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Articles 121 - 150 of 161
Full-Text Articles in Educational Psychology
Conjoint Behavioral Consultation And Social Skills Training: Enhancing The Play Behaviors Of Boys With Attention Deficit Hyperactivity Disorder, Denise L. Colton, Susan M. Sheridan
Conjoint Behavioral Consultation And Social Skills Training: Enhancing The Play Behaviors Of Boys With Attention Deficit Hyperactivity Disorder, Denise L. Colton, Susan M. Sheridan
Department of Educational Psychology: Faculty Publications
In this study, we demonstrate the use of conjoint behavioral consultation (CBC) as a model to join parents and educators in the shared development and implementation of interventions for students. A behavioral social skills intervention was delivered in the context of CBC to enhance the cooperative peer interactions of young boys diagnosed with attention deficit hyperactivity disorder (ADHD). A multiple probe design across participants was used. The mothers and teachers of 3 boys between the ages of 8 and 9 years who were diagnosed with ADHD and who were exhibiting performance deficits in their cooperative play behaviors served as consultation …
Conceptual And Empirical Bases Of Conjoint Behavioral Consultation, Susan M. Sheridan
Conceptual And Empirical Bases Of Conjoint Behavioral Consultation, Susan M. Sheridan
Department of Educational Psychology: Faculty Publications
This article describes “conjoint behavioral consultation,” a model of service delivery that addresses the shared responsibility among school personnel, families, and other important systems in educational problem solving. The conceptual background (incorporating ecological- systems and behavioral theories) and important features of the model are reviewed briefly. Findings from a number of empirical studies, including outcome studies, case studies, process research, and acceptability research, are reviewed. Directions for future research are also explored.
Is Consultation Effective? A Review Of Outcome Research, Susan M. Sheridan, Marshall Welch, Scott F. Orme
Is Consultation Effective? A Review Of Outcome Research, Susan M. Sheridan, Marshall Welch, Scott F. Orme
Department of Educational Psychology: Faculty Publications
This review summarizes the findings of consultation and teaming research from 1985 to 1995. It analyzes and critiques various methodological features of the research and draws conclusions regarding the current state of consultation and teaming outcome studies. Specific questions addressed in this review include (a) how much empirically based outcome research has been conducted since 1985, (b) what the common methodological features incorporated into the current consultation research are, and (c) what conclusions regarding the current status of outcome research in consultation can be drawn. Behavioral consultation studies were most prevalent (compared to mental health consultation, organizational development consultation, teaming, …
Site-Based Transdisciplinary Educational Partnerships: Development, Implementation, And Outcomes Of A Collaborative Professional Preparation Program, Marshall Welch, Susan M. Sheridan, Brett Wilson, Denise Colton, John C. Mayhew
Site-Based Transdisciplinary Educational Partnerships: Development, Implementation, And Outcomes Of A Collaborative Professional Preparation Program, Marshall Welch, Susan M. Sheridan, Brett Wilson, Denise Colton, John C. Mayhew
Department of Educational Psychology: Faculty Publications
In this article, we describe the conceptual framework, development, implementation, and outcomes of an experimental professional preparation program. University students from preparation programs in general education, educational administration, school psychology, and special education formed transdisciplinary cohorts that were placed in school settings to complete a variety of activities designed to foster greater collaboration among disciplines in serving children and youth at risk. We describe what was learned throughout the project as well as its operational structure, outcomes, and future directions for transdisciplinary professional development.
Review Of A Mind Of Its Own. Tourette’S Syndrome: A Story And A Guide. By R. D. Brunn And B. Brunn. New York: Oxford University Press, 1994, 174 Pp., Susan M. Swearer Napolitano
Review Of A Mind Of Its Own. Tourette’S Syndrome: A Story And A Guide. By R. D. Brunn And B. Brunn. New York: Oxford University Press, 1994, 174 Pp., Susan M. Swearer Napolitano
Department of Educational Psychology: Faculty Publications
Review of A Mind of Its Own. Tourette’s Syndrome: A Story and a Guide. By R. D. Brunn and B. Brunn. New York: Oxford University Press, 1994, 174 pp.
Issues In The Treatment Of Depressed Children, Kevin D. Stark, Scott A. Napolitano, Susan M. Swearer Napolitano, Kristen Schmidt, Deborah Jaramillo, Jonathan Hoyle
Issues In The Treatment Of Depressed Children, Kevin D. Stark, Scott A. Napolitano, Susan M. Swearer Napolitano, Kristen Schmidt, Deborah Jaramillo, Jonathan Hoyle
Department of Educational Psychology: Faculty Publications
Basic research into the cognitive, behavioral, familial, and physiological disturbances associated with depressive disorders during childhood is reviewed. hnplications for the development of a treatment program are discussed and a comprehensive treatment model is proposed. The proposed model includes intervention strategies for the child, parents, family, and school. The child component consists of intervention strategies for the affective, cognitive, behavioral, and physiological disturbances that are evident from the existing research. The parent training component is designed to address disturbances in parenting due to cognitive disturbances and skills deficits. The family therapy component emphasizes changing interaction patterns that communicate schema-consistent maladaptive …
Metacognitive Theories, Gregory Schraw, David Moshman
Metacognitive Theories, Gregory Schraw, David Moshman
Department of Educational Psychology: Faculty Publications
This paper proposes a framework for understanding people’s theories about their own cognition. Metacognitive theories are defined broadly as systematic frameworks used to explain and direct cognition, metacognitive knowledge, and regulatory skills. We distinguish tacit, informal, and formal metacognitive theories and discuss critical differences among them using criteria borrowed from the developmental literature. We also consider the origin and development of these theories, as well as implications for educational research and practice.
Interdisciplinary Collaboration: Variations On A Theme, Nancy Winitzky, Susan M. Sheridan, Nedra Crow, Marshall Welch, Colleen Kennedy
Interdisciplinary Collaboration: Variations On A Theme, Nancy Winitzky, Susan M. Sheridan, Nedra Crow, Marshall Welch, Colleen Kennedy
Department of Educational Psychology: Faculty Publications
Twenty years ago, Nicholas Hobbs, in The Futures of Children, advocated an interdisciplinary team-based approach to educate handicapped, disadvantaged, and delinquent children and youth (Hobbs, 1975). Hobbs emphasizes the school as a social system and the need for professional collaboration in educating children with special needs. Although the team-based approach was originally proposed as a promising model specifically for educating special needs students, there is a growing recognition that the education of all youth [emphasis added] is the shared responsibility of classroom teachers, special educators, administrators, related professionals, and parents (Welch et al., 1992, p. 1).
Several factors make this …
Parent Training In Interactive Book Reading: An Investigation Of Its Effects With Families At Risk, Anne Taverne, Susan M. Sheridan
Parent Training In Interactive Book Reading: An Investigation Of Its Effects With Families At Risk, Anne Taverne, Susan M. Sheridan
Department of Educational Psychology: Faculty Publications
This study investigated the efficacy of a parent training intervention on increasing the duration, frequency and quality of interactive book reading between six parents and their children. Dependent measures included self-reports of frequency and duration of parent-child interactive reading, coding of transcripts for reading quality, children’s pre-post PPVT-R performance, consumer satisfaction questionnaires, and assessment of treatment integrity. During treatment, five of six subjects improved in reading regularity and duration. Likewise, all subjects demonstrated improvements in the quality of interactive book reading with their children. Children’s PPVT-R performance also increased upon post-testing. Consumer satisfaction and treatment integrity were favorable. …
Implementing Scientific Practices Through Case Studies: Examples Using Home-School Interventions And Consultation, Joann Galloway, Susan M. Sheridan
Implementing Scientific Practices Through Case Studies: Examples Using Home-School Interventions And Consultation, Joann Galloway, Susan M. Sheridan
Department of Educational Psychology: Faculty Publications
Integrating scientific methods into school psychological practice is an essential tenet of effective service. In this article, we present two related examples that demonstrate methods by which to conduct high-quality intervention and consultation case studies with integrity. The present case studies utilized home note and consultation-based interventions to improve task completion and accuracy in mathematics for primary grade students who had demonstrated performance difficulties despite adequate intellectual ability and academic skills. Two sets of case studies were conducted. One involved the use of a home-school note implemented by parents and teachers in conjunction with a self-instruction manual. The second set …
Conjoint Behavioral Consultation: A Review And Case Study, Susan M. Sheridan, Denise L. Colton
Conjoint Behavioral Consultation: A Review And Case Study, Susan M. Sheridan, Denise L. Colton
Department of Educational Psychology: Faculty Publications
Conjoint behavioral consultation (CBC) is an extension of traditional behavioral consultation in that parents and teachers, with the assistance of a consultant, are joined to identify and address child-related difficulties collaboratively. This article presents a background review of the conceptual and empirical grounds for CBC. A case study of the use of CBC with a young student manifesting an irrational fear of sleeping in his bedroom at home is presented. Specifically, procedures and outcomes of each stage of CBC are described. Considerations for interpreting and using case study results are also presented.
Consulting With Teachers About Girls And Boys, Susan M. Sheridan, Mary Henning-Stout
Consulting With Teachers About Girls And Boys, Susan M. Sheridan, Mary Henning-Stout
Department of Educational Psychology: Faculty Publications
The purpose of this article is to clarify issues of gender relevant to the practice of consultation with classroom teachers. Social psychological and educational considerations are reviewed as grounding for gender-fair educational practices which consultation can help to bring about. Finally, the specific implications of this theoretical and empirical grounding for the practice of organizational, behavioral, and mental health consultation are explored.
Book Review: Battleground: One Mother's Crusade, The Religious Right, And The Struggle For Control Of Our Classrooms , David Moshman
Book Review: Battleground: One Mother's Crusade, The Religious Right, And The Struggle For Control Of Our Classrooms , David Moshman
Department of Educational Psychology: Faculty Publications
Many church-state controversies of the 1980s and 1990s have involved objections by conservative Christians to public school textbooks and curricula. One of the major legal cases in this area is Mozert v. Hawkins County Board of Education (1987), in which the U.S. Court of Appeals for the Sixth Circuit decided that public schools need not accommodate parents who have religious objections to aspects of the curriculum. In Battleground, Stephen Bates presents a thorough and balanced account of the events leading up to Mozert and argues convincingly that the case was widely misunderstood and wrongly decided.
Reason, Reasons, And Reasoning: A Constructivist Account Of Human Rationality, David Moshman
Reason, Reasons, And Reasoning: A Constructivist Account Of Human Rationality, David Moshman
Department of Educational Psychology: Faculty Publications
The concept of rationality has its roots in a historic philosophical conception of human beings as creatures of reason. To act on the basis of reason is to act on the basis of reasons, which in turn implies a process of reasoning. An objectivist conception of rationality sees its essence as lying in the use of reasoning processes that conform to appropriate logical norms. A subjectivist conception of rationality sees its essence in the subjective appeal to reasons. It is argued that neither approach alone is adequate. Rationality is best viewed as metasubjective objectivity. That is, the standards that embody …
Using Student-Managed Interventions To Increase Homework Completion And Accuracy, Daniel E. Olympia, Susan M. Sheridan, William R. Jenson, Debra Andrews
Using Student-Managed Interventions To Increase Homework Completion And Accuracy, Daniel E. Olympia, Susan M. Sheridan, William R. Jenson, Debra Andrews
Department of Educational Psychology: Faculty Publications
We examined the effectiveness of self-managed individual and group contingency procedures in improving the completion and accuracy rates of daily mathematics homework assignments. A group of sixth-grade students having homework difficulties in mathematics were selected for the study. There was substantial improvement in the amount of homework completed over baseline for a majority of the students, whereas the results for accuracy were mixed. Students who participated in the self-management training made significant gains on standardized measures of academic achievement and curriculum-based measures of classroom performance. Parents also reported significantly fewer problems associated with homework completion following the intervention. Students who …
School Teacher's Role In A School-Community Alcohol Intervention Program, Ian Newman, Mary Lee Fitzsimmons, Kim M. Maschmann, J. W. Upright
School Teacher's Role In A School-Community Alcohol Intervention Program, Ian Newman, Mary Lee Fitzsimmons, Kim M. Maschmann, J. W. Upright
Department of Educational Psychology: Faculty Publications
Because the majority of rural and/or frontier children attend school for at least some time in their lives, implementing a low-cost, school-based alcohol and other drug prevention and intervention program is an effective way to reach a majority of children with alcohol and other drug abuse prevention, education, and early intervention services. This paper describes a model program, the School-Community Intervention Program (SCIP), and describes the results of a 2-year evaluation of 35 schools.
Homework: A Natural Means Of Home-School Collaboration, Daniel E. Olympia, Susan M. Sheridan, William Jenson
Homework: A Natural Means Of Home-School Collaboration, Daniel E. Olympia, Susan M. Sheridan, William Jenson
Department of Educational Psychology: Faculty Publications
The purpose of this article is to place homework in the framework of an emerging interest in the development of effective home-school partnerships. Specifically, review of the homework literature is provided with attention to parent-, teacher-, and child-mediated programs. Several homework programs that have received empirical support are described. Finally, the role of the school psychologist in supporting and coordinating complementary home-school homework programs is explored.
Functional Outcome Analysis: Do The Costs Outweigh The Benefits?, Susan M. Sheridan
Functional Outcome Analysis: Do The Costs Outweigh The Benefits?, Susan M. Sheridan
Department of Educational Psychology: Faculty Publications
Noell and Gresham (this issue) provide a thoughtful and insightful description of Functional Outcome Analysis (FOA) as an important construct for the evaluation of consultation and prereferral interventions. Their “framework for investigating relationships between interventions, behavior change, costs, benefits, treatment integrity, treatment acceptability, and ecological validity” (p. 38) is novel, and there is a definite need for expanding our considerations of outcome in consultation research and practice. There is obvious scientific and empirical appeal to the conceptual model of FOA. In particular, it has the potential to move consultation research in a new and exciting direction. However, practically speaking, one …
Schoolwide Social Skills Training: Providing Preventive Services To Students At-Risk, Robert N. Jones, Susan M. Sheridan, Wayne R. Binns
Schoolwide Social Skills Training: Providing Preventive Services To Students At-Risk, Robert N. Jones, Susan M. Sheridan, Wayne R. Binns
Department of Educational Psychology: Faculty Publications
This paper reports a schoolwide social skills assessment and training model including a two-gate student identification procedure (i.e., in-class social skills training for all students and small group intensive training for at-risk target students). The model is directed at reducing future serious problems by addressing identified difficulties early (i.e., through secondary prevention procedures). Specific model objectives are to (a) utilize a comprehensive, multigate procedure to identify students at risk; (b) implement schoolwide training procedures to teach a number of important prosocial skills identified by teachers; (c) treat a subgroup of target subjects considered at highest risk for developing pervasive social …
Preparation Of School Psychologists In Behavioral Consultation Service Delivery, Thomas R. Kratochwill, Pamela Carrington Rotto, Susan M. Sheridan, Diane Salmon
Preparation Of School Psychologists In Behavioral Consultation Service Delivery, Thomas R. Kratochwill, Pamela Carrington Rotto, Susan M. Sheridan, Diane Salmon
Department of Educational Psychology: Faculty Publications
Practicing school psychologists have reported that consultation generally has been a high priority in service delivery approaches in schools and other applied settings (e.g., Gutkin, Singer, & Brown, 1980; Lesiak & Lounsbury, 1977; Meacham & Peckam, 1978). Although many practitioners now receive didactic training, few school psychology programs may actually provide a field practicum or other supervised experience in consultation. Formal applied training in consultation is important for several professional and ethical reasons. In the last decade, there has been growing concern over the limitations of traditional psychoeducational services provided to children in school settings. For example, studies have demonstrated …
Preparing Professionals For Educational Partnerships: An Interdisciplinary Approach, Marshall Welch, Susan M. Sheridan, Addie Fuhriman, Ann W. Hart, Michael L. Connell, Trish Stoddart
Preparing Professionals For Educational Partnerships: An Interdisciplinary Approach, Marshall Welch, Susan M. Sheridan, Addie Fuhriman, Ann W. Hart, Michael L. Connell, Trish Stoddart
Department of Educational Psychology: Faculty Publications
An interdisciplinary course was developed in the Graduate School of Education at the University of Utah, team taught by faculty members from the Departments of Educational Administration, Educational Psychology, Educational Studies, and Special Education. This unique course was designed to provide prospective teachers, special educators, school psychologists, counselors, and administrators insights into conceptual and practical components of collaborative problem solving and conflict management. This article describes the initial development and implementation, as well as content, activities, assignments, and evaluation procedures of this course. The education of all youth is the shared responsibility of classroom teachers, special educators, administrators, related professionals, …
A Conceptual Model For The Expansion Of Behavioral Consultation Training, Susan M. Sheridan, Diane Salmon, Thomas R. Kratochwill, Pamela J. Carrington Rotto
A Conceptual Model For The Expansion Of Behavioral Consultation Training, Susan M. Sheridan, Diane Salmon, Thomas R. Kratochwill, Pamela J. Carrington Rotto
Department of Educational Psychology: Faculty Publications
In this article, a general model and specific program that expand traditional behavioral consultation training are presented. The training program involves five interrelated components: (a) procedural and content skills, (b) role and relationship considerations, (c) entry/systems issues, (d) field-based experience, and (e) peer supervision. As a system, each component is necessary but not sufficient in the development of consulting expertise. Likewise, each component is subsumed by one or more components that encompass this broader framework. A theoretical rationale, model for implementation, and future training and research directions are also presented.
What Do We Mean When We Say "Collaboration"?, Susan M. Sheridan
What Do We Mean When We Say "Collaboration"?, Susan M. Sheridan
Department of Educational Psychology: Faculty Publications
In the first of what certainly will be many thoughtful and provocative articles to appear in this column, Witt (1990) questioned the validity of the broadly accepted mandate that "our consultative interactions be collaborative” (p. 367). He continued with anecdotes illustrating ineffective teaching practices and deficient teacher skills which mitigated against the desirability of a "true" collaborative approach. The title of the article articulates Witt’s stated purpose: "Collaboration in School-Based Consultation: Myth in Need of Data." My purpose in this article is not to argue for or against Witt’s position. Rather, I suggest that we go beyond this argument and …
Consultation And Teaming: Problem Solving Among Educators, Parents, And Support Personnel, Stephen N. Elliott, Susan M. Sheridan
Consultation And Teaming: Problem Solving Among Educators, Parents, And Support Personnel, Stephen N. Elliott, Susan M. Sheridan
Department of Educational Psychology: Faculty Publications
This article examines the nature and use of consultation and in-school teams in the delivery of psychoeducational services for children experiencing difficulties in school. Underlying both consultation and school-based teams is an explicit problem-solving process that has been shown to facilitate problem resolution for a target child and can also advance the knowledge of the adults who participate in the process. Practical, step-by-step illustrations of problem solving within a consultative relationship are provided and extended to team problem solving. Research literature supporting these practices also is briefly reviewed.
Consultant And Client Outcomes Of Competency-Based Behavioral Consultation Training, Susan M. Sheridan
Consultant And Client Outcomes Of Competency-Based Behavioral Consultation Training, Susan M. Sheridan
Department of Educational Psychology: Faculty Publications
This article examines how despite increasing demands and empirical support for consultation, its actual practice in schools continues to be limited. One barrier to the systematic provision of consultation services in the schools may be the lack of applied training provided to preservice individuals in graduate preparation programs. A model of behavioral consultation training which extends previous competency- based programs is presented. Trained five doctoral students in school psychology in behavioral consultation procedures using written manuals, videotape models, behavioral rehearsal, performance feedback, self-monitoring, and generalization training. Following university-based practice with trained consultees and student teachers, consultants were assigned consultation cases …
Behavioral Consultation As A Process For Linking The Assessment And Treatment Of Social Skills, Susan M. Sheridan, Stephen N. Elliott
Behavioral Consultation As A Process For Linking The Assessment And Treatment Of Social Skills, Susan M. Sheridan, Stephen N. Elliott
Department of Educational Psychology: Faculty Publications
There has been recent interest in social skills assessment and treatment among researchers and practitioners. The research bases in these areas are expanding rapidly, and the identification of valid assessment methods and effective intervention strategies is promising. However, few researchers have identified ways in which social skills assessment and intervention can be linked in a practical manner. Likewise, the process by which services are delivered is rarely addressed. The purpose of this article is to present a model by which the interaction between social skills assessment and intervention can be enhanced, with a focus on the problem-solving process. One effective …
School Psychology At The University Of Utah, William R. Jenson, Elaine Clark, Susan M. Sheridan, Howard N. Sloane, Thomas J. Kehle
School Psychology At The University Of Utah, William R. Jenson, Elaine Clark, Susan M. Sheridan, Howard N. Sloane, Thomas J. Kehle
Department of Educational Psychology: Faculty Publications
The article describes the history of the school psychology program at the University of Utah from 1978, and discusses responsibilities of a school psychologist: utilizing and disseminating the knowledge base of psychology in educational problem solving; operating from a scientist-practitioner model, wherein practices prescribed are based on research-validated procedures and a sound theoretical framework. School psychologists are generalists and specialists and function as researchers, diagnosticians, interventionists, assessors, consultants, and advocates for children. Professionally, school psychologists are identified with the overarching goals of enhancing the academic, social, and emotional well-being of students.
Eating And Exercising: Nebraska Adolescents' Attitudes And Behaviors, Ian Newman
Eating And Exercising: Nebraska Adolescents' Attitudes And Behaviors, Ian Newman
Department of Educational Psychology: Faculty Publications
Prevention Center Papers are occasional publications of the Nebraska Prevention Center for Alcohol and Drug Abuse. Their purpose is to make available information that would not otherwise be easily accessible.
This Prevention Center Paper should be considered a working document and does not reflect the official policy or position of the University of Nebraska-Lincoln, The U.S. Centers for Disease Control, the Nebraska Department of Education, or Health Education, Inc.
Prevention Center Papers are produced for a limited readership to stimulate discussion and generate a flow of communication between the Prevention Center and those interested in the broad field of disease …
Universals, Necessities, And Social Contexts, David Moshman
Universals, Necessities, And Social Contexts, David Moshman
Department of Educational Psychology: Faculty Publications
Elbers* does an excellent job of integrating, analyzing, and extending recent theoretical and empirical work concerning the relation of learning and development. The purpose of this commentary is to challenge Elbers to address the difficult question of universal sequences in human development. In order to focus the issue, a specific sequence in the development of logical reasoning is proposed.
Nebraska Adolescents' Hiv/Aids Attitudes, Knowledge And Related Practices: 1989, Ian Newman, Joe Lutjeharms, Joanne Owens-Nauslar, Autumn Koch
Nebraska Adolescents' Hiv/Aids Attitudes, Knowledge And Related Practices: 1989, Ian Newman, Joe Lutjeharms, Joanne Owens-Nauslar, Autumn Koch
Department of Educational Psychology: Faculty Publications
This Prevention Center Paper (No. 22) describes the HIV/AIDS related knowledge, attitudes and practices of a random sample of 1240 Nebraska adolescents in grades 9-12. The data were gathered in 1989.
Data were gathered by staff of Health Education, Inc., a Nebraska-based nonprofit research and development corporation, as part of a contract with the Nebraska Department of Education. The Nebraska Department of Education has a major HIV /AIDS cooperative agreement with the U.S. Centers for Disease Control (CDC) in Atlanta, Georgia.
Schools were selected at random from each of the six classifications of Nebraska schools established by the Nebraska Department …