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Helping School Psychologists and Districts Estimate the Cost of Adopting the Dual Discrepancy/Consistency PSW Method for SLD Identification
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Shanock, Andrew; Flanagan, Dawn P.; Alfonso, Vincent C.; McHale-Small, Monica – Journal of Applied School Psychology, 2022
The objective of this study is to assist school psychologists and school districts in understanding the cost of implementing the Dual Discrepancy/Consistency (DD/C) method, which is the most widely used PSW method of SLD identification. A literature review was conducted to obtain national data on variables needed to estimate the cost of…
Descriptors: School Psychologists, School Psychology, Disability Identification, Students with Disabilities
Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice
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David Furjanic; Irin Mannan; Jillian C. Hamilton; Joseph F. T. Nese; Sean Austin; Sara Izzard; Rhonda N. T. Nese – Journal of Applied School Psychology, 2022
Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff…
Descriptors: Intervention, Discipline Policy, Skill Development, Outcomes of Education
The Role of School Psychologists in the Implementation of Trauma-Informed Multi-Tiered Systems of Support in Schools
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Ormiston, Heather E.; Nygaard, Malena A.; Heck, Olivia C. – Journal of Applied School Psychology, 2020
The National Child Traumatic Stress Network has applied a trauma-informed (TI) lens to a multi-tiered systems of support framework, referred to as TI-MTSS. The NCTSN presents 10 Core Area guidelines to guide school personnel toward the implementation of TI-MTSS. The purpose of this paper is to connect the training and expertise of school…
Descriptors: School Psychologists, Counselor Role, Counselor Training, Expertise
Comprehensive Behavioral Health and School Psychology: An Implementation Agenda
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Forman, Susan G.; Ward, Caryn S.; Fixsen, Dean L. – Journal of Applied School Psychology, 2017
The preceding articles provide important examples and guidance for the provision of high-quality behavioral health services for children and adolescents in schools. In this article, we discuss (a) the conceptual framework that underlies the need to develop comprehensive integrated care, (b) the foundational implementation issues that need to be…
Descriptors: School Psychology, Health Behavior, Program Implementation, Comprehensive School Health Education
Commentary on "Lessons Learned from Leading an Anger Management Group Using the "Seeing Red" Curriculum in an Elementary School"
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Hoover, Sally – Journal of Applied School Psychology, 2010
This commentary responds to "Lessons Learned From Leading an Anger Management Group Using the "Seeing Red" Curriculum in an Elementary School," E. L. Sportsman, J. S. Carlson, and K. M. Guthrie's (2010/this issue) account of an anger control intervention's implementation and effectiveness in an elementary school setting. The accompanying article…
Descriptors: Intervention, School Psychologists, Psychological Patterns, Elementary Education
Social and Emotional Learning as a Universal Level of Student Support: Evaluating the Follow-Up Effect of Strong Kids on Social and Emotional Outcomes
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Harlacher, Jason E.; Merrell, Kenneth W. – Journal of Applied School Psychology, 2010
The authors examined the initial and follow-up effect of Strong Kids, a social and emotional learning (SEL) curriculum, among a sample of 106 third- and fourth-grade students. Students were assigned to either the treatment or the wait-list condition and completed questionnaires on SEL knowledge and perceived use of SEL skills across 3 assessment…
Descriptors: School Psychologists, Questionnaires, Teachers, Emotional Development