School Psychology Commons^™

Above-Level Test Item Functioning Across Examinee Age Groups, Russell Warne, Kristine Doty, Anne Marie Malbica, Victor Angeles, Scott Innes, Jared Hall, Kelli Masterson-Nixon

Russell T Warne

Five Reasons To Put The G Back Into Giftedness: An Argument For Applying The Cattell–Horn–Carroll Theory Of Intelligence To Gifted Education Research And Practice, Russell Warne

Russell T Warne

The Relationship Between A Teacher Check List And Standardised Tests For Visual Perception Skills: A South African Remedial Primary School Perspective, Janet Richmond, K Holland

Janet E Richmond PhD

Occupational therapy in remedial education settings has been questioned by the South African Government as they see occupational therapy as a costly service and thus has challenged occupational therapy clinicians’ approach to assessment. This study was undertaken to establish whether the results of standardised tests of visual perception skills, relate to teachers’ observations in respect of primary remedial school age children (six to eleven years) attending a short term remedial school because of low scholastic achievement despite having average or above intellectual ability. The Test of Visual Perceptual Skills – Revised, the Developmental Test of Visual Perception-2, the Jordan Left-Right …

One Goal, One Community: Program Development And Research Results From Bond’S International Anti-Bullying Program, Amy Kenworthy, Jeffrey Brand, George Hrivnak, Dee Bartrum

Jeffrey Brand

Introduction: Since its launch in April 2010, Bond University’s ‘One Goal, One Community’ anti-bullying initiative has touched the lives of more than 50,000 people, grown to include program partners on two continents, involved 31 schools and community-based organisations from across five Australian states and the ACT, and has been lauded by the international press for its success.

Autism Spectrum Disorders In Children And Adolescents: Evidence-Based Assessment And Intervention In Schools., Lee Wilkinson

Lee A Wilkinson, PhD

School professionals and clinicians share the challenge of identifying and providing interventions for the increasing number of children with autism spectrum disorder (ASD). This book is an authoritative resource that presents up-to-date research and evidence-based tools for accurate assessment and intervention. It includes procedures to help identify children using the new DSM-5 symptom criteria and offers essential guidance for assessing a variety of emotional, behavioral, and academic problems. The book provides practitioners with an evidence-based assessment battery, which includes tests of cognitive, academic, neuropsychological, and adaptive functioning. The pragmatic, social-communicative functions of language are considered together with assessments to identify …

Multitier Screening And Identification, Lee Wilkinson

Lee A Wilkinson, PhD

Although autism spectrum disorder (ASD) affects approximately 1% of the school-age population, it is not unusual for children with mild levels of impairment to remain unidentified until well after entering school. A recent study examining the timing of identification among children with autism using a population-based sample from an ongoing surveillance effort across 13 sites in the United States found the gap between potential and actual age of identification (for those identified) to be in the range of 2.7 to 3.7 years. Combined with the fact that more than one quarter of cases were never identified as having ASD through …

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

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

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 …

School Psychologists Need More Training In Providing Services To Students With Autism Spectrum Disorders (Asd), Lee Wilkinson

Lee A Wilkinson, PhD

As more and more children are being identified with ASD and placed in general education classrooms, school psychologists will play an ever increasingly important role in identification and intervention, as well as offer support, information, consultation, and recommendations to teachers, school personnel, administration, and families. Therefore, it is essential that they be knowledgeable about evidence-based assessment and intervention strategies for this population of students. Despite the limitations inherent in survey research, the data from these studies suggest that school psychologists are not adequately prepared to provide evidence-based assessment and intervention services to children with ASD. The survey research illustrates a …

Problematic Students Of Nasp-Approved Programs: An Exploratory Study Of Graduate Student Views, Leasha Trimble, Sandra Stroebel, Fred Krieg, Robert Rubenstein

Robert L. Rubenstein

This study reports the findings of an electronic exploratory survey of National Association of School Psychologists (NASP) Student Representatives. The purpose of the survey was to gather information about the perspective of graduate students concerning problematic peers and their experiences with them in school psychology training programs. Findings suggest that (a) students are unsure whether or not their training programs have an official procedure in place for dealing with problematic students; (b) the problems they observe most commonly involve poor interpersonal skills; (c) consistent with other mental health programs, school psychology graduate students most often talk with their peers or …

Problematic Students Of Nasp-Approved Programs: An Exploratory Study Of Graduate Student Views, Leasha Trimble, Sandra Stroebel, Fred Krieg, Robert Rubenstein

Fred Jay Krieg

This study reports the findings of an electronic exploratory survey of National Association of School Psychologists (NASP) Student Representatives. The purpose of the survey was to gather information about the perspective of graduate students concerning problematic peers and their experiences with them in school psychology training programs. Findings suggest that (a) students are unsure whether or not their training programs have an official procedure in place for dealing with problematic students; (b) the problems they observe most commonly involve poor interpersonal skills; (c) consistent with other mental health programs, school psychology graduate students most often talk with their peers or …

Field-Based Experience In Light Of Changing Demographics, Fred Krieg, Joyce Meikamp, Stephen O’Keefe, Sandra Stroebel

Sandra S. Stroebel

Due to changing demographics of students admitted to the School Psychology Training Program at Marshall University Graduate College, it has become imperative to significantly expand field experiences beginning in the first semester to address the lack of educational background of most of the students entering the program. This organized sequence of field experiences continues throughout the program, parallel to classroom instruction, affording opportunities for students to put theory into practice and to interact with professionals in the field, while also allowing for exposure to the public school environment. The collaborative field experience sequence provides the students with early and continuous …

Problematic Students Of Nasp-Approved Programs: An Exploratory Study Of Graduate Student Views, Leasha Trimble, Sandra Stroebel, Fred Krieg, Robert Rubenstein

Sandra S. Stroebel

This study reports the findings of an electronic exploratory survey of National Association of School Psychologists (NASP) Student Representatives. The purpose of the survey was to gather information about the perspective of graduate students concerning problematic peers and their experiences with them in school psychology training programs. Findings suggest that (a) students are unsure whether or not their training programs have an official procedure in place for dealing with problematic students; (b) the problems they observe most commonly involve poor interpersonal skills; (c) consistent with other mental health programs, school psychology graduate students most often talk with their peers or …

What The Joint Admission Medical Program (Jamp) Can Do For Texas Physicians; What Texas Physicians Can Do For Jamp - See More At: Http://Www.Texmed.Org/Aug12journal/#Sthash.M6pv8cjh.Dpuf, Alan Podawiltz, James Richardson, Wallace Gleason, Kathleen Fallon, David Jones, Elizabeth Peck, Jeffrey Rabek, Manuel Schydlower, William Thomson, Russell Warne, Budge Mabry, Paul Hermesmeyer, Quentin Smith

Russell T Warne

Texas faces health challenges requiring a physician workforce with understanding of a broad range of issues – including the role of culture, income level, and health beliefs – that affect the health of individuals and communities. Building on previous successful physician workforce "pipeline" efforts, Texas established the Joint Admission Medical Program (JAMP), a first-of-its-kind program to encourage access to medical education by Texans who are economically disadvantaged. The program benefits those from racial and ethnic minority groups and involves all 31 public and 34 private Texas undergraduate colleges and universities offering life science degrees, as well as all 9 medical …

Unpopularity And Disliking Among Peers: Partially Distinct Dimensions Of Adolescents' Social Experiences, Andrea Hopmeyer Gorman, David Schwartz, Jonathan Nakamoto, Lara Mayeux

Andrea Hopmeyer Gorman

The paper examines whether unpopularity and disliking among peers are partially distinct dimensions of adolescents' negative social experience. We recruited 418 students (187 boys, 231 girls, M = 12.12 years, SD = 4.33) from an urban junior high school. These early adolescents completed a peer nomination inventory assessing aspects of their social relationships with peers (i.e., popularity, liking, unpopularity and disliking), reciprocated friendships and behavioral reputations with peers (i.e., relationally and overtly aggressive, relationally and overtly victimized, withdrawn and prosocial). The participants also completed self-report inventories assessing their feelings of loneliness and peer victimization. In addition, academic performance data was …

Best Practice News: School Psychologist Wins Book Award, Lee Wilkinson

Lee A Wilkinson, PhD

No abstract provided.

Pragmatics, Lee Wilkinson

Lee A Wilkinson, PhD

No abstract provided.

The High Price Of High Status: Popularity As A Mechanism Of Risk, David Schwartz, Andrea Gorman Hopmeyer

Andrea Hopmeyer Gorman

Particular emphasis is given to the risks and benefits of being popular. The volume reviews research linking popularity to substance use, poor academic performance, and other adjustment problems. Contributors also address the positive side of popularity, including its association with social competence and leadership abilities. Throughout the book, implications for prevention and intervention with adolescents are highlighted.

Mindblindness, Lee Wilkinson

Lee A Wilkinson, PhD

No abstract provided.

Capella University Sponsors Autism Event, Lee Wilkinson

Lee A Wilkinson, PhD

Systems Theory, Lee Wilkinson

Lee A Wilkinson, PhD

No abstract provided.

Positive Behavior Support And High School Transition, Hank Bohanon, C. Johnson

Hank Bohanon

No abstract provided.

A Best Practice Guide To Assessment And Intervention For Autism And Asperger Syndrome In Schools, Lee Wilkinson

Lee A Wilkinson, PhD

Filling a critical void in the autism literature, this authoritative yet accessible book provides expert guidance to psychologists, advocates, consultants, support professionals, and parents. Grounded in the latest research, special features include an index to 50 evidence-based best practice recommendations and real world case examples to illustrate best practice in the field. This book is certain to become a widely used resource in the field of special education.

Diane Adreon, Associate Director of the University of Miami-Nova Southeastern University Center for Autism and Related Disabilities (CARD) comments that “Dr. Lee Wilkinson has produced a well-written, user-friendly, comprehensive guide to the …

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 …

Using Dibels: A Survey Of Purposes And Practices, Jeanne Jenkins, Amy Hoffman, Dunlap Kay

Jeanne E. Jenkins

Using a mail survey and face-to-face interviews, this study explored educators' use of and perceptions about DIBELS, a widely used reading assessment and intervention instrument. Analysis included tabulations and a conceptual analysis of extended responses. Most frequent uses for DIBELS included identification of at-risk students, intervention development, and progress monitoring. However, respondents were less clear about how progress monitoring data informed their instruction and whether DIBELS was aligned with state-mandated testing. Time issues were perceived as both positive (quick to administer) and negative (administered individually and repeatedly) factors. Mirroring the literature, respondents expressed both strong positive and negative views about …

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

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 …

Friendships With Peers Who Are Low Or High In Aggression As Moderators Of The Link Between Peer Victimization And Declines In Academic Functioning, David Schwartz, Andrea Hopmeyer Gorman, Kenneth Dodge, Gregory Pettit, John Bates

Andrea Hopmeyer Gorman

This paper reports two prospective investigations of the role of friendship in the relation between peer victimization and grade point averages (GPA). Study 1 included 199 children (105 boys, 94 girls; mean age of 9.1 years) and Study 2 included 310 children (151 boys, 159 girls; mean age of 8.5 years). These children were followed for two school years. In both projects, we assessed aggression, victimization, and friendship with a peer nomination inventory, and we obtained children's GPAs from a review of school records. Peer victimization was associated with academic declines only when children had either a high number of …

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 …