School Psychology Review (SPR)
Volume 40, Issue 1
(2011)
General Issue
Editor: Matthew K. Burns
Inside This Issue
Cognitive Correlates of Inadequate Response to Reading Intervention
Jack M. Fletcher, Karla K. Stuebing, Amy E. Barth, Carolyn A. Denton, Paul T. Cirino, David J. Francis, & Sharon Vaughn
pp. 3-22
Abstract. The cognitive attributes of Grade 1 students who responded adequately and inadequately to a Tier 2 reading intervention were evaluated. The ... [more]
Teacher Judgments of Students’ Reading Abilities Across a Continuum of Rating Methods and Achievement Measures
John C. Begeny, Hailey E. Krouse, Kristina G. Brown, & Courtney M. Mann
pp. 23-38
Abstract. Teacher judgments about students’ academic abilities are important for instructional decision making and potential special education entitle... [more]
Behavior Problems in Learning Activities and Social Interactions in Head Start Classrooms and Early Reading, Mathematics, and Approaches to Learning
Rebecca J. Bulotsky-Shearer, Veronica Fernandez, Ximena Dominguez, & Heather L. Rouse
pp. 39-56
Abstract. Relations between early problem behavior in preschool classrooms and a comprehensive set of school readiness outcomes were examined for a st... [more]
Escape-to-Attention as a Potential Variable for Maintaining Problem Behavior in the School Setting
Jana M. Sarno, Heather E. Sterling, Michael M. Mueller, Brad Dufrene, Daniel H. Tingstrom, & D. Joe Olmi
pp. 57-71
Abstract. Mueller, Sterling-Turner, and Moore (2005) reported a novel escape-to-attention (ETA) functional analysis condition in a school setting with... [more]
Treatment Integrity of Interventions With Children in the School Psychology Literature from 1995 to 2008
Lisa M. Hagermoser Sanetti, Katie L. Gritter, & Lisa M. Dobey
pp. 72-84
Abstract. Increased accountability in education has resulted in a focus on implementing interventions with strong empirical support. Both student outc... [more]
Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline
Russell J. Skiba, Robert H. Horner, Choong-Geun Chung, M. Karega Rausch, Seth L. May, & Tary Tobin
pp. 85-107
Abstract. Discipline practices in schools affect the social quality of each educational environment, and the ability of children to achieve the academ... [more]
Potential Bias in Predictive Validity of Universal Screening Measures Across Disaggregation Subgroups
John L. Hosp, Michelle A. Hosp, & Janice K. Dole
pp. 108-131
Abstract. Universal screening measures are an integral component of any tiered system of instructional delivery. Recent studies of screening measures ... [more]
School Psychology Research: Combining Ecological Theory and Prevention Science
Matthew K. Burns
pp. 132-139
Abstract. The current article comments on the importance of theoretical implications within school psychological research, and proposes that ecologica... [more]
Prereading Deficits in Children in Foster Care
Katherine C. Pears, Cynthia V. Heywood, Hyoun K. Kim, & Philip A. Fisher
pp. 140-148
Abstract. Reading skills are core competencies in children’s readiness to learn and may be particularly important for children in foster care, who are... [more]
Effects of the Helping Early Literacy with Practice Strategies (HELPS) Reading Fluency Program When Implemented at Different Frequencies
John C. Begeny
pp. 149-157
Abstract. Approximately 40% of U.S. fourth-grade students are nonfluent readers. In response to the need for fluency-based instructional programs for ... [more]
Determining an Instructional Level for Early Writing Skills
David C. Parker, Kristen L. McMaster, & Matthew K. Burns
pp. 158-167
Abstract. The instructional level is helpful when identifying an intervention for math or reading, but researchers have yet to investigate whether the... [more]
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