Magazine article National Association of School Psychologists. Communique

Upcoming Issue of School Psychology Review: What's in It for Practitioners?

Magazine article National Association of School Psychologists. Communique

Upcoming Issue of School Psychology Review: What's in It for Practitioners?

Article excerpt

Are you curious about how peer tutoring impacts student behavior? Do you need interventions to help shy students? Have you ever wondered if it is better to use student selected rewards or mystery motivators to remediate problem behavior? The September issue of School Psychology Review has the information that you have been looking for, and more.

This issue has two general submission articles. The first article focuses on the efficacy of the INSIGHTS intervention for shy kindergarten and first grade students. O'Connor, Capella, McCormick, and McClowry (2014) utilized growth curve modeling to determine the effect of INSIGHTS on math, language arts, and critical thinking skills for shy students compared to the control condition. Additionally, behavioral engagement was considered as a mediating factor. In the next article, Bowman-Perrott, Burke, Zhang, and Zaini (2014) provide a meta-analysis of social and behavioral outcomes of peer tutoring. The study examines peer tutoring across 20 single case design studies. Moderator analyses were completed for several variables including disability status, use of contingency, if the tutoring was reciprocal, same versus cross-age tutoring, behavior type, and direct versus collateral effects. If you are interested in learning the results and relevant conclusions as well as implications for practice, then take a look at these innovative articles.

This exciting issue also has three special section articles. First, Robichaux and Gresham (2014) provide a practitioner focused study of mystery motivators for the Research Into Practice special section. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.