The California School Psychologist

The California School Psychologist is a magazine focusing on Psychology

Articles

Vol. 14, 2009

The California School Psychologist Brings Science to Practice: University and School Collaborations to Promote Student Success
This volume of The California School Psychologist is the last this decade that I will be responsible for in my service as Editor. Thus, prior to a synthesis of articles included in the current volume, it is essential to provide appreciation, commendation,...
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Predictive Validity of Curriculum-Based Measures in the Reading Assessment of Students Who Are English Language Learners
The inclusion of English Language Learners as a subgroup in the No Child Left Behind legislation has leant additional importance to the need for valid and efficient measures of reading for students whose first language is not English. This study examines...
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Evaluation of the Relationship between Literacy and Mathematics Skills as Assessed by Curriculum-Based Measures
The purpose of this study was to evaluate the extent that reading performance (as measured by curriculum-based measures [CBM] of oral reading fluency [ORF] and Maze reading comprehension), is related to math performance (as measured by CBM math computation...
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Developing Norms for the California Resilience Youth Development Module: Internal Assets and School Resources Subscales
Resilience and other positive psychological constructs are gaining attention among school psychologists. Theoretically, external assets (e.g., support from caring adults, participation in meaningful activities) help to meet youths' basic developmental...
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Prevailing Interventions to Address Peer Victimization at School: A Study of California School Psychologists
In an effort to understand how schools are coping with incidents of peer victimization, this study explored the types of related interventions currently being offered by public schools in Northern California. School psychologists' perceptions of the...
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Examining the Impact of Acculturation and Perceived Social Support on Mathematics Achievement among Latino/a High School Students
The current migration of Latino/as into the United States has many schools struggling to meet the unique academic needs of this particular group of students. Previous research suggests level of acculturation and perceived social support impact mathematics...
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Examining Relationships between Measures of Positive Behaviors and Negative Functioning for Elementary School Children
The positive psychology movement seeks to understand student strengths that may facilitate success or promote resilience. However, a positive psychology view is not intended to completely ignore negative factors that may be affecting children, so traditional...
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Preliminary Development of the Kindergarten Student Entrance Profile
The transition into kindergarten is important because it sets the foundation for future academic achievement. Identifying a child's readiness at school entry and intervening appropriately facilitates positive academic outcomes. The Kindergarten Student...
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Examining the Relationship between Scores on the Behavioral and Emotional Screening System and Student Academic, Behavioral, and Engagement Outcomes: An Investigation of Concurrent Validity in Elementary School
Universal screening of emotional and behavioral problems among students warrants further consideration by school professionals. School-based universal screening may provide opportunities for early identification and intervention, ultimately preventing...
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Early Identification of Behavioral and Emotional Problems in Youth: Universal Screening versus Teacher-Referral Identification
Universal screening is one strategy to enhance the early identification of behavioral and emotional problems among youth. Although it appears to be effective, it is unclear if universal screening is more or less effective than current teacher referral...
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A Controlled Study Assessing the Effects of the Impulse Control and Problem Solving Unit of the Second Step Curriculum
The development of social and emotional competence is crucial for students. Second Step is a curriculum designed to promote prosocial development and prevent violence. The purpose of this study was to evaluate the effectiveness of implementing one unit...
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Solution-Focused Brief Counseling: Guidelines, Considerations, and Implications for School Psychologists
The increasing emphasis on school-based mental health services is likely to increase the demand for school psychologists to provide counseling with students. Providing counseling in the school context can be challenging, especially given time constraints...
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Vol. 13, 2008

The California School Psychologist Provides Valuable Information to Promote Reading Success among Students
This volume of The California School Psychologist provides valuable information to promote the reading success of students, as well as many other informative articles addressing response-to-intervention; the education of lesbian, gay, bisexual, transgendered,...
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Viewing Response-to-Intervention through an Educational Change Paradigm: What Can We Learn?
Response-to-intervention (RtI), a framework for improving academic and behavioral outcomes for all students, can be viewed as a current example of an educational change initiative. Given the difficulties that some schools may be experiencing when implementing...
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"Old Habits Die Hard:" Past and Current Issues Pertaining to Response-to-Intervention
When Congress passed the Individuals with Disabilities Education Improvement Act in 2004 (IDEIA 2004), local educational agencies (LEA) were permitted to use a Response-tointervention (RtI) approach for identifying children with possible learning disabilities...
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Promoting School Success for Lesbian, Gay, Bisexual, Transgendered, and Questioning Students: Primary, Secondary, and Tertiary Prevention and Intervention Strategies
Lesbian, gay, bisexual, transgendered, and questioning (LGBTQ) students are likely to be in every classroom in every secondary school in the United States; yet, their needs are often overlooked. LGBTQ students are at risk for developing academic, social,...
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Promoting the Social and Cognitive Competence of Children with Autism: Interventions at School
Addressing the needs of children with autism in the school context is an essential component of facilitating the success of these students. This article provides an overview of scientifically based and promising interventions that may be used to promote...
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A Consultation Model to Facilitate Reading Success
Poor reading ability is associated with numerous negative consequences. School psychologists should provide teachers with resources and support to improve student reading ability and prevent these negative outcomes. This paper offers a guide for school...
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Rapid Naming and Phonological Processing as Predictors of Reading and Spelling
This study examined the relationships between the cognitive processes of rapid naming and phonological processing and various literacy skills. Variables measured and used in this analysis were phonological processing, rapid naming, reading comprehension,...
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Increasing Reading Fluency through Student-Directed Repeated Reading and Feedback
In order to increase reading fluency, a research-based tutoring method using repeated reading was implemented over a 10-week period with two second-grade students. Two high school students were trained to be the tutors. In addition, one parent and one...
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School Psychologists as Instructional Consultants in a Response-to-Intervention Model
The 2004 authorization of the Individuals with Disabilities Education Improvement Act affords an opportunity to shift the classification of Learning Disabilities (LD) from a "refer-test-place" to a Response-to-intervention (RtI) service delivery model....
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Vol. 12, 2007

Comprehensive Assessment of Emotional Disturbance: A Cross-Validation Approach
Assessing a student for emotional disturbance is a serious and complex task given the stigma of the label and the ambiguities of the federal definition. One way that school psychologists can be more confident in their assessment results is to cross validate...
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Diagnosis of Attention-Deficit/Hyperactivity Disorder (AD/HD) in Childhood: A Review of the Literature
This article examines recent literature related to the diagnosis of Attention-deficit/Hyperactivity Disorder (AD/HD) in childhood. First, the article discusses diagnostic criteria presented in the Diagnostic and Statistical Manual of Mental Disorders...
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Functional Assessment-Based Interventions for Children At-Risk for Emotional and Behavioral Disorders
Functional assessments were conducted to identify the variables maintaining disruptive behavior in eight, typically developing fifth-grade students enrolled in general education classrooms. Participants whose behavior was found to be functionally related...
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Current Educational Practices in Classifying and Serving Students with Obsessive-Compulsive Disorder
Current educational practices for classifying and serving students with mental health disorders such as obsessive-compulsive disorder (OCD) have been associated with specific problems. These include the stigma of labeling, misalignment of school-based...
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Mental Health Intervention Teams: A Collaborative Model to Promote Positive Behavioral Support for Youth with Emotional or Behavioral Disorders
This paper describes an innovative intervention model for promoting mental health and positive social adjustment for youth with emotional or behavioral disorders (EBD) in San Diego. More specifically, it highlights a unique partnership between several...
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The Use of Response to Intervention Practices for Behavior: An Examination of the Validity of a Screening Instrument
Behavioral difficulties of school-aged students are typically dealt with in a reactive, rather than preventative manner. This article examines a proactive approach, consistent with the Response-to-intervention model, using a screening measure designed...
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Developing Emotional Competence in Preschoolers: A Review of Regulation Research and Recommendations for Practice
Regulation has been implicated in the development of emotional and behavioral disorders in childhood. Indeed, emotion dysregulation is one of the most common reasons families seek psychological services and behavioral supports. Interventions to support...
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The California School Psychologist Provides Valuable Information to Promote School Success among Students with Emotional or Behavioral Disorders
This volume of The California School Psychologist provides valuable information to promote the success of students with emotional or behavioral disorders, as well as other informative articles. These articles provide valuable information for school psychologists...
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A Comparison of Classification Methods for Use in Predicting School-Based Outcomes
There is growing evidence that current classification methods are not consistent with current empirical knowledge of childhood psychopathology and the optimal way to classify school-age children remains controversial. The current study investigated three...
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Vol. 11, 2006

The California School Psychologist Contributes Valuable Knowledge to Promote Student Success
This volume of The California School Psychologist includes several articles regarding "autism spectrum disorder" as well as other informative articles on topics ranging from California's First 5 Initiative, to school crisis teams, classroom sociograms,...
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The Role of the Autism Diagnostic Observation Schedule in the Assessment of Autism Spectrum Disorders in School and Community Settings
Autism diagnostic practices among school and clinical psychologists, particularly those using the Autism Diagnostic Observation Schedule (ADOS), were examined using national survey results (N = 132). School and clinical psychologists were similar in...
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Bridging the Transition to Kindergarten: School Readiness Case Studies from California's First 5 Initiative
Recent advances in science have underscored how critical children's first five years of life are to their later success in school and life. It has also been recently recognized that early childhood interventions, particularly those that combine child-focused...
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Medication Treatment Outcomes for School-Aged Children Diagnosed with Autism
Recent studies on the prevalence of autism indicate that approximately 1 in 200 children meet diagnostic criteria, significantly greater than rates reported just a decade ago (Blanchard, Gurka, & Blackman, 2006). Concurrently, biomedical treatments...
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An Examination of the Changing Rates of Autism in Special Education
Using U.S. Department of Education data, the current study examined changes in the rates of special education eligibility classifications. This was done to determine if classification substitution might be an explanation for increases in the number of...
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Using Sociograms to Identify Social Status in the Classroom
Classroom climate, though difficult to define and assess, affects student learning especially in the elementary schools. Much of the current research focuses on the primary architect of classroom climate - the teacher. There is little doubt that teacher...
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School Crisis Teams within an Incident Command System
Despite the increasing attention given to the need for schools to be prepared to respond in a variety of crisis situations, there is a lack of information about how to coordinate with multiple agencies following a crisis. This article describes the U.S....
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Projective Assessment and School Psychology: Contemporary Validity Issues and Implications for Practice
Projective techniques continue to be widely used by school psychologists despite frequent criticisms of their use. This article reviews contemporary validity issues in the use of projective techniques with children and adolescents, including incremental...
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Using Curriculum-Derived Progress Monitoring Data as Part of a Response-to-Intervention Strategy: A Case Study
The revissa Individuals with Disabilities Education Improvement Act (2004) and subsequent Federal Regulations promote the use of alternative process of identifying students with specific learning disabilities based on how well a student responds to researched-based...
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