School Psychology Forum

Volume 3 Issue 1
Volume 3, Issue 1 (Winter 2009 )

Editor: Ray Christner

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  • Goal Attainment Scaling: A Progress-Monitoring Tool for Behavioral Interventions

    Gina Coffee and Corey E. Ray-Subramanian

    Abstract: Within a response-to-intervention framework, monitoring students’ progress is essential for determining whether additional intervention is needed. Although progress monitoring is most commonly considered in the context of improving academic outcomes, it can be equally useful for measuring student progress toward important behavioral goals. However, behavioral assessment methods such as systematic direct observation by a consultant or repeated administration of broadband standardized behavioral rating scales do not offer the specificity and sensitivity necessary for monitoring individual students’ behavioral goals within a multitier service delivery system. One such method that can be used effectively for behavioral progress monitoring is goal attainment scaling (GAS). This article describes the development of GAS as a clinical evaluation tool and its current uses within school psychology practice. A case example and analysis are also presented to illustrate the utility of GAS

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  • Linking Assessment to Intervention for Internalizing Problems of Children and Adolescents

    Verity H. Levitt and Kenneth W. Merrell

    Abstract: With the documented link between student mental health and academic functioning, many schools recognize the need to proactively address students’ social and emotional concerns. This article proposes a school-based model of assessment and multitiered intervention to prevent and remediate internalizing problem behaviors for children and adolescents. Our review includes a combination of relevant research findings regarding assessment and intervention, as well as new suggestions for innovative practice and experimentation. Recommendations for novel practices to promote the development of progress monitoring and intervention effectiveness evaluation in the area of mental health and internalizing problems are also presented. Finally, the article discusses the practical implications of a three-tiered approach and potential barriers to implementing this approach for preventing internalizing problems.

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  • Evidence-Based Practices for Selective Mutism: Implementation by a School Team

    Lisa M. Hagermoser Sanetti and James K. Luiselli

    pp. 27-42

    Abstract: Children with selective mutism (SM) do not speak in some settings in which speech is expected, such as school, despite speaking without hesitation in other settings. SM is usually diagnosed around the time of school entry, and school is a context for mutism for a majority of children with SM, making schools an ideal location for intervention. Behaviorally based intervention strategies are reviewed with an emphasis on strategies that require minimal external resources and thus are practical for implementation in the school setting by school personnel. A case study of a school team who implemented such strategies with minimal support from a behavioral consultant is presented. Implications for practitioners are discussed, and resources to facilitate implementation are provided.

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  • Effectiveness of a Self-Administered Training Program for Parents of Children With ADHD

    Christy M. Walcott, John S. Carlson, and Holly L. Beamon

    Abstract: This study examines the effectiveness and integrity of a self-administered version of the Incredible Years: Parents Training program (Webster-Stratton, 2002) as an adjunctive treatment for children diagnosed with attention deficit hyperactivity disorder (ADHD). Using a replicated A-B design across four participants, trendline analysis and examination of mean phase level changes were used to detect parentperceived improvements in child behavior from baseline to intervention. Preintervention to postintervention changes also were calculated for standardized parent rating scales and parenting practices, and treatment integrity was monitored. Three of four participants evidenced positive changes during the intervention phase. As predicted, changes in core symptoms of ADHD were less consistent than peripheral symptoms. Parents’ completion of activities within the self-administered workbooks varied across participants and coincided with child outcomes. Results from this study suppor

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