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

By Warmbold, Kristy | National Association of School Psychologists. Communique, March/April 2015 | Go to article overview

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


Warmbold, Kristy, National Association of School Psychologists. Communique


The National Association of School Psychologists (2008) encourages responseto-intervention frameworks for early childhood that incorporate screening and early intervention. To make this recommendation a reality, additional research is needed to identify useful tools and interventions for this distinct population (VanDerHeyden 8c Snyder, 2006). Yet, in the past 10 years, school psychologyjournals have published only 50 articles featuring early childhood education. Although 50 might seem like a large number, that is less than 5 per year regarding any issue relevant to early childhood education. The latest issue of School Psychology Review seeks to expand early childhood education research by featuring four studies that focus on screening and intervention for this distinct population.

The first three articles in the issue deal with some form of screening. The first article examined the usefulness and added value of obtaining parent social, emotional, and behavioral screenings during kindergarten entry, and implications for including parent ratings are discussed. In the next article, the authors designed a brief early numeracy screening tool for preschool and evaluated its usefulness in identifying students as at risk for mathematics difficulties. For the last screening article, the authors studied the predictive validity of the STAR Early Literacy test to determine its accuracy in predicting end-of-the-year reading skills. A fourth article examined intervention effects for young children with attention deficit hyperactivity disorder (ADHD) and how child, family, and treatment variables predict growth for achievement and oppositional behavior. These four articles advance the scholarship on early childhood screening and intervention and will be of interest to researchers and practitioners alike.

This issue also features three general submission articles. One study examined the effects of providing teachers with student progress information on academic achievement in the general education setting, and how the information, with additional training, affects outcomes. The next general submission article compared differences in bullying victimization for students with and without disabilities and examined how victimization definitions and cut-offs affect prevalence rates. …

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