Magazine article National Association of School Psychologists. Communique

School Psychology Forum Fall Update

Magazine article National Association of School Psychologists. Communique

School Psychology Forum Fall Update

Article excerpt

School Psychology Forum continues to publish research-to-practice articles that are intended to guide the knowledge base and practice of school psychology. School Psychology Forum can be followed on Twitter at @SchPsyForum. Join the Facebook group. The fall 2014 issue of School Psychology Forum features the following articles. These articles and back issues can be found at http://www.nasponline.org/ publications/spf/index-list.aspx.

Response to Intervention: Using Single-Case Design to Examine the Impact of Tier 2 Mathematics Interventions

By Vanessa Valenzuela , Gabriel Gutierrez, & Katina Lambros An A-B single case design assessed at-risk students' responsiveness to mathematics interventions. Four culturally and linguistically diverse second-grade students were given a Tier 2 standard-protocol mathematics intervention that included: number sense instruction, modeling procedures, guided math drill and practice of addition and subtraction facts, corrective feedback, Touch Math instruction, and reinforcement for on-task behavior. Weekly AIMSweb math computation probes were used to assess responsiveness to intervention. Nonresponders were provided with a second phase of Tier 2 intervention which included an extra day of intervention support. The Tier 2 multicomponent mathematics intervention differentiated responders from nonresponders and showed increases in fact computation. Data also suggest that modifications to Tier 2 support may be an important step to further differentiate responders from nonresponders prior to consideration of Tier 3. Implications of the findings will be discussed as they relate to applied practices in schools.

Reading Intervention and Special Education Refrrrals

By DAWN POLCYN, DERORA LEVINEDONNERSTEIN, MICHELLE PERFECT, & JOHN OBRZUT

This study examined whether consistently implementing reading fluency interventions prior to referring students for a special education evaluation led to ~wer overall special education referrals, as well as more accurate special education referrals. Results indicatedthat the implementation of a peer-mediated reading fluencyintervention significantlydecreased the number of overall special education referrals. Students who were referred for special education following participation in the intervention program also were more likely to qualify for special education services compared to students who had not participated in the intervention program. Analysis of additional student characteristics that were explored included sex, work habits, attendance rates, and socioeconomic status (SES). Results indicated that poor class attendance and SES, over the length of the study, as well as during the preintervention period, significantly related to special education referral rates. This indicates that fewer inaccurate special education referrals may occur following implementation of in-class reading interventions.

Traumatic Brain Injury and the Transition to Postsecondary Education: Recommendations for Student Success

By Susan Davies, Daniel Trunk, & Michaela Kramer

For many students with traumatic brain injuries (TBI), postsecondary education presents a new set of cognitive, academic, social, and emotional challenges. Students whose TBI warranted services and accommodations through an IEP or 504 plan may find supports and services not readily accessible at the postsecondary level. …

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