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Articles 1 - 30 of 64
Full-Text Articles in School Psychology
Minnesota School Psychologists Survey: Job Satisfaction And Professional Practice, Mary Jane Gunderson
Minnesota School Psychologists Survey: Job Satisfaction And Professional Practice, Mary Jane Gunderson
All Graduate Theses, Dissertations, and Other Capstone Projects
Historically, school psychologists’ roles emphasized eligibility determination through assessment, resulting in practitioners spending a substantial proportion of their time in assessment-related activities. However, this contradicts National Association of School Psychologists (NASP) recommendations promoting prevention-related actives such as intervention and consultation. Prior research further found that school psychologists prefer more diverse professional practices, with a variety in professional practices leading to increased job satisfaction. Furthermore, discrepancies between actual and preferred roles are associated with lower job satisfaction. Although national research has examined professional practices and job satisfaction, limited attention has been given to these relationships at the state level. The purpose …
A Comparison Of Two Flashcard Interventions In Improving Sight Word Acquisition Among Elementary-Aged Emerging Bilingual Students, Lyudmila Yeliseyeva
A Comparison Of Two Flashcard Interventions In Improving Sight Word Acquisition Among Elementary-Aged Emerging Bilingual Students, Lyudmila Yeliseyeva
All Graduate Theses, Dissertations, and Other Capstone Projects
This study employed a reversal single-case design to compare the effectiveness of two flashcard interventions—Incremental Rehearsal (IR) and Strategic Incremental Rehearsal (SIR)—in promoting sight word acquisition, retention, generalization, and efficiency among four elementary-aged emerging bilingual students. The study also examined social validity and intervention fidelity. Results indicated that both interventions were effective in improving acquisition, retention, and generalization of sight words. SIR demonstrated greater efficiency in facilitating sight word recognition. Additionally, both students and the interventionist reported high levels of social validity for the interventions. Limitations of the study included a small, homogeneous sample, lack of long-term maintenance data, reliance …
Pbis Fidelity As A Predictor Of School Connectedness For Secondary Students, Danielle German
Pbis Fidelity As A Predictor Of School Connectedness For Secondary Students, Danielle German
All Graduate Theses, Dissertations, and Other Capstone Projects
School connectedness, defined as the extent to which students "feel accepted, respected, included, and supported in the school environment," (Goodenow, 1993, p.80) has been identified as a protective factor linked to numerous positive behavioral, academic, and affective outcomes for secondary students. Given its importance, schools may seek to invest in efforts that enhance students’ sense of school connectedness. Research suggests that targeted instruction may be particularly effective in promoting school connectedness among adolescents (German et al., 2026). Positive Behavior Interventions and Supports (PBIS) is an evidence-based, multi-tiered framework that emphasizes explicit instruction of behavioral expectations and reinforcement of appropriate behavior. …
Using Brief Acceptance And Commitment Training To Increase Psychological Flexibility And Reduce Stress In School-Based Professionals, Rayna Yaeger
All Graduate Theses, Dissertations, and Other Capstone Projects
The significant behavioral and mental health concerns of students and staff in public schools within the United States has led to an increased risk of stress and burnout in teachers, which may lead to subsequent physical and mental health related concerns for staff and negative educational outcomes for students. Due to these school-based concerns, action should be taken to meet the needs of staff and students. This study aimed to better understand the effect of brief, group-based ACTraining on teachers’ psychological flexibility, general stress, job-related burnout, and social validity by replicating and extending the findings of Gillard et al. (2021) …
Development Of A Swpbis Fidelity Tool For Front-Line Intervention Agents, Courtney A. Sowle
Development Of A Swpbis Fidelity Tool For Front-Line Intervention Agents, Courtney A. Sowle
All Graduate Theses, Dissertations, and Other Capstone Projects
SWPBIS is a commonly used EBP that provides a continuum of support across three tiers of prevention (Farkas et al., 2012; Mercer et al., 2017). It is known that implementation of SWPBIS with high levels of fidelity has resulted in positive outcomes for students within that system (Farkas et al., 2012). While systems may report high fidelity of implementation of SWPBIS within their system, these reports may not be representative of how an evidenced-based practice (EBP) is implemented by frontline intervention agents and instead is likely more representative of the subjective perceptions of PBIS team members and external coaches (Reinke …
Surveying Teaching Rewards For Effective Behavior Management, Maggie M. West-Johnson
Surveying Teaching Rewards For Effective Behavior Management, Maggie M. West-Johnson
All Graduate Theses, Dissertations, and Other Capstone Projects
This study investigated the implementation of teacher reward systems within School-Wide Positive Behavioral Interventions and Supports (SWPBIS) in K–12 educational settings. While the PBIS framework has been extensively studied for its impact on student behavior and academic outcomes, limited attention has been given to supporting and motivating educators through systematic reward systems. This research aimed to identify the types of teacher rewards used, methods of selection and distribution, and staff perceptions of effectiveness and social validity. Using a structured 39-item survey distributed to SWPBIS team members across eight schools in Minnesota, the study gathered quantitative and qualitative data on current …
Exploring Front-Line Implementers Perceptions To Inform Tier 1 Pbis Implementation Coaching, Sammi Cowger
Exploring Front-Line Implementers Perceptions To Inform Tier 1 Pbis Implementation Coaching, Sammi Cowger
All Graduate Theses, Dissertations, and Other Capstone Projects
The successful implementation of universal practices within Positive Behavior Interventions and Support systems (Tier 1 PBIS) relies on front-line implementers to deliver services through student-facing practice elements. However, schools are often limited in the implementation support they can provide (Fixsen et al., 2005). Therefore, there is a growing emphasis in educational research on the systems and resources necessary to support the individuals tasked with implementing the programming (Forman et al., 2013). One form of support commonly used to support implementers of other school-based practices is implementation coaching. While this term is not universally used within the literature, it can be …
Examining School Psychologists’ Perspectives Of School Resource Officers, Kaylee Engle
Examining School Psychologists’ Perspectives Of School Resource Officers, Kaylee Engle
All Graduate Theses, Dissertations, and Other Capstone Projects
Following highly publicized acts of school violence since the 1990s, school resource officers (SROs) have become increasingly common fixtures in U.S. public schools. However, research on educational stakeholders' perceptions of school resource officers is limited, and studies that have been conducted have produced mixed results. The purpose of this study was to examine school psychologists' perspectives of school resource officers. School psychologists have unique training and knowledge regarding the establishment of safe and supportive schools, as well as an ethical obligation to promote practices that contribute to positive school environments, yet no previous studies had examined these professionals' perceptions of …
Comparing The Effects Of Choice And Performance Feedback On The Writing Fluency Outcomes Of Elementary Students, Collin M. Seifert
Comparing The Effects Of Choice And Performance Feedback On The Writing Fluency Outcomes Of Elementary Students, Collin M. Seifert
All Graduate Theses, Dissertations, and Other Capstone Projects
Performance feedback is an effective intervention that improves the writing outcomes of elementary students. Although choice has been referred to as a powerful tool in improving the writing of students, little empirical research has been conducted that investigates the effectiveness of choice when implemented in a class-wide setting. Therefore, the current study used a randomized controlled trial design to compare the effects of performance feedback and choice on the writing fluency outcomes of 40 fourth-grade elementary students in one elementary school. Participants were randomly assigned to either a performance feedback condition (n = 20) or a choice condition (n = …
Enhancing A School Readiness Skill Through A Mindfulness-Based Intervention: Soles Of The Feet, Caitlin J. Moen
Enhancing A School Readiness Skill Through A Mindfulness-Based Intervention: Soles Of The Feet, Caitlin J. Moen
All Graduate Theses, Dissertations, and Other Capstone Projects
Approximately one million children enroll in kindergarten each year with varying levels of experience and school readiness. Fundamental school readiness skills parallel executive functioning skills, which multiple interventions are able to target. School readiness intervention programs can be costly and require a considerable amount of training. Teachers and other school staff need an affordable, easy-to-implement intervention that targets critical school readiness skills. Mindfulness-based interventions (MBIs) have been found to improve executive functioning skills like self-regulation, which is skill for school readiness. Soles of the Feet (SOF) is an evidence-based MBI that has been found effective for increasing self-regulation in schoolaged …
Teacher-Led Active Classroom Breaks To Improve Student On-Task Behavior: A Dose-Response Study, Abbey M. Riese
Teacher-Led Active Classroom Breaks To Improve Student On-Task Behavior: A Dose-Response Study, Abbey M. Riese
All Graduate Theses, Dissertations, and Other Capstone Projects
Active Breaks (AB) are a classroom management strategy to increase student on-task behavior in elementary-aged general education populations. ABs are defined as short bouts of physical activity that take place between academic instructional periods. Research has focused on breaks with a dosage ranging from 4- to 15-min, with demonstrated positive effects. The current study aimed to address several gaps in the literature related to teacher implementation of breaks, dosage of breaks, and assessment of teacher and student acceptability and perceptions of ABs. The impact of teacher-led ABs on student on-task behavior was examined across two 3rd grade general education classrooms …
Determining The Quality Of The Evidence Base For Incremental Rehearsal, Emily K. Fischer
Determining The Quality Of The Evidence Base For Incremental Rehearsal, Emily K. Fischer
All Graduate Theses, Dissertations, and Other Capstone Projects
The purpose of this review is to examine the current literature on incremental rehearsal (IR) to investigate whether IR is be considered an evidence-based practice, based on the quality indicators set forth by the Council for Exceptional Children (Cook et al., 2014). Burns et al. (2012) completed a meta-analysis to investigate the effectiveness and efficiency of IR and to compare the effect sizes calculated from single-case and group designs. Results of that analysis showed that IR was effective with various student groups, including students in grades ranging from preschool to high school, and students with disabilities. The original review investigated …
Tier Ii Behavioral Intervention: A Direct Comparison Of Two Versions Of Class Pass, Madeline Cordle
Tier Ii Behavioral Intervention: A Direct Comparison Of Two Versions Of Class Pass, Madeline Cordle
All Graduate Theses, Dissertations, and Other Capstone Projects
Disruptive behaviors are some of the most difficult behaviors for teachers to address in schools. They can take multiple forms in the classroom, and can impact the student displaying them, as well the rest of the learning environment in terms of academic engagement. Disruptive behaviors are believed to be displayed by students for the purpose of attaining social positive and social negative reinforcement. These behaviors also tend to fall into a higher level of need based on MTSS/PBIS tiered support models. Typically, disruptive behaviors fall within Tier II level of need, where universal supports are not enough, but intensive, individualized …
Investigating Emerging Bilingual Learner Related Field Experiences In School Psychology Graduate Training, Austin Rogers
Investigating Emerging Bilingual Learner Related Field Experiences In School Psychology Graduate Training, Austin Rogers
All Graduate Theses, Dissertations, and Other Capstone Projects
There is limited research regarding school psychology field and practicum experiences that are devoted to developing skills related to emergent bilingual learners (EBL). This study attempted to better understand what types of EBL-related field and practicum experiences are most influential in preparing school psychologists to feel confident in their ability to provide school psychological services to EBL students. One hundred thirty-five practicing school psychologists were surveyed using a questionnaire focused on the types of EBL-related field and practicum experiences commonly found in exemplary multiculturally-focused school psychology graduate programs and practitioners’ perceptions of their ability to provide a number of services …
Investigating The Effectiveness Of The Positive Reinforcement Components Of Tootling, Kennedi J. Alstead
Investigating The Effectiveness Of The Positive Reinforcement Components Of Tootling, Kennedi J. Alstead
All Graduate Theses, Dissertations, and Other Capstone Projects
Disruptive behavior in the classroom can have a negative impact on students’ academic and social outcomes. Additionally, teachers have expressed difficulty with implementing class-wide behavioral interventions that address this problem. Tootling is a class-wide, positive behavioral intervention that has been shown to increase prosocial behavior and academic engagement, as well as decreasing disruptive behavior in the classroom. Tootling is derived from another form of positive peer reporting and is considered the opposite of tattling. In tootling, students report on their peers’ prosocial behaviors. This intervention has multiple components that assist in its effectiveness. Specifically, there are three components with aspects …
The Effectiveness Of A Caregiver Delivered Phonics Intervention For At-Risk Students, Iwalani Dela Paz-Miller
The Effectiveness Of A Caregiver Delivered Phonics Intervention For At-Risk Students, Iwalani Dela Paz-Miller
All Graduate Theses, Dissertations, and Other Capstone Projects
Reading skills are important for students' academic success. Phonics specifically is a foundational skill which is necessary for reading fluency and overall reading proficiency. Additional support outside of the classroom can be beneficial for those struggling and at-risk. There are various strategies and interventions that can help students' gain important academic skills. In addition to various reading skills and interventions, parents and caregivers can help implement interventions within the home setting to support students in their academic growth. Overall, the research has documented the effectiveness of reading intervention delivered by parents and caregivers, but there is little research on caregiver …
Increasing Above And Beyond Behavior Through Social Emotional Learning, Lars Olson
Increasing Above And Beyond Behavior Through Social Emotional Learning, Lars Olson
All Graduate Theses, Dissertations, and Other Capstone Projects
Social Emotional Learning (SEL) has demonstrated utility to schools. Research has shown how SEL programs can be used to improve behavior, academics, and school climate. However, SEL is most often utilized to improve behaviors that are necessary to function within the mores and norms of a classroom setting. These behaviors can be categorized as meeting expectations of the classroom climate; however, there is a lack of research demonstrating that the implementation of an SEL curriculum can also increase the frequency of behaviors that go above and beyond these basic expectations. In order to increase the frequency of behaviors that go …
Family Involvement In Charter Elementary Schools: A Case Study Using The Family Involvement Questionnaire-Elementary Version (Fiq-E), Dorothy M. Lipski
Family Involvement In Charter Elementary Schools: A Case Study Using The Family Involvement Questionnaire-Elementary Version (Fiq-E), Dorothy M. Lipski
All Graduate Theses, Dissertations, and Other Capstone Projects
Family involvement has been shown to have positive effects on the academic and socio-emotional and behavioral outcomes of school-aged children across all age ranges, but most especially among elementary-aged students. The Family Involvement Questionnaire-Elementary (FIQ-E) has been validated for use with students in grades 1-6 across public and parochial elementary schools in the US, which has been extended to primary schools in New Zealand and Belize. The FIQ-E was used in the current study in a charter elementary school in the Midwest. The participants included 40 family responses and one administrator. The results indicated there was a statistically significant difference …
Cover-Copy-Compare As A Math Fact Fluency Intervention For Students In An Alternative Special Education Program, Raelynn J. Lamminen
Cover-Copy-Compare As A Math Fact Fluency Intervention For Students In An Alternative Special Education Program, Raelynn J. Lamminen
All Graduate Theses, Dissertations, and Other Capstone Projects
Cover-Copy-Compare (CCC) has been identified as an empirically supported and socially valid intervention for promoting math fact fluency across instructional settings. However, limited research has investigated the effectiveness of CCC as a math fact fluency intervention within the setting IV environment with even fewer studies including behavioral measures as a dependent variable. Therefore, this study investigated the effects of CCC as a math fact fluency intervention with four 4th-6th grade students within the setting IV environment with math fluency deficits. Using a multiple baseline across participants design, baseline levels of digits correct per minute (DCPM) and on-task behavior were compared …
Effects Of Daily Spaced Versus Massed Practice On Spelling Word Retention Among Struggling Spellers, Melissa Engel
Effects Of Daily Spaced Versus Massed Practice On Spelling Word Retention Among Struggling Spellers, Melissa Engel
All Graduate Theses, Dissertations, and Other Capstone Projects
Although extensive research has documented the benefits of spaced practice, very little of that research has been conducted in schools, and even less has included students with disabilities or with academic deficits. The purpose of this study was to compare spaced and massed practice on students with an educational disability in a school setting. Three students identified as having a specific learning disability (SLD) and receiving special education services in written language participated in this study, which used an alternating treatment design. Students learned 10 lists of 6 spelling words, each list over the course of three days. Students were …
The Impact Of Professional Perspectives On Team Participation And Satisfaction On Intent To Implement Interventions Determined By Multidisciplinary Teams, Julieanna Bowen
The Impact Of Professional Perspectives On Team Participation And Satisfaction On Intent To Implement Interventions Determined By Multidisciplinary Teams, Julieanna Bowen
All Graduate Theses, Dissertations, and Other Capstone Projects
Multidisciplinary teams have become a consistent part of school culture and the decision-making process (Buck et al., 2003), however limited and inconsistent research (Huebner & Gould, 1991) is available regarding the effectiveness of multidisciplinary teams within the school environment. Current literature provides common themes regarding typical team membership, team procedures and processes, professional roles, and team goals. However, it often fails to provide insight concerning the aspects of the multidiscipline team process and how each professional contributes to team outcomes. As demonstrated within social psychology and industrial psychology literature, understanding team participation and member satisfaction can assist in the prediction …
Examining Differences In Rural, Micropolitan, And Metropolitan School Psychologists Roles And Delivery Of Mental Health Services, Ashley A. Williamson
Examining Differences In Rural, Micropolitan, And Metropolitan School Psychologists Roles And Delivery Of Mental Health Services, Ashley A. Williamson
All Graduate Theses, Dissertations, and Other Capstone Projects
Mental health service delivery in rural settings has become increasingly limited while rates of mental health concerns among youth have increased. Schools form a common hub in rural areas and they present an opportunity for the assessment of developing disorders as well as a means for delivering mental health services in an affordable and acceptable fashion. School psychologists supporting rural school districts are presented with a unique opportunity to provide various aspects of rural mental health service delivery. Over the last 40 years, little research has been published on rural school psychologist’s roles and responsibilities and their relationship to mental …
Applying Peer Tutoring To Spelling At The Elementary Level, Ashlee Lundberg
Applying Peer Tutoring To Spelling At The Elementary Level, Ashlee Lundberg
All Graduate Theses, Dissertations, and Other Capstone Projects
In this study, I applied peer tutoring methods to spelling in an elementary classroom to increase spelling performance. Using alternating treatment design with a baseline phase, peer tutoring for spelling was implemented within a 2nd grade classroom. Twenty-one students participated in the study. The primary dependent variables were the increase in words spelled correct and correct letter sequence from weekly pretests to weekly posttests. Baseline data were collected using spelling word lists students had not yet learned. Peer tutoring for spelling was applied to spelling through two activities targeting accuracy (Spell it, Check it) and fluency (a speed spelling activity, …
Assessing The Perceived Effectiveness And Acceptability Of Pre-Referral Intervention Team Procedures By School Teams: Continued Validation Of The Pre-Referral Intervention Team, Lindsey A. Finch
All Graduate Theses, Dissertations, and Other Capstone Projects
The Pre-Referral Intervention Team Inventory (PRITI) is a 24-item Likert scale created to measure the perceived effectiveness and acceptability of pre-referral teams (PRTs) in a school setting. Initial studies have shown both two-factor and single-factor structures with high internal consistency. Acceptability of team procedures as measured by the PRITI showed expected relationships to the Team Climate Inventory (TCI) and the Revised Teacher Stress Inventory (RTSI). The results of initial studies suggest that the PRITI may be a useful measure for assessing school staff acceptability perceptions of PRT consultation procedures, but further validation is needed. For the current study, the responses …
Evaluating The Effects Of Tootling When Implemented In Special Education Classrooms Providing Behavior Supports, Jannine E. Ray
Evaluating The Effects Of Tootling When Implemented In Special Education Classrooms Providing Behavior Supports, Jannine E. Ray
All Graduate Theses, Dissertations, and Other Capstone Projects
Managing student misbehavior is often a challenge for teachers. Effective classroom behavior management strategies maximize academic instruction time and decrease disruptive behavior. One intervention that has proven to be effective in decreasing disruptive behavior, increasing prosocial behavior, and increasing on-task behavior in the general education classroom is tootling. There are no published studies that have applied tootling in a special education classroom, and this population could greatly benefit from such an intervention. The current study used a multiple baseline design across settings to examine the effectiveness of a tootling intervention in three special education classrooms with students who exhibit behavior …
Cyberbullying Prevention And Intervention: Perspectives Of School Psychologists And School Counselors, Rachel E. Burlet
Cyberbullying Prevention And Intervention: Perspectives Of School Psychologists And School Counselors, Rachel E. Burlet
All Graduate Theses, Dissertations, and Other Capstone Projects
Recent studies have found that increasing numbers of students are experiencing cyberbullying during middle and high school. The current study examined how school psychologists and school counselors are involved in the prevention and intervention of cyberbullying as well as what practices their schools are implementing to address this issue. Results found that school counselors were more involved than school psychologists with cyberbullying prevention and intervention efforts. However, 50% of school psychologists felt that their skills were being underutilized and 59% expressed a desire to be more involved in cyberbullying prevention and intervention efforts. Receiving training on cyberbullying was found to …
Seclusion And Restraint Policy And Practice: Are Students Safe In School?, Laura L. Strunk, Daniel Houlihan
Seclusion And Restraint Policy And Practice: Are Students Safe In School?, Laura L. Strunk, Daniel Houlihan
Social Work Department Publications
The purpose of this study was to examine the significance of the policy and practice of seclusion and restraint interventions used and implemented in the public school system in the United States. Current research casts doubt on policy appropriateness; however, these interventions continue to be used in school settings across the United States. A descriptive, cross-sectional research design was used to implement via electronic survey. The survey was developed and randomly sent to school administrators and other support staff, teachers, and paraprofessionals currently employed in school districts across the United States. Data collected in this study supports the need to …
A Survey Of Rewards For Teens: Extension, Replication, And 25-Year Follow-Up, Hunter King
A Survey Of Rewards For Teens: Extension, Replication, And 25-Year Follow-Up, Hunter King
All Graduate Theses, Dissertations, and Other Capstone Projects
Changes in our immediate environment--as well as our virtual--have great potential to decrease the reinforcing effects of stimuli once identified as potent and reliable in past generations. Extant reinforcement surveys and item preferences assessments alike have shown to be a reliable mode of ascertaining potent reinforcers for various populations; however, many are outdated and may comprise of items or rewards that contemporary populations may not value. Considering the substantial environmental changes that have occurred over recent decades, in tandem with the availability of outdated reward surveys, efforts should be directed towards obtaining empirical evidence demonstrating that contemporary adolescents hold different …
Individual Differences As Predictors Of Success For Learning Community Students, Nicole Haffield
Individual Differences As Predictors Of Success For Learning Community Students, Nicole Haffield
All Graduate Theses, Dissertations, and Other Capstone Projects
Learning communities have been receiving attention by the higher education community in recent years (Cross, 1998; Smith, 2001; Stassen 2003). The attention around learning communities seems to largely be centered around their apparent wide-ranging benefits for student outcomes, including improved student retention, achievement and engagement. This research focuses on which types of students may be most successful in learning community programs in a college setting. Specifically, we wanted to understand if and how the Hogan Personality Inventory, and other motivational factors predict learning community student outcomes such as GPA, retention, and program engagement. None of the original hypotheses were supported. …
Investigating The Effects Of Performance Feedback And Choice As A Writing Fluency Intervention, Samantha Jean Steinman
Investigating The Effects Of Performance Feedback And Choice As A Writing Fluency Intervention, Samantha Jean Steinman
All Graduate Theses, Dissertations, and Other Capstone Projects
Despite a need for more support in the area of writing, few interventions currently exist to target elementary students’ writing fluency skills. Performance feedback has been identified as an effective intervention used to increase students’ writing productivity. Additionally, the use of choice as a writing fluency intervention has recently been identified as a viable option. Therefore, this study investigated the effects of combining performance feedback plus choice as a writing fluency intervention on the writing skills of eight third grade students. Using standard curriculum-based measure written expression procedures, students were provided performance feedback, choice, and the combination of the two …