School Psychology Commons^™

Framework-Based Mathematics Intervention: A Practice Guide For School Psychologists, Shaalein C. Lopez

Journal of Applied Disciplines

School psychologists are charged with providing guidance related to the implementation of evidence-based interventions across academic subjects including mathematics. Despite recent advances in the availability of empirically supported intervention and instructional strategies in math, finding appropriate math-related interventions that go beyond fluency building and metacognitive techniques into the realm of math understanding and concept building remains difficult for school psychologists. The adaptation of a framework-based approach to mathematics intervention, such as one developed by the National Center on Intensive Intervention, provides school psychologists with an evidence-based approach that overcomes numerous barriers to providing support for students struggling with mathematics learning.

Investigating The Relationship Between Noun Classes And Plant Folk Taxonomy In Chasu Language Of Kilimanjaro Region In Tanzania, Peter Rabson Mziray

Journal of Humanities and Social Sciences

The current study investigates the relationship between noun classes and plant folk taxonomy in Chasu (G 22). The study focuses on two objectives: the first objective is to describe the plant folk taxonomy in Chasu and the second objective is to determine the relationship between noun classes and plant folk taxonomy in Chasu. Data were collected from rural villages in Same and Mwanga districts by using free listing, field interviews (jungle-walk-and-identify), and written texts containing Chasu plant names. The findings reveal that Chasu folk taxonomy reflects different ethnobotanical categories; including a unique beginner which is mmea/mimea ‘plant(s)’, and three life …

Learning And Satisfaction, Ainsley Smith

Scholars Week

Learning and Satisfaction

Motivation, especially in the world of psychology, is quite the broad and overarching term that relates to various aspects of life. Whether it be motivation in the workplace, classroom, sports, or relationships, our intrinsic and extrinsic motivations drive us to do our best on what we set forth to accomplish. Although there is extensive research on methods of learning in correlation to motivation as well as levels of satisfaction impacting these levels, there has yet to be much exploration into the impact an emotional component or personal connection may have on these factors. The purpose of this …

Cv: Lisa M. Brown (School Counseling/Clinical Mental Health Counseling), Lisa M. Brown

Psychology Department Faculty Curricula Vitae

No abstract provided.

9th Gsep Research Symposium - 2025

GSEP Research Symposium

The Ninth Annual GSEP Research Symposium, themed "Building Bridges to Elevate Humanity: Innovations and Insights in Education and Psychology", was hosted by the Pepperdine University Graduate School of Education and Psychology (GSEP) on June 19–20, 2025, at the historic Château d’Hauteville in Switzerland and virtually via Zoom.

This hybrid symposium convened a vibrant global community of students, alumni, faculty, and scholars to share research that addresses real-world challenges, advances scholarly inquiry, and builds pathways for inclusive collaboration and leadership. Spanning a wide array of topics—from artificial intelligence and mental health to trauma-informed practices, educational equity, social justice, and cross-cultural leadership—the …

The Behavior Assessment System For Children Third Edition (Basc-3)’S Classification Accuracy For Attention-Deficit/Hyperactivity Disorder (Adhd) In College Students, Angela Lucas, Luis E. Aguerrevere, Nina Harness

Journal of Human Services: Training, Research, and Practice

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that frequently persists symptoms into adolescence and adulthood. Diagnosing ADHD in college-aged individuals poses a challenge due to the lack of consistent strategies among clinicians for effectively evaluating adult ADHD. The purpose of this study was to determine the classification accuracy of the Behavior Assessment System for Children (Third Ed.; BASC-3) Inattention/Hyperactivity composite t-score in predicting the diagnosis of ADHD among college students. Results indicated that the BASC-3 Inattention/Hyperactivity composite demonstrated predictive power, high specificity (94%) and moderate-to-high sensitivity (70%), supporting its utility as a predictor of ADHD. Further analysis was conducted …

Digital Learning And Healing: Impacts Of Ai In Art Therapy, Cassandra E. Buffington-Bates

Journal of Human Services: Training, Research, and Practice

Art therapy, a creative approach to mental and emotional healing, is evolving with digital technologies to improve accessibility and care. This paper explores how artificial intelligence (AI) enhances art therapy by fostering emotional intelligence, collaboration, and personalized interventions. It highlights AI’s potential to support therapy while addressing challenges like empathy, data privacy, and training gaps. Through a literature review, the study offers insights into integrating AI with human-centered practices, providing innovative solutions for emotional and cognitive well-being.

Hmongcentric Niche Charter Schools: The Role Of Social Capital On Students’ Perceived Academic Competence, Zha Blong Xiong, Ting Xu, Kyle Nickodem, Malina Her

Journal of Southeast Asian American Education and Advancement

Using Coleman’s (1988) social capital theory, this study investigated the connection between family and school social capital and the perceived academic competence of students enrolled in Hmongcentric niche charter schools. The study analyzed 124 participants consisting of third, fourth, and fifth-grade students residing in Minnesota, with 93% identifying as Hmong. Results of structural equation modeling showed that school social capital, as measured by school attachment and school connection, is significantly linked to students’ perceived academic competence. Further analyses suggested that school attachment, especially in charter schools that focus on culture and language, plays a more crucial role in shaping students’ …

The Experiences Of School Psychologists Serving Students With Traumatic Brain Injuries: A Phenomenology, E. Grace Ritchie

Electronic Theses and Dissertations

Traumatic Brain Injury (TBI) is a complex experience associated with a diverse constellation of symptoms and challenges. TBI scholars have extensively explored the varying needs of youth in the aftermath of a head injury. Likewise, recent literature details recommendations for school psychological services in support of these students. Such recommendations largely reflect insights drawn from broader TBI and disability research, integrated with the established scope of school psychologists’ practice (e.g., the National Association of School Psychologists Practice Model). Nevertheless, school psychologists’ perceptions of these students’ challenges have been inadequately examined. Such perspectives are likely valuable, given school psychologists’ unique training …

A Guidance Practice Model: Reframing Prevention, Identification, And Treatment Of Trauma-Impacted Students With Intellectual Disabilities, Mark H. Thomas

Electronic Theses and Dissertations

The experience and exposure of trauma among youth, especially continuous traumatic experiences, poses considerable risks of long-term effects. Moreover, untreated trauma and subsequently negative mental health outcomes, like anxiety and depressive disorders, can negatively impact the psychosocial and academic functioning of students. One population that is generally overlooked regarding mental health in schools are students with intellectual disabilities (ID). This is problematic as this population is at an increased risk of traumatic experiences, such as maltreatment and social exclusion.

Moreover, the comorbidity of trauma and internalizing disorders among students with ID can exacerbate already existing challenges and deficits with social …

Racially And Ethnically Minoritized Students’ Experiences In Virginia School Psychology Graduate Programs, Fatima Z. Rahman-Yu

Educational Specialist, 2020-current

This study explored the lived experiences of racially and ethnically minoritized (REM) students in Virginia-based school psychology graduate programs. This study was created to provide Virginia school psychology programs, and beyond, recommendations created by REM students for REM students. Data were collected using virtual focus groups through Zoom in order to allow REM students to disclose deep and honest experiences in a safe space. Data were coded, analyzed, and interpreted using thematic analysis to reveal underlying patterns and similarities. Results from this study showed that factors that support REM student experiences in Virginia school psychology graduate programs include diverse cohorts, …

Group Social Skills Training Intervention For Students With Autism Spectrum Disorder, Kayla Hearl

Educational Specialist, 2020-current

Some of the challenges for children with autism spectrum disorder (ASD) include social engagement as well as building and establishing relationships with peers. Social skills training programs have been used to improve social skill development in children with ASD. The current study sought to examine the use of a group social skills training intervention to develop the perspective taking skills of children with autism spectrum disorder (ASD). The Social Thinking curriculum, “You Are a Social Detective” was implemented with a small group of two students with ASD over the course of 10 weekly sessions. The students’ teachers completed the Social …

Uncovering The Hidden High School Experiences Of Asian American Young Adults: A Mixed Methods Approach, Julia Shin

Educational Specialist, 2020-current

Most research regarding Asian American adolescents’ high school experiences have been quantitative in nature, leaving out the nuances of their lived experiences. While quantitative data is important to gather measurable, objective data from a larger sample of people, qualitative data is also important to add depth and humanness to participant responses. Thirty-two Asian American young adults participated in a mixed methods study that consisted of a survey and optional focus group, aiming to explore the impact of the internalization of the model minority stereotype (MMS), ethnic identity, and representation of racially and ethnically minoritized teachers on their high school experiences. …

Increasing Implementation Of The Comfortable Cafeteria Program To Promote School-Age Children’S Mental Health And Well-Being, Reinecka Mondesir, Angela Labrie Blackwell Phd, Otr

Summer 2025 OTD Capstone Symposium

Every Moment Counts (EMC) is a positive mental health promotion initiative that offers several initiatives to create inclusive environments that support student participation and emotional well-being throughout the school day. Comfortable Cafeteria, part of EMC, fosters positive mealtime experiences supporting peer interaction, emotional regulation, and inclusion. Many SBOT practitioners lack the resources to implement Comfortable Cafeteria, despite its benefits. This capstone project addresses the need for practical tools to help school-based occupational therapy (SBOT) practitioners integrate the Comfortable Cafeteria program into daily practice. Using the Multi-Tiered System of Supports (MTSS) framework, the project developed and disseminated an interactive, evidence-based video …

The Protective Role Of Resilience In Indirect Aggression Perpetration And Victimization, Amelia Klass

Electronic Theses and Dissertations

This study examines the relationship between resilience and indirect aggression, specifically relational and social aggression, utilizing a sample of 104 females aged 18–22. Indirect aggression, characterized by behaviors such as social exclusion, gossip, and manipulation, is associated with significant emotional and interpersonal difficulties. Using a theoretical basis that includes gender schema theory, social learning theory, and social information processing theory, this study investigates whether resilience has a significant relationship in both the perpetration of and victimization through the use of indirect aggression. Participants completed self-report measures, including the Adult Resilience Measure – Revised and the Young Adult Social Behavior Scales …

Identifying The Experiences And Perceptions Of School Psychologists On Racial Disparities In Autism Spectrum Disorderidentifying The Experiences And Perceptions Of School Psychologists On Racial Disparities In Autism Spectrum Disorder, Anna Marie Paolicelli

Electronic Theses and Dissertations

This paper investigates the experiences and perceptions of school psychologists who identify as experts in autism spectrum disorder (ASD) regarding racial and ethnic disparities in ASD identification. Utilizing a convergent embedded mixed-methods design grounded in Consensual Qualitative Research (CQR), the study explores how school psychology practices may have contributed to recent changes in ASD outreach and assessment, as well as persistent disparities, particularly for Black children with co-occurring intellectual disability (ID). Thirteen credentialed school psychologists with extensive experience in diverse educational and clinical settings participated in semi-structured interviews and binary survey items. Findings reveal perceived progress in ASD awareness and …

Adding Varying Degrees Of Performance Feedback Components To The Taped Problems Intervention, Alyson C. Honaker

Electronic Theses and Dissertations

Math fact fluency, the ability to quickly and accurately solve one-digit by one-digit math problems, is a common challenge for many school-aged children. Difficulties with fluency often lead to reliance on inefficient strategies, hindering progress in more advanced math skills. Evidence-based interventions like Taped Problems Intervention (TPI) have demonstrated effectiveness in improving math fluency. However, research suggests incorporating behavioral components such as Performance feedback (PF) and goal setting/reinforcement (GS/R) may enhance its effectiveness. The present study used a multiple-probe across-task design to evaluate the effects of three variations of TPI on the subtraction fluency of five elementary students in a …

Connecting For Success: Evaluating The Frequency Of Check & Connect Meetings On Student Behavior, Kaylee S. Mckinney

Master's Theses

Dropout prevention efforts commonly address risk factors including chronic absenteeism, which continues to be a nationwide concern. Check & Connect is a student engagement intervention that aims to improve graduation rates and mitigate several risk factors of dropout. Previous research has failed to address if the frequency of Check & Connect meetings results in varied effectiveness of the intervention. The current study aims to evaluate the effects of modified frequency of Check & Connect meetings on academic engagement, term grade average, absences, and office discipline referrals through the use of a multiple baseline across participants design. Results revealed that students …

Social Sprouts: A Play-Based Packaged Intervention - Improving Peer Interactions In Early Childhood Classrooms With A Novel Group Contingency, Brittany D. Garza

Master's Theses

Teaching prosocial skills such as positive peer interactions in early childhood settings not only promotes behavioral health but reliably predicts future learning outcomes. The literature suggests that decreasing levels of challenging behavior may improve peer interactions, and a feasible class-wide strategy that can address this combination of needs effectively is a group contingency. The current study investigated the effect of a novel group contingency, Social Sprouts, on both positive peer interactions and disruptive behavior. This study utilized a nonconcurrent multiple baseline design in three Head Start classrooms to evaluate the effect of this packaged intervention delivered just before and during …

The Impact Of Mindfulness Therapy To Reduce Disruptive Behavior In High School, Wendy Nell Peters

Electronic Theses and Dissertations

The aim of this project was to determine the impact and effectiveness of Gina Biegel’s mindfulness techniques for stressed teens method on adolescent anxiety and the disruptive symptoms that lead to high school adolescents being assigned to detention. This project described a quantitative correlational design research project that investigated a small adolescent sample size, with a goal of decreasing the number of local high school adolescent students who are repeat detention offenders, by implementing Gina Biegel’s mindfulness techniques for stressed teens method on those high school adolescents who were assigned to detention. This was achieved by collecting demographic data from …