indicator of Early Literacy for Urban Kindergarten Children
Abstract. The validity of three subtests of the Dynamic Indicators for Basic Early Literacy Skills (DIBELS) was investigated for kindergarten children in a large urban school district. A stratified, random sample of 330 participants was drawn from...