School Psychology Forum

Volume 5 Issue 1
Volume 5, Issue 1 (Spring 2011 )

Editor: Steven R. Shaw

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  • Adolescent Dating and Intimate Relationship Violence: Issues and Implications for School Psychologists

    Jim Ayers and Susan Davies

    ABSTRACT: Adolescent dating can be a healthy way of learning how to interact in an intimate relationship. However, some adolescent romantic relationships involve physical, emotional, or sexual abuse. This literature review examines the definition and prevalence of teen dating violence. Risk factors for becoming a perpetrator or victim are described. The article includes prevention and intervention strategies for school psychologists and suggested steps for future research.

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  • Literature Circles: Social and Leadership Development Among At-Risk Students

    Emily L. Sportsman, Janine L. Certo, Sara E. Bolt, and Jeffrey A. Miller

    ABSTRACT: School psychologists can promote the use of research-based interventions that not only address academic achievement but also promote social–emotional development. Literature circles are interactive group experiences in which children are grouped heterogeneously to select and discuss a common book. A sample of 112 students from 10 classrooms within one urban elementary school participated in literature circles for 4 months. Pretest and posttest Behavior Assessment System for Children, Second Edition, data were collected to monitor students’ social and leadership skills across their participation in literature circles. Data analysis revealed large and significant growth in social and leadership skills among academically at-risk students. Average-achieving and high-achieving student subgroups also demonstrated growth in social and leadership skills. Implications for research and practice are discussed.

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  • Getting Students to Work Smarter and Harder: Decreasing Off-Task Behavior Through Interspersal Techniques

    David M. Hulac and Nicholas Benson

    ABSTRACT: Many school psychologists are faced with the challenge of addressing offtask behaviors. Often, manipulating instructional variables can increase on-task behavior and reduce problematic off-task behaviors. When task difficulty is found to cause off-task behavior, adjusting the ratio of mastered tasks to not yet mastered tasks included in an activity may prove beneficial. Such practices are known as interspersal techniques. This article reviews interspersal techniques and provides practical applications that school psychologists may recommend to improve student on-task behavior.

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