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This project was designed to provide a retrospective analysis of the parent training literature during the last decade. Eighteen journals with behavioral psychology, clinical/counseling psychology, school psychology, and special education emphases were selected for review. Data related to the number of articles published in each journal, year of article publication, referral problem, and contributing institution were collected. Results indicate that behavioral journals published the most empirically based parent training articles (66%), followed by clinical/counseling psychology (26%), special education (6%), and school psychology (3%) journals. Parents with noncompliant, handicapped, or abused/neglected children comprised the majority (58%) of research participants. Suggestions for involving school psychologists in parent training research and broadening the focus of parent training to include preventive, as well as remedial, efforts are presented. 相似文献
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A cross‐national review of evidence‐based psychosocial treatments for children and adolescents with autistic spectrum disorders in the United Kingdom,Ireland, and United States 
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下载免费PDF全文 The most thoroughly researched topic in relation to autistic spectrum disorders (ASDs) is the evaluation of interventions. Educational psychology in the United Kingdom and Ireland is the most closely allied profession to school psychology in the United States. In considering what is published by and for the profession, it is important to include all of those journals that are directly relevant to the profession including educational psychology journals. This review reports on the type, focus, and quality of school‐based ASD intervention research reported in school and educational psychology journals between 2005 and 2015. Twelve evaluation studies are reported, which evaluated 10 discrete interventions and two commercial packages. These interventions targeted academic, social, communication, and behavioral outcomes. Implications for the practice of school psychologists are discussed including the application of research to the idiographic nature of the work of school psychologists. 相似文献
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Scott B. Greenspan Sarah A. Fefer Sara A. Whitcomb Jessica M. Kemp 《Psychology in the schools》2019,56(6):907-927
Physical activity provides a myriad of well‐documented social‐emotional, behavioral, and academic benefits for youth. While research suggests that physical activity should be integrated within the school day to support the well‐being of students, an understanding of related empirical work within school psychology research and practice is unclear. School psychologists are well positioned to systematically incorporate physical activity within their intervention practices, particularly given their role and expertise in implementing and evaluating interventions. Authors engaged in a systematic review of 20 years (1998–2018) of physical activity intervention research within 10 peer‐reviewed school psychology journals and six school psychology‐related journals. Authors analyzed 22 studies to glean a comprehensive understanding of the literature base and highlight the ways in which physical activity can be incorporated to support school and student outcomes. Suggestions for research and practice in school psychology are discussed in light of the examined literature. 相似文献
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Prevalence of mindfulness literature and intervention in school psychology journals from 2006 to 2016 下载免费PDF全文
下载免费PDF全文 Stacy L. Bender Rachel Roth Alicia Zielenski Zachary Longo Ashley Chermak 《Psychology in the schools》2018,55(6):680-692
Mindfulness has been gaining momentum in the field of school psychology, however compared to other applied psychology fields, less research on mindfulness interventions has been conducted. This study systematically reviewed mindfulness literature and empirical studies in nine school psychology journals from 2006–2016. The prevalence of mindfulness articles and research specifically focused on mindfulness intervention were examined. Additionally, the type of intervention implemented, tier of intervention, and targets of intervention were examined. Results indicated that .57% of articles during the ten‐year time frame were related to mindfulness (n = 17). Eight of the 17 articles investigated mindfulness interventions, with interventions ranging from informal practices (e.g., Mandala coloring) to specific intervention programs (e.g., Compassion and Attention in the Schools). Majority of interventions were implemented at the universal level for students. Future directions for mindfulness research and the importance of mindfulness in school psychology are discussed. 相似文献
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Margaret R. Rogers Wiese 《Psychology in the schools》1992,29(3):229-236
This project was designed to review and evaluate parent training research conducted between 1975 and 1990 and, based on the results, suggest some directions for future research. One hundred forty-eight published studies were analyzed regarding the effectiveness of parent training as an intervention. Eighteen journals with behavioral psychology, clinical/counseling psychology, school psychology, and special education emphases were represented in the review. The reviewed studies were classified as group or case studies and were categorized in terms of theoretical orientation adopted and methodology employed. Case studies exhibited several methodological shortcomings, including limited social validation and treatment integrity data and an over-reliance on single, rather than multiple, outcome measures. Group studies also did not routinely collect treatment integrity information, and 50% of group parent training research did not employ control groups. Recommendations for future directions in parent training research are provided. 相似文献
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Meghan R. Silva Melissa A. Collier-Meek Robin S. Codding Emily R. DeFouw 《Psychology in the schools》2020,57(1):62-77
Recommendations from multiple professional organizations (e.g., American Psychological Association, Council for Exceptional Children, National Association of School Psychologists) suggest that collection of data on the social validity in practice and research is necessary. The purpose of this study was to systematically review the inclusion of acceptability measurement, which has been one of the most common way to measure social validity, within the intervention literature published across five school psychology journals between 2005 and 2017. Findings suggested just over one third of intervention studies included acceptability assessment. Intervention studies that were delivered individually, targeted behavior skills, and included treatment integrity data were significantly more likely to include acceptability assessment. When acceptability was measured it was typically evaluated one-time following treatment completion using self-report tools completed by teachers. Nearly half of studies employed one of seven published tools and the remaining half used researcher-created measures. The published tools were adapted in a variety of ways and inconsistently reported either item or total scores making it difficult to summarize these data according to intervention target or delivery format. Implications of findings are described. 相似文献
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Keith C. Radley Evan H. Dart Aaron J. Fischer Tai A. Collins 《Psychology in the schools》2020,57(5):683-698
Single-case design (SCD) is a research methodology that may be utilized to establish the presence of a functional relation between an independent and dependent variable. Recent research has found the design to frequently be used within school psychology in the evaluation of intervention procedures. However, the overall prevalence of the design within the broader school psychology literature is unknown. As such, the purpose of the current review was to identify trends in the use of SCD within school psychology publications. Furthermore, the review sought to identify institutions and journals that most frequently published SCD. Finally, the review sought to evaluate trends in experimental rigor of published SCD. Twelve journals were examined, with all publications since their inception reviewed and classified by publication type. Results of the review indicated that SCD was the least frequently published article type. However, data indicate an increase in the prevalence and rigor of the design in recent years. Whereas some journals and institutions were found to have steady rates of SCD publications, others were found to have recent increases in the publication of the design. Implications of findings as they pertain to practitioner practice and adoption of evidence-based practice are described. 相似文献
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Victor Villarreal Maria J. Castro Ileana Umaña Jeremy R. Sullivan 《Psychology in the schools》2017,54(5):548-559
The purpose of this study was to provide an updated content analysis of articles published in major journals of school psychology spanning the years 2010–2014, with an emphasis on intervention research (including intervention and participant characteristics). Six journals—School Psychology Review, School Psychology Quarterly, Journal of School Psychology, Psychology in the Schools, School Psychology International, and Journal of Applied School Psychology—were selected for the analysis. Over the 5‐year period, 1,196 articles were published in the selected journals. A total of 65.8% of the articles were empirical articles; intervention studies with school‐age samples comprised 11.1% of all articles. Within the intervention studies, single subject represented the most frequently used research design (40.6%). Further, 58.6% of the intervention studies did not provide sufficient information to discern participants’ disability status. Although the proportion of empirically based articles has increased in recent years, that of intervention articles has remained low. 相似文献
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Experimental research in school psychology internationally: An assessment of journal publications and implications for internationalization 下载免费PDF全文
下载免费PDF全文 John C. Begeny Rebecca A. Levy Rahma Hida Kate Norwalk 《Psychology in the schools》2018,55(2):120-136
Past studies have examined the contents of journal articles in school psychology, and more recently there has been increased interest in examining the frequency and characteristics of experimental studies appearing in school psychology journals. However, no prior studies have examined the international representation of experimental and intervention studies. This study evaluated every article published from 2002 to 2016 across eight school psychology journals that publish international scholarship. Several research questions were addressed (e.g., what is the frequency of experimental research internationally, what are the characteristics of those studies, and is the scholarship consistent with the global geography of school psychology?). Overall, findings revealed that although the field of school psychology is arguably international, the experimental research reflected in the eight journals selected for review does not adequately represent the global geography of the field, thereby also suggesting that the degree of internationalization in school psychology is relatively poor. The importance of these and related findings is discussed, and recommendations are provided that may help to improve the geographical representation of experimental research in school psychology as well as its overall internationalization. 相似文献
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Lisa M. H. Sanetti Bryan G. Cook Lysandra Cook 《Learning disabilities research & practice》2021,36(1):5-11
Treatment fidelity refers to the extent to which an intervention is implemented as planned. If researchers do not assess and report treatment fidelity, or if treatment fidelity is shown to be low, findings from intervention studies are difficult to interpret, because the intervention may not have been implemented as planned. In this article, our aim is to inform research consumers by discussing treatment fidelity and its primary dimensions, providing guidelines for interpreting treatment fidelity, considering implications of treatment fidelity for research and practice, and illustrating how fidelity is reported in two recent studies. Our take‐home message is that when one is interpreting intervention studies, it is important to consider whether the interventions were applied as planned, or with fidelity. 相似文献
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Autism spectrum disorder assessment and evaluation research in 10 school psychology journals from 2007 to 2017 下载免费PDF全文
下载免费PDF全文 Maryellen Brunson McClain Tiffany L. Otero Cassity R. Haverkamp Fiona Molsberry 《Psychology in the schools》2018,55(6):661-679
School psychologists are increasingly engaged in service provisions for students eligible for special education services under the eligibility category of autism, including conducting school‐based assessments and evaluations. Evaluations occur for a variety of reasons such as special education eligibility decision‐making, treatment and intervention planning, and progress monitoring. Publications in school psychology journals emphasizing autism spectrum disorder (ASD) assessment and evaluation are vital to quality training and practitioner utilization of quality practices. In the current study, researchers conducted a systematic review of publicaftions in 10 school psychology journals from 2007 to 2017 to assess the current state of ASD assessment and evaluation research in the field of school psychology. Implications for researchers, trainers, and practitioners are discussed. 相似文献
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School psychologists in the United States are not nearly as diverse demographically as the students they serve (T.K. Fagan & P.S. Wise, 2000). A.H. Miranda and P.B. Gutter (2002) investigated the number of diversity‐related articles in four leading school psychology journals from 1990 to 1999 and found that there was an increase in the percentage of articles in these journals that were diversity related as compared to a study done by R.M. Wiese Rogers (1992) that examined school psychology journals from 1975 to 1990. There was a particular increase in diversity‐related articles appearing from 1995 to 1999. The present study examined school psychology journals from 2000 to 2003 to determine whether this increase was an aberration or an indication of a longer term change. Results indicate a continued trend toward more diversity‐related articles in the school psychology literature, but several gaps remain. Implications for the field are discussed. © 2007 Wiley Periodicals, Inc. 相似文献
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Roberto L. Abreu Lillian Audette Y'Londa Mitchell Ina Simpson Jessica Ward Lindsay Ackerman Kirsten A. Gonzalez Katherine Washington 《Psychology in the schools》2022,59(1):115-151
The present systematic review analyzes ways in which empirical studies in the field of school psychology have studied the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in the past decade (2009–2019). Results from 23 studies revealed an over-representation of quantitative studies conducted mostly in the United States and an over-representation of majority White, cisgender, and high school participants across studies. Results also showed that studies in the last decade have: (a) focused on exploring negative attitudes and behaviors toward LGBTQ students and the outcomes of these attitudes and behaviors, (b) provided direction on how to support LGBTQ students in schools, and (c) analyzed the effects of bystanders and perpetrators on the well-being of LGBTQ students. In addition, this review revealed ways in which studies in school psychology journals present prevention and intervention practices for creating a safe environment for LGBTQ students, including: (a) policies that focus on the inclusion and protection of LGBTQ students, (b) training for faculty and other school staff to promote LGBTQ students' safety, and (c) curriculum and extracurricular activities that address LGBTQ issues. We provide recommendations for improving the experiences of LGBTQ students in schools such as involving community stakeholders in drafting affirming policies. 相似文献
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Christopher A. Kearney 《Educational Psychology Review》2008,20(3):257-282
Problematic school absenteeism in youth has long been a complex and vexatious issue for psychologists, educators, and researchers
from other disciplines. An examination of problematic school absenteeism from different perspectives over many decades has
led to poor comparability across publications, policies, and assessment and intervention protocols. This article briefly reviews
literature from psychology, social/criminal justice, and education to outline important factors that influence school absenteeism.
An interdisciplinary model is then proposed with an emphasis on common terminology and definitions, comprehensiveness with
respect to proximal and distal influences, fluidity and flexibility to account for rapid changes in this population, and user-friendliness
to generate suggestions regarding assessment and intervention. Implications of the model are then drawn for professional practice
and public policy, including recommendations for individual and systemic intervention at multiple levels of risk and severity. 相似文献
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David M. Hulac Kathleen Aspiranti Madeline Jacobson Maryia Schneider Natalie Johnson 《Psychology in the schools》2019,56(7):1089-1100
School Psychology faculty members are expected to publish articles in peer‐reviewed journals that impact the fields of education and psychology. Both the content and the impact of the articles school psychologists publish may change across time and differ from other disciplines. The current analysis sought to understand average article impact, content, and research focus, and to describe those articles that have the highest impact factor. All of the articles (n = 3670) published by school psychology faculty between January, 2010 and December, 2015 were collected and examined. Three reviewers were trained over 2 hr to read abstracts and to classify the content of those abstracts. The literature was systematically classified into four categories: assessment, consultation, intervention, and professional issues. The title, keywords, and abstract were used to find the category of best fit for each publication. The majority of articles published fall into the broad category of Professional Issues. The average article is cited 17.68 times in Google Scholar and 4.9 times in Web of Science. These data will be useful to understand publication content trends and identify gaps in research. 相似文献
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A critical review of self‐regulated learning interventions for children with attention‐deficit hyperactivity disorder 下载免费PDF全文
下载免费PDF全文 Linda A. Reddy Timothy J. Cleary Alexander Alperin Arielle Verdesco 《Psychology in the schools》2018,55(6):609-628
School practitioners and educators are frequently challenged by the diverse and pervasive academic and behavioral needs of children at risk for and with attention‐deficit hyperactivity disorder (ADHD). This paper examines the outcome literature on self‐regulated learning (SRL) interventions for youth with ADHD by systematically reviewing the key intervention components and methodologies used. A total of 34 investigations, including 297 children and adolescents, were reviewed and coded on 34 variables across two dimensions (i.e., intervention components and methodology). In general, SRL interventions can be represented in terms of a three‐phase model of SRL that includes forethought, performance control, and self‐reflection processes. In this review, the vast majority of the published literature used single‐case design studies with a singular focus on the phase of performance control. Weaknesses of the existing literature include a lack of follow‐up data, attrition data, demographic information about teachers or other adult participants, and diversity in the sample. Strengths of the outcome literature are that a majority of the studies reported inclusion/exclusion criteria for samples, the criteria used to diagnose children as ADHD, and clinical significance for assessing treatment outcomes. Findings are discussed in relation to previous research, as well as directions for research and practice. 相似文献
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Thomas J. Kehle Melissa A. Bray Sandra M. Chafouleas Takuji Kawano 《Psychology in the schools》2007,44(5):417-422
Criticism has been leveled against the use of statistical significance testing (SST) in many disciplines. However, the field of school psychology has been largely devoid of critiques of SST. Inspection of the primary journals in school psychology indicated numerous examples of SST with nonrandom samples and/or samples of convenience. In this article we present an argument against SST and its consequent p values in favor of the use of confidence intervals and effect sizes. Further, we present instances of common errors that impede cumulative knowledge in the literature related to school psychology. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 417–422, 2007. 相似文献