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Full-Text Articles in School Psychology
Defining Business As Usual In Preschool Interventions For Challenging Behavior, Eleanor Bold
Defining Business As Usual In Preschool Interventions For Challenging Behavior, Eleanor Bold
Electronic Theses and Dissertations
Challenging behavior (CB) is a major barrier to service delivery in preschool classrooms. Persistent CB has been found to significantly impact children’s academic and social success long-term, especially amongst children from historically minoritized populations and those with disabilities. Numerous evidence-based intervention strategies exist to prevent and reduce CB, yet preschool teachers continue to voice a desire to increase their capacity to do so in the classroom due to high rates of CB continuing to be observed. This dissertation seeks to address this research to practice gap by ascertaining the current baseline intervention practices utilized to manage CB in preschool classrooms …
Paving Pathways For Success: The Role Of Transition Models And Disability Services In Postsecondary Education For Students With Disabilities, Jillian Talley
Paving Pathways For Success: The Role Of Transition Models And Disability Services In Postsecondary Education For Students With Disabilities, Jillian Talley
Electronic Theses and Dissertations
Students have dreams and goals outside of school. School psychologists can play a vital role in helping students with disabilities reach their dreams, particularly when the dreams ask the question “What do I want to do after high school?” Often, the answer lies in postsecondary goals, which require transition planning while the student is still in school. Manuscript One (M1) explores how families, teachers and school psychologists can all play supportive and distinct roles in helping a student with disabilities reach their postsecondary goals. There have been several transition models proposed to help students with disabilities shift from PK-12 to …
Development And Testing Of Remote Facilitation Of Prevent-Teach-Reinforce For Families To Address Challenging Behavior In Young Children (Ptr-F:R), Abby Hodges
Electronic Theses and Dissertations
As children advance through developmental stages, they often present behavioral difficulties such as tantrums, lack of cooperation, and aggression. For some children, behaviors are serious enough that they interfere with the child’s ability to engage in positive relationships, participate in necessary routines, and learn new skills, warranting behavioral intervention (Dunlap et al., 2017). Being responsive to the needs of the family and appreciation for the central role that they play is crucial to the success of behavioral interventions and the maintenance of positive outcomes (Bailey, 2013; Campbell, 1995), thus, their input should be at the center of all recommendations and …
New Teachers Are Your Friends: A Multiple Case Study Examining School Psychologists’ Experiences Consulting With Beginning Teachers, Sayani Das Chaudhuri
New Teachers Are Your Friends: A Multiple Case Study Examining School Psychologists’ Experiences Consulting With Beginning Teachers, Sayani Das Chaudhuri
Electronic Theses and Dissertations
School psychologists’ training, knowledge, and skillsets in school-based consultation can play a key role in supporting beginning teachers, but the consultation research base provides limited information about how beginning teachers’ concerns and characteristics relate to consultative practice (Babinski & Rogers 1998; DeForest & Hughes, 1992; Robertson & Briedenstein, 2007). This qualitative multiple case study investigated the perceptions and experiences of four expert school psychologists who engaged in consultation and provided support to beginning teachers. Factors related to the school psychologists' and beginning teachers' cognitions, behaviors, and school environment emerged in the data. Participants perceived beginning teachers as being enthusiastic and …
Pivotal Perceptions: A Phenomenological Exploration Of Trauma-Informed Practices In An Urban School, Marni Choice-Hermosillo
Pivotal Perceptions: A Phenomenological Exploration Of Trauma-Informed Practices In An Urban School, Marni Choice-Hermosillo
Electronic Theses and Dissertations
This phenomenological study sought to examine the experiences of teachers in an urban K-8 school after a system-wide whole school implementation of trauma-informed practices. The practices teachers implemented in their classrooms that aligned with their personal perceptions of trauma-informed practices and its efficacy were explored. Additionally, the personal and professional barriers to implementation were also investigated. Identified practical strategies at both the elementary and middle school levels included establishing and maintaining relational trust and classroom community, actively teaching emotional regulation skills, and teaching and reinforcing rituals, routines and expectations throughout the school year. Lack of confidence and previous personal assumptions …
The Casc Framework: An Assessment Model For Students With Intellectual And Developmental Disabilities, Laurel A. Snider
The Casc Framework: An Assessment Model For Students With Intellectual And Developmental Disabilities, Laurel A. Snider
Electronic Theses and Dissertations
School psychologists pay a critical role in providing assessment and intervention services within the realm of special education. Within this role, they are highly likely to interact with students with intellectual and developmental disabilities (IDD). Students with IDD are characterized by significantly lower than average cognitive and daily living skills that may be comorbid with difficulties with communication, social skills, or other domains. With these differences in mind, dominant assessment practices have been criticized as lacking social and empirical validity when applied to this population. Although students with IDD frequently undergo evaluations, they continue to face significantly poorer post-school outcomes …
A Phenomenological Study Of The Experiences Of Military Families, Who Have Children With Disabilities And Maladaptive Behavior, With School-Based Mental Health Personnel, Londi J. Segler
Electronic Theses and Dissertations
This qualitative study used a phenomenological approach to capture the lived experiences of military families who have children with disabilities and maladaptive behavior to note risk and protective factors that might impede the mental health development of that population of student. Through interviews with at-home-caregivers, I explored their experiences with public school staff, outside mental health services, and school psychologists. Study findings revealed that participants felt they were going to battle with school staff who were not willing to incorporate culturally responsive practices when working with their children. School staff who implemented regular bi-directional communication were more likely to gain …
System Update: Technology Based Intervention For Students With Intellectual And Developmental Disabilities, Marisa C. Simoni
System Update: Technology Based Intervention For Students With Intellectual And Developmental Disabilities, Marisa C. Simoni
Electronic Theses and Dissertations
Post-school outcomes are unfavorable to students with intellectual and developmental disabilities (IDD). Despite these outcomes and significant academic challenges, students with IDD have the potential to learn adaptive and life skills that lead to a more independent and fulfilling life through intentional intervention strategies. This dissertation explores technology-based interventions for students with IDD. Manuscript 1 presents a synthesis of literature related to technology, IDD, and a system of supports that schools utilize for tiered intervention delivery. Based on the findings, a new framework, Systems of Support for Technology Intervention (SSTI), is introduced to help guide school psychologists in choosing appropriate …
A Multi-State Comparison Of Nasp Domains Of Practice And School Psychologist Evaluation Rubrics, Courtney E. Hutchinson
A Multi-State Comparison Of Nasp Domains Of Practice And School Psychologist Evaluation Rubrics, Courtney E. Hutchinson
Electronic Theses and Dissertations
This research study compares rubrics used to evaluate school psychologists to the National Association of School Psychologists (NASP) 10 Domains of Practice. Using a content analysis of state evaluation rubrics, the researcher determined the extent to which various state evaluation rubrics align with the NASP domains and selected terminology from the NASP domains. Results indicate a need for a comprehensive and NASP-endorsed rubric, to be used by certified and experienced school psychologists for evaluation purposes. This research study will inform efforts at school psychology training programs, local and state education agencies, the United States Department of Education, and the NASP.