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. 48, No. 1, March

Developmental Links between Externalizing Behavior and Student-Teacher Interactions in Male Adolescents with Psychiatric Disabilities
Supportive and close interactions with teachers have a direct and significant impact on students' behavioral problems (e.g., Cornelius-White, 2007). However, it may be challenging for teachers to promote supportive interactions when students exhibit...
Disciplinary and Achievement Outcomes Associated with School-Wide Positive Behavioral Interventions and Supports Implementation Level
Positive behavioral interventions and supports (PBIS) refers to a system of evidence-based supports designed to enhance all students' prosocial behaviors and academic outcomes while promoting a positive school climate. This multitiered, proactive framework...
Enhancing Mathematics Fluency: Comparing the Spacing of Practice Sessions with the Number of Opportunities to Respond
Compared to their international peers, U.S. students perform whole number operations less quickly and efficiently (National Mathematics Advisory Panel [NMAP], 2008). Although mental retrieval of basic facts is a national goal for all children, as many...
Feasible Coaching Supports to Promote Teachers' Classroom Management in High-Need Settings: An Experimental Single Case Design Study
INTRODUCTION In the Every Student Succeeds Act (2015), policy makers acknowledged that there is an achievement gap between children who are meeting challenging state academic standards and children who are not and that high-need schools are particularly...
Generalizing the Effects of Group Contingencies across Instructional Settings for Students with Emotional and Behavioral Disorders
Teachers consistently identify disruptive behavior as a concern; disruptive behavior not only distracts classmates, but may also lead to suspension or expulsion, limiting the amount of instruction the student receives (McHugh, Tingstrom, Radley, Barry,...
Outcomes of the BEST in CLASS Intervention on Teachers' Use of Effective Practices, Self-Efficacy, and Classroom Quality
More than 2.5 million young children are served by federal and state-funded early childhood programs (Barnett et al., 2017). Unfortunately, many of these children demonstrate problem behaviors that negatively impact learning (Carter et al., 2010) and...
The Effects of Tootling Via ClassDojo on Student Behavior in Elementary Classrooms
Teachers are not only responsible for the academic instruction of their students but also the critical role of managing student behavior (e.g., Sutherland & Oswald, 2005). The goal of behavior management is often to maximize academic instruction...
Which School for Whom? Placement Choices for Inclusion or Exclusion of Dutch Students with Social, Emotional, and Behavioral Difficulties in Primary Education
Students with social, emotional, and behavioral difficulties (SEBD) have mental health problems that substantially disrupt their ability to function emotionally, socially, and academically (Cannon, Gregory, & Waterstone, 2013). Specifically, the...
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