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The Impact of Item Wording and Behavioral Specificity on the Accuracy of Direct Behavior Ratings (DBRs) 项目措辞和行为特异性对直接行为评分准确性的影响
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2009-03-01 DOI: 10.1037/A0015248
T. C. Riley-Tillman, Sandra M. Chafouleas, Theodore J. Christ, A. Briesch, Teresa J. LeBel
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引用次数: 47
Treatment integrity assessment in the schools: An evaluation of the Treatment Integrity Planning Protocol. 学校治疗完整性评估:对治疗完整性计划方案的评估。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2009-03-01 DOI: 10.1037/A0015431
L. Sanetti, T. Kratochwill
{"title":"Treatment integrity assessment in the schools: An evaluation of the Treatment Integrity Planning Protocol.","authors":"L. Sanetti, T. Kratochwill","doi":"10.1037/A0015431","DOIUrl":"https://doi.org/10.1037/A0015431","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"24-35"},"PeriodicalIF":0.0,"publicationDate":"2009-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0015431","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57557883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 112
Children's sleep and school psychology practice. 儿童睡眠与学校心理实践。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2009-03-01 DOI: 10.1037/A0014497
J. Buckhalt, A. Wolfson, M. El-Sheikh
{"title":"Children's sleep and school psychology practice.","authors":"J. Buckhalt, A. Wolfson, M. El-Sheikh","doi":"10.1037/A0014497","DOIUrl":"https://doi.org/10.1037/A0014497","url":null,"abstract":"Much contemporary research has demonstrated the multiple ways that sleep is important for child and adolescent development. This article reviews that research with an emphasis on how sleep parameters are related to school adjustment and achievement. Five areas of sleep research are reviewed to discern implications for practice with children using an evaluation rubric of strong, moderate, and weak evidence. The research has implications for assessment of sleep and sleepiness in the schools, for primary and secondary prevention activities, and for interventions by school psychologists targeting children and adolescents with sleep problems that affect their school functioning.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"60-69"},"PeriodicalIF":0.0,"publicationDate":"2009-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0014497","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57554411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 38
Moving beyond assessment of treatment acceptability: An examination of the factor structure of the Usage Rating Profile—Intervention (URP-I). 超越治疗可接受性的评估:对使用评级档案-干预(URP-I)的因素结构的检查。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2009-03-01 DOI: 10.1037/A0015146
Sandra M. Chafouleas, A. Briesch, T. C. Riley-Tillman, D. McCoach
{"title":"Moving beyond assessment of treatment acceptability: An examination of the factor structure of the Usage Rating Profile—Intervention (URP-I).","authors":"Sandra M. Chafouleas, A. Briesch, T. C. Riley-Tillman, D. McCoach","doi":"10.1037/A0015146","DOIUrl":"https://doi.org/10.1037/A0015146","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"36-47"},"PeriodicalIF":0.0,"publicationDate":"2009-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0015146","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57557211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 105
A Conceptual Pathways Model to Promote Positive Youth Development in Children Raised by Their Grandparents. 促进祖父母辈儿童青少年正向发展的概念路径模型。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2009-01-08 DOI: 10.1037/A0016226
Oliver W. Edwards, Gordon E. Taub
{"title":"A Conceptual Pathways Model to Promote Positive Youth Development in Children Raised by Their Grandparents.","authors":"Oliver W. Edwards, Gordon E. Taub","doi":"10.1037/A0016226","DOIUrl":"https://doi.org/10.1037/A0016226","url":null,"abstract":"The numbers of children raised by their grandparents are increasing. These alternate families often emerge following negative life events that result in high risk for adverse child outcomes. Modifications in the traditional roles and relationships of grandparent and child may exacerbate stressors experienced by both parties. The phenomenon has implications for professionals working with these children because these families are increasing in prevalence and research suggests students’ success in school depends on both the home and school environments. Preventing problem behaviors associated with these families and promoting the children’s positive developmental trajectories entail understanding the family members’ unique needs and risks and identifying and accentuating their strengths, supports, and resources. In this paper, (a) the phenomenon of children raised by grandparents is reviewed, (b) positive youth development is advanced as a viable theoretical and applied developmental science framework to understand the children, and (c) a conceptual pathways model is described that can be used to promote their favorable school and life outcomes.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"160-172"},"PeriodicalIF":0.0,"publicationDate":"2009-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0016226","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57560169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 28
The Impact of Training on the Accuracy of Direct Behavior Ratings (DBR). 训练对直接行为评定(DBR)准确度的影响。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2009-01-01 DOI: 10.1037/A0016255
Mine D. Schlientz, T. C. Riley-Tillman, A. Briesch, C. Walcott, Sandra M. Chafouleas
{"title":"The Impact of Training on the Accuracy of Direct Behavior Ratings (DBR).","authors":"Mine D. Schlientz, T. C. Riley-Tillman, A. Briesch, C. Walcott, Sandra M. Chafouleas","doi":"10.1037/A0016255","DOIUrl":"https://doi.org/10.1037/A0016255","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"73-83"},"PeriodicalIF":0.0,"publicationDate":"2009-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0016255","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57560266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 32
An examination of predictive bias for second grade reading outcomes from measures of early literacy skills in kindergarten with respect to English-language learners and ethnic subgroups. 从幼儿园早期读写技能的测量中，对英语学习者和种族亚群体对二年级阅读结果的预测偏差的检验。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2008-12-01 DOI: 10.1037/1045-3830.23.4.553
Joseph Betts, Amy L. Reschly, Mary Pickart, D. Heistad, Christina P. Sheran, D. Marston
{"title":"An examination of predictive bias for second grade reading outcomes from measures of early literacy skills in kindergarten with respect to English-language learners and ethnic subgroups.","authors":"Joseph Betts, Amy L. Reschly, Mary Pickart, D. Heistad, Christina P. Sheran, D. Marston","doi":"10.1037/1045-3830.23.4.553","DOIUrl":"https://doi.org/10.1037/1045-3830.23.4.553","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"23 1","pages":"553-570"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/1045-3830.23.4.553","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57489465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 41
Examining the Effects of a Comprehensive Writing Program on the Writing Performance of Middle School Students with Learning Disabilities in Written Expression. 综合写作课程对学习障碍中学生书面表达写作表现的影响。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2008-12-01 DOI: 10.1037/1045-3830.23.4.571
Merilee McCurdy, C. Skinner, Steuart Watson, M. Shriver
{"title":"Examining the Effects of a Comprehensive Writing Program on the Writing Performance of Middle School Students with Learning Disabilities in Written Expression.","authors":"Merilee McCurdy, C. Skinner, Steuart Watson, M. Shriver","doi":"10.1037/1045-3830.23.4.571","DOIUrl":"https://doi.org/10.1037/1045-3830.23.4.571","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"122 1","pages":"571-586"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57489476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 37
Qualitative Data Analysis: A Compendium of Techniques and a Framework for Selection for School Psychology Research and Beyond. 定性数据分析:学校心理学研究的技术纲要和选择框架及以后。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2008-12-01 DOI: 10.1037/1045-3830.23.4.587
N. Leech, A. Onwuegbuzie
{"title":"Qualitative Data Analysis: A Compendium of Techniques and a Framework for Selection for School Psychology Research and Beyond.","authors":"N. Leech, A. Onwuegbuzie","doi":"10.1037/1045-3830.23.4.587","DOIUrl":"https://doi.org/10.1037/1045-3830.23.4.587","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"23 1","pages":"587-604"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/1045-3830.23.4.587","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57489488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 505
Adapting Cognitive-Behavioral Therapy for Mexican American Students with Anxiety Disorders: Recommendations for School Psychologists. 适应认知行为疗法对墨西哥裔美国学生焦虑症:对学校心理学家的建议。
SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2008-12-01 DOI: 10.1037/1045-3830.23.4.515
J. Wood, Angela W. Chiu, W. Hwang, Jeffrey Jacobs, M. Ifekwunigwe
{"title":"Adapting Cognitive-Behavioral Therapy for Mexican American Students with Anxiety Disorders: Recommendations for School Psychologists.","authors":"J. Wood, Angela W. Chiu, W. Hwang, Jeffrey Jacobs, M. Ifekwunigwe","doi":"10.1037/1045-3830.23.4.515","DOIUrl":"https://doi.org/10.1037/1045-3830.23.4.515","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"23 1","pages":"515-532"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/1045-3830.23.4.515","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57489451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 24
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