The present study sought to evaluate the efficacy of an interdependent group contingency program on increasing homework completion and accuracy rates in fourth grade students in an elementary school. In addition, the present study attempted to determine whether randomized reinforcement was more effective than constant reinforcement. Overall, the…

This article examines the ways in which NCLB and the movement towards large-scale assessment systems are based on Weber's concept of formal rationality and tradition of scientific management. Building on these ideas, the authors use Ritzer's McDonaldization thesis to examine some of the core features of large-scale assessment and accountability…

This overview article addresses the different meanings of high takes testing, which takes into consideration accountability at different levels, such as teacher, school, and state. In this regard, "high-stakes" may mean different things in different states or countries. We will advance an argument for why school psychologists should (a) be…

School psychologists (N = 161) completed a questionnaire regarding the category of other health impairment (OHI) and classroom accommodations for children with health conditions. School psychologists indicated that they were familiar with OHI and often used the category. More school psychologists were involved in OHI placements for students with…

The purpose of this investigation was to compare instructional effectiveness and efficiency among the use of phonic analysis, incremental rehearsal, and traditional drill and practice word reading techniques during repeated reading lessons. Sixty primary grade children who had difficulty acquiring basic oral reading fluency skills were randomly…

Although it is important to evaluate the intended outcomes of high-stakes testing, it is also important to evaluate the unintended outcomes, which might be as important or more important than the intended outcomes. The purpose of this paper is to examine some of the unintended outcomes of high-stakes testing, including those related to: (a) using…

This article intends to help school psychologists understand the nature of high stakes tests, methods for analyzing and reporting high stakes test data, standards for tests and program evaluation, and application of appropriate practices to program planning and evaluation. Although it is readily acknowledged that high stakes test data are not…

The pressures and demands of educating students have never been greater. Providing effective instruction for all students may be the single greatest challenge facing educators today. This article examines the impact of No Child Left Behind and the Individuals with Disabilities Act on assessment, accountability and instruction for all students,…

School psychologists involved in the delivery of psychological and educational interventions face the challenge of identifying interventions that will work within their schools. The evidence-based intervention (EBI) approach has received attention as a promising way to identify effective interventions. The national Task Force on Evidence Based…

Curriculum-based measurement (CBM) has evolved as a reliable and valid method for measuring and monitoring student performance in basic academic skills. While the efficacy of CBM for assessing reading skills is not in question, issues remain regarding whether or not a difference exists between CBM probes derived directly from the instructional…

We present a "practitioner's guide" to social skills assessment and intervention with students attending public schools. Important characteristics of assessment instruments are discussed, including psychometric properties and strategies applicable to school settings. We then review several social skills assessment protocols and rating scales that…