School Psychology Forum

Redefining School Psychology: Applications to Service Delivery
Volume 5, Issue 2 (Summer 2011 )

Editor: Steven R. Shaw


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  • School Psychologists’ Perspectives on Social Justice

    David Shriberg, Martha Ellen Wynne, Alissa Briggs, Gina Bartucci, and Angela C. Lombardo

    pp. 37-53

    ABSTRACT: This study provides the results of a national survey of members (N = 214) of the National Association of School Psychologists (NASP) regarding how they might define, prioritize, and apply social justice. Results obtained were consistent with previous definitions of social justice, but in terms of priorities and applications several new or expanded ideas were offered. For example, respondents rated promoting best practices in school psychology, conducting culturally fair assessments, and advocating for the rights of children and families as the most realistic actions practitioners can take to support social justice. In addition, significant age differences were evident, as younger respondents appeared to be both more apt to report exposure to social justice concepts and also less willing to take personal risks to pursue social justice aims than older respondents. These and other salient findings are discussed, with recommended next steps for practice and research provided.

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  • Effects of Tier 1 Intervention on Letter–Sound Correspondence in a Response-to-Intervention Model in First Graders

    Ryan P. Taylor, Yi Ding, Douglas Felt, and Dake Zhang

    pp. 54-73

    ABSTRACT: A Letter Cube Blending intervention from the Florida Center for Reading Research was used to develop and monitor a Tier 1 response-to-intervention model for letter–sound correspondence with 44 first graders. Student response to varying amounts of time in reading intervention for three separate first-grade classrooms in the same school was examined. Class 1 received 60 min, class 2 received 40 min, and class 3 received 20 min of intervention. Results indicated significant gains for readers in all three classes. Between-group differences of the intervention effects across the three classes were not statistically significant, although the pretest and posttest differences were statistically significant within each class. Class 3 students appeared to have the best skills in pretest measures compared to classes 1 and 2. However, a reversal was identified in posttest measures during which more students in class 3 lost ground in reading measures over time. Classes that implemented the intervention at or above 40 min per week eliminated students previously at risk on measures of nonsense word fluency. The developmental trajectory of low-risk, somerisk, and at-risk students supported the relative constancy of reading achievement regardless of varying amounts of intervention received. Implications for future research and practice within response-to-intervention models are provided.

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  • School Psychology’s Blueprint III: A Survey of Knowledge, Use, and Competence

    Amity Noltemeyer and Courtney L. McLaughlin

    pp. 74-86

    ABSTRACT: School Psychology: A Blueprint for Training and Practice III (Blueprint III; Ysseldyke et al., 2006) was designed to guide the training and practice of school psychology and stimulate professional discussion regarding the future of the field. This preliminary study examined school psychology professionals’ knowledge of Blueprint III, use of the document, and self-perceived competence in its domains. Two hundred and ten attendees at the fall 2009 school psychology association conferences in two states completed a survey designed to address these issues. Most participants indicated that they had not read Blueprint III and do not use it to guide their practice. Although overall results suggest favorable levels of selfperceived competence in Blueprint III domains, competence differs based on several demographic characteristics. In addition, a sizeable group of school psychologists may need further training in technological applications. Limitations, implications for practice and research, and conclusions are provided.

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