School Psychology Forum

Advancing Prevention Science in School Psychology
Volume 11, Issue 1 (Spring 2017)

Editor: Oliver Edwards


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  • Toward a Framework for Translational Research in School Psychology

    By Oliver W. Edwards

    pp. 1-4

    ABSTRACT: This article addresses a translational research framework for school psychology. Translational research uses outcomes of basic and applied science to enhance the overall well-being of persons. This transdisciplinary framework connects disciplines and uses their resources, capacities, systems, and procedures to advance prevention, intervention, and diagnosis. In order for this advancement to occur, research outcomes must quickly reach the field-based setting and the research findings must result in efficient and effective practices that can be readily implemented by the practitioner. Translational research studies published in School Psychology Forum are intended to quickly promote the application of promising new evidence-based practices in real-world contexts such as schools, homes, and communities. In addition, primary prevention models of school psychology practice are emphasized. This emphasis will help school psychologists promote the development of all children. By promoting child development across the spectrum of psychoeducational, psychosocial, and physiological well-being, school psychologists help to perpetuate the profession and expand their opportunities to be of service to potentially all students.

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  • Enhancing Classroom Management Using the Classroom Check-Up Consultation Model With In-Vivo Coaching and Goal Setting Components

    By Whitney L. Kleinert, Meghan R. Silva, Robin S. Codding, Adam B. Feinberg & Paula S. St. James

    pp. 5-19

    ABSTRACT: Classroom management is essential to promote learning in schools, and as such it is imperative that teachers receive adequate support to maximize their competence implementing effective classroom management strategies. One way to improve teachers’ classroom managerial competence is through consultation. The Classroom Check-Up (CCU) is a structured consultation model that utilizes classroom assessments, codevelopment of intervention options, intervention selection, action planning, ongoing monitoring, and performance feedback to address key classroom variables. The present study evaluates the effectiveness of the CCU when paired with goal setting and in-vivo coaching. A delayed multiple baseline design across three urban elementary classrooms was used to evaluate both teacher and student outcomes. Results supported and extended previous research that the CCU is an effective model for improving the number of teacher-directed opportunities to respond and increasing student engagement.

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  • Using Student Voice to Respond to Middle School Bullying: A Student Leadership Approach

    By David Shriberg, Keeshawna Brooks, Kisha Jenkins, Jennifer Immen , Caroline Sutter & Karen Cronin

    pp. 20-33

    ABSTRACT: Bullying prevention and intervention are ongoing challenges for all educators, school psychologists included. A lack of research exists regarding the potential role of middle school students as direct actors in bullying prevention and intervention. This article describes a novel student leadership group for seventh graders in which the primary leadership task was the creation of bullying prevention ideas for their school. The details of this group are described, as are the results of postgroup student interviews. Results indicate that the students found the group to be valuable. However, the broader collaborative effort between educators at this school and the university researchers to maintain a comprehensive bullying prevention system did not survive the school’s reorganization. This article addresses the lessons learned and the potential implication of this project for school psychology practice.

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