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. 43, No. 2, June

A Randomized Trial of a Computer-Assisted Tutoring Program Targeting Letter-Sound Expression
Abstract. Given that many schools have limited resources and a high proportion of students who present with deficits in early literacy skills, supports aimed at preventing reading failure must be simple and efficient and generate meaningful changes...
Benefits, Mechanisms, and New Directions for Teaching Gratitude to Children
Abstract. The present commentary considers the theoretical and applied implications of Froh, Bono, and colleagues' benefit-appraisals intervention to promote graditude among youth. First, we discuss the developmental competencies that children need...
High School-Based Treatment for Adolescents with Attention-Deficit/hyperactivity Disorder: Results from a Pilot Study Examining Outcomes and Dosage
Abstract. The purpose of this study was to examine the efficacy and dose-response relationship of a school-based treatment program for high school students with attention-deficit/hyperactivity disorder (ADHD). Two paraprofessionals provided interventions...
Interventions for High School Students with Attention-Deficit/hyperactivity Disorder: Considerations for Future Directions
Abstract. Attention-deficit/hyperactivity disorder is now widely conceptualized as a life course-persistent disorder, present from early childhood, and it results in pronounced impairment in functioning within educational settings, including high school....
Introduction to the Special Issue on Theoretical Frameworks in School Psychological Intervention Research: Interdisciplinary Perspectives and Future Directions
A thriving science of school-based intervention requires reciprocal and lively interaction (co-action) between empiricism and theory. (Hughes, 2000, p. 302) Evidence that school psychologists can positively affect many of the most common challenges...
Nice Thinking! an Educational Intervention That Teaches Children to Think Gratefully
Abstract. Gratitude is essential to social life and well-being. Although research with youth populations has gained momentum recently, only two gratitude interventions have been conducted in youth, targeting mostly adolescents. In the current research,...
Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities
Abstract. This pilot study examined the efficacy of a Tier 2 first-grade mathematics intervention program targeting whole-number understanding for students at risk in mathematics. The study used a randomized block design. Students (N = 89) were randomly...
The Cognitive Underpinnings of Incremental Rehearsal
Abstract. Incremental rehearsal (IR) is a flashcard technique that has been developed and evaluated by school psychologists. We discuss potential learning and memory effects from cognitive psychology that may explain the observed superiority of IR...
Theory-Driven Evaluation in School Psychology Intervention Research: 2007-2012
Abstract. This study is an investigation of the extent to which school psychology intervention research is guided by theory and addresses theoretical implications of findings. Intervention studies published during 2007-2012 in four journals, Journal...
Tier 2 Intervention for At-Risk First-Grade Students within a Response-to-Intervention Model of Support
Clarke et al. (2014) provide a persuasive case for the role of a theory-of-change model to guide the nature of curriculum development work embodying both a theoretical and empirical knowledge foundation. They illuminate the components of their model,...
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