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Full-Text Articles in Psychology
Introduction To The Special Issue: Preparing The Next Generation Of School Psychologists: Emerging Challenges And Opportunities, Ryan Allen, Timothy Hanchon
Introduction To The Special Issue: Preparing The Next Generation Of School Psychologists: Emerging Challenges And Opportunities, Ryan Allen, Timothy Hanchon
Ryan A. Allen
An introduction is presented in which the editors discuss several topics appearing elsewhere in the issue, including information on how school psychologists adjust to demographic changes, psychology practitioners and the delivery of services to autistic students, and school mental health services.
What Can We Learn From School-Based Emotional Disturbance Assessment Practices? Implications For Practice And Preparation In School Psychology, Ryan Allen, Timothy Hanchon
What Can We Learn From School-Based Emotional Disturbance Assessment Practices? Implications For Practice And Preparation In School Psychology, Ryan Allen, Timothy Hanchon
Ryan A. Allen
The federal definition of emotional disturbance (ED) provides limited guidance to educational professionals charged with making Individuals with Disabilities in Education Improvement Act eligibility determinations. Despite calls to revise the definition, the ED category remains largely unchanged nearly four decades after being codified into federal law. To navigate the vague, ambiguous, and outdated eligibility criteria, school psychologists must adhere to comprehensive assessment strategies whenever an ED placement is considered. In this study, we examined the ED assessment practices of 214 school psychologists. The results indicated that respondents all too frequently relied on only select sources of data (e.g., behavior rating …
Identifying Students With Emotional Disturbance: School Psychologists' Practices And Perceptions, Ryan Allen, Timothy Hamilton
Identifying Students With Emotional Disturbance: School Psychologists' Practices And Perceptions, Ryan Allen, Timothy Hamilton
Ryan A. Allen
From its inception as a disability category in the Education for All Handicapped Children Act, serving students under the special education category Emotional Disturbance (ED) has been a challenging task for school psychologists. In particular, the vague and ambiguous federal definition has created an environment in which inconsistent assessment practices and decision making are almost inevitable. In this study, we examined school psychologists' ( N = 214) assessment practices when determining initial eligibility for ED, as well as their perceptions regarding the language contained within the federal ED definition. Findings indicated that although school psychologists recognize the need for a …
Stanford-Binet Intelligence Scales, Fifth Edition, Ryan Allen
Stanford-Binet Intelligence Scales, Fifth Edition, Ryan Allen
Ryan A. Allen
No abstract provided.
Bullying, Anxiety About Bullying, And Special Education Placement, Ryan Allen, Danielle Saia, Conway Saylor, Penny Arnau
Bullying, Anxiety About Bullying, And Special Education Placement, Ryan Allen, Danielle Saia, Conway Saylor, Penny Arnau
Ryan A. Allen
Bullying experiences and self-reported anxiety about bullying and were compared in 72 elementary and middle school students including 16 in self contained (SC) special education classes, 20 receiving resource or consultation (RC), and 36 matched peers. Individually administered Bully Victimization Scale and School Violence Anxiety Scale scores (Reynolds, 2003) revealed that children with special needs (both SC & RC) tended to report more peer victimization and higher anxiety about school violence than matched peers from the same schools. Placement was not related to self-reported bullying experiences. Students in self-contained classes were significantly more anxious about possible bullying, especially physical, in …
Autism Spectrum Disorders: Neurobiology And Current Assessment Practices, Ryan Allen, Diana Robins, Scott Decker
Autism Spectrum Disorders: Neurobiology And Current Assessment Practices, Ryan Allen, Diana Robins, Scott Decker
Ryan A. Allen
This study reviews recent research related to the neurobiology of Autism Spectrum Disorders (ASDs) and provides an empirical analysis of current assessment practices. Data were collected through a survey of 117 school psychologists. The Childhood Autism Rating Scale (CARS), Gilliam Autism Rating Scale (GARS), and Gilliam Asperger's Disorder Scale (GADS) were the most frequently used measures. Among the less popular, but more intensive instruments, the Autism Diagnostic Observation Schedule (ADOS) appears to be gaining popularity within school-based evaluations. Generally, respondents approached the assessment of ASDs from a traditional psychoeducational perspective and reported the use of a very narrow range of …
Utility Of The Bender Visual-Motor Gestalt Test-Second Edition In The Assessment Of Attention-Deficit/Hyperactivity Disorder, Ryan Allen, Scott Decker
Utility Of The Bender Visual-Motor Gestalt Test-Second Edition In The Assessment Of Attention-Deficit/Hyperactivity Disorder, Ryan Allen, Scott Decker
Ryan A. Allen
This study examined the use of the Bender Visual-Motor Gestalt Test- Second Edition (BGT-II) with children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Previous research has examined the relationship of ADHD and visual-motor functioning based on overall developmental scores or specific emotional indicators. Although several studies have examined the relationship of the previous edition of the BGT-II and ADHD symptoms, psychometric issues associated with the original edition limit the validity of the results. The current study examined the utility of the BGT-II in the assessment of behaviors associated with ADHD. A group of 62 subjects diagnosed with ADHD (M= 11 yr., 5 …
Validity Of Two Selected-Item Short Forms Of The Wais-Iii In An Intellectually Deficient Sample, Ryan Allen, Pamala Alley, Patrick Leverett
Validity Of Two Selected-Item Short Forms Of The Wais-Iii In An Intellectually Deficient Sample, Ryan Allen, Pamala Alley, Patrick Leverett
Ryan A. Allen
Various short forms of the Wechsler Adult Intelligence Scale–Third Edition (WAIS-III; D. Wechsler, 1997) have been investigated, but limited information is available regarding the usefulness of any WAIS-III abbreviation with intellectually deficient individuals. Our study compared the validities of two WAIS-III selected-item short forms in a sample of 59 individuals with full scale IQs (FSIQs) of 79 or lower. The performance of both short forms was adequate, but the results gave a consistent edge to an adapted version of the Satz–Mogel (1962) short form in comparison to the abbreviated form by J. H. Wymer, K. Rayls, and M. T. Wagner …
Construct Validity Of The Bender-Gestalt Ii: Comparison With Wechlser Intelligence Scale For Children-Iii, Ryan Allen, Scott Decker, James Choca
Construct Validity Of The Bender-Gestalt Ii: Comparison With Wechlser Intelligence Scale For Children-Iii, Ryan Allen, Scott Decker, James Choca
Ryan A. Allen
This study investigated the relationships of visuomotor constructs as measured by the Bender-Gestalt II with the subtests of the WISC-III. A factor analysis included the standardized Copy and Recall scores of the Bender-Gestalt II and subtest scores of the WISC-III. The Copy score was predicted to load on measures of visual and spatial thinking and the Recall score on a short-term memory factor. The results of a principal components analysis suggest a four-factor solution with the Bender-Gestalt II Copy score loading on a visual and spatial thinking factor primarily with WISC-III Perceptual Organization subtests. The Recall score loaded on a …