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Full-Text Articles in School Psychology
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 …
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 …
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 …