School Psychology Forum

Volume 4 Issue 2
Volume 4, Issue 2 (Summer 2010 )

Editor: Ray Christner

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  • The Use of Change-Sensitive Measures to Assess School-Based Therapeutic Interventions: Linking Theory to Practice at the Tertiary Level

    Amanda L. Lannie, Robin S. Codding, James L. McDougal, and Scott Meier

    ABSTRACT: Students with chronic problem behavior will likely require intense support services, often referred to as tertiary-level supports. This article highlights the need for change-sensitive measures to guide the evaluation of tertiary-level supports in the schools (e.g., therapeutic services). In this regard, we propose a model for using change-sensitive measures to document student progress at a programmatic level. Paralleling the decisionmaking process utilized in a positive behavior interventions and supports (PBIS) approach, we propose a model for tertiary-level service evaluation that relies in part on providers collecting change-sensitive data and generating graphs to aid in data-based decision making practices. Similar to the PBIS process, data to be graphed would span five key dimensions. Last, we present a case illustration where data are analyzed in accordance with the proposed model to assess the services at a programmatic level.

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  • Graphing Single-Case Data in Microsoft Excel 2007

    Anne F. Zaslofsky and Robert J. Volpe

    ABSTRACT: An important component of the school-based practitioner’s role involves collecting, graphing, and analyzing quantitative data to evaluate student progress. This article highlights advantages of using computer spreadsheet programs for storing and graphing single-case data. Every few years Microsoft launches a new version of Excel. The most recent release was in 2007. This article outlines several new features of the most recent version of Excel as they relate to school-based practice. Several commonly used tasks are outlined, including graphing ABA and multiple baseline designs, applying linear trendlines, the use of templates, and inserting graphic displays into other programs including Microsoft Word and PowerPoint. Templates for these tasks will be made available online.

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  • Promoting Prosocial Behavior in Preschool: A Review of Effective Intervention Supports

    Teresa J. LeBel and Sandra M. Chafouleas

    ABSTRACT: Persistent problem behaviors in preschool may indicate a path leading to more severe behavioral problems and difficulties with academic performance. Thus, it is critical that school practitioners are equipped with knowledge about proactive and effective behavior intervention for preschoolers. Although advances have begun, when compared to elementary and secondary populations, there is a need for systematic empirical study and dissemination of extant knowledge to preschool educators. This paper provides (a) a rationale for addressing problem behavior in preschool, (b) an understanding of available intervention strategies, and (c) information about current trends and existing gaps pertaining to behavior support in preschool classrooms.

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