School Psychology Forum

Managing Professional Structures and Systems
Volume 8, Issue 3 (Fall 2014 )

Editor: Steven R. Shaw

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  • Social Networking in School Psychology Training Programs: A Survey of Faculty and Graduate Students

    Andy V. Pham, Anisa N. Goforth, Natasha Segool, & Isaac Burt

    ABSTRACT: The increasing use of social networking sites has become an emerging focus in school psychology training, policy, and research. The purpose of the current study is to present data from a survey on social networking among faculty and graduate students in school psychology training programs. A total of 110 faculty and 112 graduate students in school psychology completed a 35-item survey that explored (a) faculty and student awareness of social media policies within their training program, (b) interactions in their professional work as a result of their online activities, and (c) perceptions and attitudes of using social networking sites in academic and nonacademic contexts. Findings revealed that a small percentage of school psychology programs have implemented formal social media policies (16.4%). Graduate students are more likely to be active users of social networking sites than faculty, but there were no differences between faculty and students in the amount of time spent on social networking sites for academic purposes. There were mixed results among faculty and students regarding their perceived utility of using social networking sites in teaching and determining admissions. Results are discussed in terms of broader ethical implications and practical considerations, including developing technological policies in school psychology training programs.

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  • Response to Intervention: Using Single-Case Design to Examine the Impact of Tier 2 Mathematics Interventions

    Vanessa V. Valenzuela, Gabriel Gutierrez, & Katina M. Lambros

    ABSTRACT: An A-B single-case design assessed at-risk students’ responsiveness to mathematics interventions. Four culturally and linguistically diverse second-grade students were given a Tier 2 standard protocol mathematics intervention that included number sense instruction, modeling procedures, guided math drill and practice of addition and subtraction facts, corrective feedback, Touch Math instruction, and reinforcement for on-task behavior. Weekly AIMSweb math computation probes were used to assess responsiveness to intervention. Nonresponders were provided with a second phase of Tier 2 intervention that included an extra day of intervention support. The Tier 2 multicomponent mathematics intervention differentiated responders from nonresponders and showed increases in fact computation. Data also suggest that modifications to Tier 2 support may be an important step to further differentiate responders from nonresponders prior to consideration of Tier 3. Implications of the findings will be discussed as they relate to applied practices in schools.

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  • Reading Intervention and Special Education Referrals

    Dawn M. Polcyn, Deborah Levine-Donnerstein, Michelle M. Perfect, & John E. Obrzut

    ABSTRACT: This study examined whether consistently implementing reading fluency interventions prior to referring students for a special education evaluation led to fewer overall special education referrals, as well as more accurate special education referrals. Results indicated that the implementation of a peer-mediated reading fluency intervention significantly decrease the number of overall special education referrals. Students who were referred for special education following participation in the intervention program also were more likely to qualify for special education services compared to students who had not participated in the intervention program. This indicates that fewer inaccurate special education referrals may occur following implementation of in-class reading interventions.

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  • Traumatic Brain Injury and the Transition to Postsecondary Education: Recommendations for Student Success

    Susan C. Davies, Daniel J. Trunk, & Michaela M. Kramer

    ABSTRACT: For many students with traumatic brain injuries (TBIs), postsecondary education presents a new set of cognitive, academic, social, and emotional challenges. Students with TBI warranted services and accommodations through an Individualized Education Program or 504 plan may find supports and services not readily accessible at the postsecondary level. It can also be difficult for students with TBIs to self-advocate and seek appropriate services. Some students with less severe TBIs may have been relatively successful in high school without formal support plans, but experience learning or behavioral problems related to their TBIs once they begin college. Clearly, transition plans are crucial for the success of students with TBIs as they graduate from high school. This article reviews the effects of TBIs on students’ functioning and describes how school psychologists can work with students, families, and educational institutions to facilitate a smooth transition to postsecondary education.

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