An integrated components preventive intervention for aggressive elementary school children: The Early Risers program.

The Early Risers prevention program aims to alter the developmental trajectory of children with early onset aggressive behavior. The program features 4 CORE components: (a) an annual 6-week summer school program, (b) a teacher consultation and student mentoring program, (c) child social skills groups, and (d) parent education and skills-training groups, all delivered in tandem with a FLEX family support program individually tailored to address the unique needs of families. At baseline, the mean age of the sample was 6.6 years. Following 2 years of intervention, program children showed significant improvement relative to controls in academic achievement and school behaviors. Change on behavioral self-regulation was moderated by level of child aggression, with intervention effects found for only the most severely aggressive children. Parents with high program attendance rates showed improvement in discipline methods. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Blueprint for Training and Practice: A contemporary design for school psychology.

Suggests that School Psychology: A Blueprint for Training and Practice (National School Psychology Inservice Training Network, 1984) and School Psychology: The State of the Art by the 2nd author (1984) are not finished products; detailed designs—the specifications for building contemporary models of practice and training—need to be charted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessing program effects in the presence of treatment—baseline interactions: A latent curve approach.

Methods for assessing treatment effects of longitudinal randomized intervention are considered. The focus is on modeling the nonlinear relationship between treatment effects and baseline often observed in prevention programs designed for at-risk populations. Piecewise linear growth modeling was used to study treatment effects during the different periods of development. A multistep multiple-group analysis procedure is proposed for assessing treatment effects in the presence of nonlinear treatment-baseline interactions. Standard errors of the estimates from this multistep procedure were obtained using a bootstrap approach. The methods are illustrated using data from the Johns Hopkins Prevention Research Center involving an intervention aimed at improving classroom behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preparing psychologists for evidence-based school practice: Lessons learned and challenges ahead.

The evidence-based practice (EBP) movement has the potential to significantly advance the quality of psychological and educational services provided by psychologists working in schools. Training psychologists in EBP has challenged the profession and caused faculty in graduate programs to reevaluate and retool professional training curricula and instructional practices. Four domains of challenges in graduate training are identified: (a) integrating the EBP knowledge base into the curriculum, (b) expanding models of research training, (c) expanding training in prevention science, and (d) expanding training in problem-solving consultation and school contextual issues. For each of these, the author discusses the range and scope of the challenge and possible solutions for advancing graduate training in psychology relevant to school practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multilevel modeling and school psychology: A review and practical example.

The purpose of this article is to provide an overview of the state of multilevel modeling in the field of school psychology. The authors provide a systematic assessment of published research of multilevel modeling studies in 5 journals devoted to the research and practice of school psychology. In addition, a practical example from the nationally representative Early Childhood Longitudinal Study—Kindergarten Cohort (ECLS–K) is presented to help school psychologists become familiar with the basic terminology and procedures used in multilevel modeling studies. Implications for statistical reform and future research practices are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Engineering new designs for school psychological service delivery: A commentary on School Psychology: A Blueprint for Training and Practice..

Responds to School Psychology: A Blueprint for Training and Practice (National School Psychology Inservice Training Network, 1984) by asserting that when making plans that further the application of psychology to the educational process and to the development of new designs for service delivery, more attention should be given to theoretical and empirical knowledge for school psychological practice, the necessary linkages between knowledge and practice, as well as specific implications for education and training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parent education as parent-centered prevention: A review of school-related outcomes.

Parent education can be conceptualized as parent-targeted prevention programs targeting universal or at-risk populations. Sixteen studies of parent education programs with school-related populations were identified and coded for treatment efficacy and methodological rigor. Results found that the effectiveness of the parent education studies varied considerably. Methodological strengths included sufficiently large sample sizes, valid and reliable measures, and random assignment, while weaknesses included lack of sufficient follow-up data and failure to isolate the effects of the parent education component in multicomponent studies. It is concluded that future research should measure the parent education component individually in multicomponent designs and establish a standard for follow-up analyses of at least one year extending beyond initial post-assessment measures. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement.

Early adolescence is often marked by changes in school context, family relationships, and developmental processes. In the context of these changes, academic performance often declines, while at the same time the long-term implications of academic performance increase. In promoting achievement across elementary and secondary school levels, the significant role of families, family–school relations, and parental involvement in education has been highlighted. Although there is a growing body of literature focusing on parental involvement in education during middle school, this research has not been systematically examined to determine which types of involvement have the strongest relation with achievement. The authors conducted a meta-analysis on the existing research on parental involvement in middle school to determine whether and which types of parental involvement are related to achievement. Across 50 studies, parental involvement was positively associated with achievement, with the exception of parental help with homework. Involvement that reflected academic socialization had the strongest positive association with achievement. Based on the known characteristics of the developmental stage and tasks of adolescence, strategies reflecting academic socialization are most consistent with the developmental stage of early adolescence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Diagnostician, EdS, and PhD programs for school psychologists in Michigan: A correction and an addition.

Reports an error in "State Certification of School Psychologists" by Walter L. Hodges (American Psychologist, 1960[June], Vol 15, 346-349; see record 1961-02947-001). In Table 1 on page 347, for the University of Michigan, items are listed incorrectly. This article provides the corrections, and points out the rather effective compromise on the much debated problem of teacher certification and teaching experience. We believe that there are two good routes to becoming a school psychologist, one through psychology and the other through education, but course work is necessary in both. We now have a new academic degree, Specialist in Education (EdS), awarded by the Graduate School of the University of Michigan. This requires the completion of a carefully prepared program of studies leading to specific occupational opportunities. We do not refer to those who complete the diagnostician or EdS program as school psychologists, however they may be designated by employing institutions. We reserve this title for those who have completed the doctorate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contemplating the new DSM-V: Considerations from psychologists who work with school children.

The standard psychiatric classification system, the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text revision; DSM-IV-TR; American Psychiatric Association, 2000), is about to be updated. This is important because the DSM-IV-TR, a touchstone document for service providers across several disciplines, contains only some of the conditions reported in the vast developmental/learning, psychiatric, and health literature that are known to hamper school success. Practicing psychologists who work with school-age children and those who conduct educational research confront further limitations when using DSM-IV-TR or the commonly used special education scheme (the Individuals With Disabilities Education Act [IDEA], 2004). IDEA has limited heuristic potential because it was devised for educational administrative purposes, whereas the DSM-IV-TR is a medical nosological system with little concern for school issues. Neither system fully informs needed studies of epidemiology, natural history, and disorder-specific causes and treatments. This article provides a rationale for a set of proposed changes to the new DSM-V and explains how adopting these changes will benefit psychologists concerned with understanding and treating school-age children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to the Mini-Series: The State of Developing University Faculty in School Psychology: Current Status and Perspectives on the Future.

This introduction provides an overview of the purpose of this special issue and the articles included. The shortage of school psychologists entering academic careers has been an issue since the time of the Thayer Conference in 1954 and has become increasingly salient in recent years. It is hoped that these articles provide suggestions for training program faculty interested in increasing the number of their graduates who enter academic careers, and stimulate discussion on issues related to doctoral-level training and academic school psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students.

The construct of student engagement is increasingly prevalent in the field of education, serving as the foundation of dropout prevention and high school reform initiatives. The purpose of this study was to further examine 1 measure of student engagement, the Student Engagement Instrument (SEI), designed to measure 2 subtypes of student engagement: cognitive and affective. This research extended the initial validation work on the SEI by examining score reliability and factorial invariance across grades and gender. Students (N = 2,416) were sampled from school districts in the rural Southeast and Upper Midwest of the United States. Results indicated similar factor structure, equal score reliability, and similar latent factor relationships across all grades. Evidence supported the contention that the SEI may be used at the middle and high school levels to measure cognitive and affective subtypes of student engagement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' perceptions of school psychology: A comparison of regular and special education teacher ratings.

A total of 1533 regular education and special education teachers from eight school districts in four states rated their knowledge of and satisfaction with school psychological services. Perceived helpfulness of psychological services to teachers and children was also assessed. Finally, both groups rated their perceptions of school psychologists' roles versus school counselor roles. Regular education teachers, compared to special education teachers, reported less knowledge of school psychology, perceived school psychologists as less helpful to teachers, and reported lower satisfaction with school psychology services. These reports may have been influenced by the amount of contact each teacher had with school psychologists. Both teacher groups had a limited understanding of the broad roles and functions of school psychologists, and both groups viewed school counselors as delivering more services than school psychologists. Implications of these findings with regard to school psychology reform efforts are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Partnering to Chart our Futures: School Psychology Review and School Psychology Quarterly Combined Issue on the Multisite Conference on the Future of School Psychology.

For more than half a century, school psychologists have considered the need for role expansion and revision if they are to meet the poignant needs of children, youth, families, and school personnel. In fact, as previously discussed, school psychology practitioners and trainers have come together for a variety of conferences hoping to transform our training, roles, and practices in schools and society. A number of national initiatives have recently been implemented, including the reauthorization of the individuals with Disabilities Education Act, refinement of the evidence-based Institute of Educational Sciences, and implementation of the ubiquitous No Child Left Behind Act. The collaboration among the major leaders and organizations in school psychology, and what it yielded, was perhaps the most exciting and optimistic aspect of the Futures Conference held in Indianapolis, Indiana, in November 2002. Although the previous conferences at Spring Hill and Olympia represented collaborative efforts among the National Association of School Psychologists laborative (NASP), along with other organizations and supporters, the extensive level of coordination and cooperation required for the Futures Conference appears unparalleled. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Pilot test of Project CHOICE: A voluntary afterschool intervention for middle school youth.

The current study reports findings from a pilot evaluation of a voluntary alcohol and marijuana intervention for young teens. Students at 2 middle schools completed 4 surveys over 2 years. During Year 2, an intervention, Project CHOICE (PC), was implemented at 1 school and was voluntarily attended by 13% of adolescents. Participants ranged from 10 to 15 years of age and were approximately 45% male, 45% White, 30% Latino, and 15% of mixed ethnic origin. Outcomes included assessments of self use and perceptions of friends' and schoolmates' past-month use of alcohol and marijuana. Analyses that compared PC participants (n=64) with a matched control sample of students (n=264) revealed that PC participants reported lower rates of alcohol use and lower perceptions of friends' marijuana use and of schoolmates' use of these substances. Random-effects growth models indicated that self use and perceptions of friends' use of alcohol and marijuana increased more sharply among control school students (n=178) relative to students from the PC school (n=270), regardless of participation. Results suggest that a brief voluntary intervention attended by a small proportion of students can impact both individual and schoolwide substance-related outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Head Start: A Canadian model. A review of Poverty and the child, a Canadian study.

Reviews the book, Poverty and the Child, a Canadian Study by Thomas J. Ryan (1972). The primary purpose of the author of this book appears to be to persuade the Canadian government to establish a Canadian equivalent to the Head Start Project which was launched by the government of the United States in 1964. The principal thesis advanced is that the behavior which leads to poverty is learned during the first years of life and most of the volume is devoted to the presentation of research findings which lend support to this view. Finally, it is argued that effective long range plans for interrupting the poverty cycle must involve the socialization or re-socialization of the children of welfare families. In so far as this book points out the urgent need for innovative effort and research on behalf of not only the disadvantaged but all Canadian children and a national commitment which would make this possible it has been an important contribution. However, it probably will not be viewed as a significant addition to the literature in child study. Some will regard the emphasis placed on the shaping effects of the environment as excessive. Furthermore many will be surprised that so little attention is paid to the current disenchantment with Head Start as it has been implemented in the United States. If Canada is to launch a program of compensatory education it should not repeat the mistakes made south of the border. Perhaps here we might begin with a new perspective namely to identify and build on strengths rather than capitulate to the social pathology model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Seismic sensitivity in the desert golden mole (Eremitalpa granti): A review.

Behavioral and anatomical studies relating to possible seismic sensitivity in the desert golden mole (Eremitalpa granti) are reviewed. Field studies in the Namib desert have shown that isolated hummocks of dune grass generate low-frequency vibrations, distinct from the background noise at a distance of many meters. The golden mole apparently uses these cues to orient itself toward the hummocks and the prey species within. An analysis of middle ear morphology suggests that the massive malleus of the golden mole is adapted toward a form of inertial bone conduction, suitable for the detection of seismic cues obtained in this manner. The significance of seismic sensitivity in this golden mole is briefly discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Educational psychology: Reflection for action (Canadian edition).

Reviews the book, Educational psychology: Reflection for action (Canadian edition) (2008). Targeted toward aspiring teachers, this book provides an overview of the content knowledge germane to school-age education in Canada and attempts to foster the types of procedural skills and dispositions necessary to gather and evaluate evidence about one’s own classroom practises and about the diverse array of Canadian students in those classrooms. The book is well written, in language that is clear and accessible to preservice teachers at the undergraduate level. For a more advanced audience, the book also provides an excellent model of how to integrate goals of content, procedural, and disposition acquisition. To these ends, each chapter includes pedagogical features that help readers activate and connect their prior knowledge, skills, and attitudes with those of more expert teachers operating in real classrooms (e.g., samples of classroom life to ground understanding in experience, models of expert analyses following knowledge acquisition, well-timed invitations to engage in reflection during learning). Particular attention is paid to the ecologically valid activity of reasoning about what students know on the basis of what they say and do. In addition to lists of key concepts, end-of-chapter exercises, and a glossary, a number of supplements and additional resources for instructors and students also are mentioned. A parallel e-version of the text, complete with interactive features, is available online at no extra cost. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Brain injury casebook: Methods for re-integration to home, school, and community.

Reviews the book, Brain injury casebook: Methods for re-integration to home, school, and community by Dorrie Rapp (1986). Any professional who has been part of the difficult process of helping a brain injured individual re-integrate into life will undoubtedly find Dr. Rapp's book useful and timely. Recent head injury seminars have begun to focus directly upon the myriad of problems facing the traumatically brain injured when he or she begins to deal with life after traditional rehabilitation. Through the use of actual and often poignant case studies, Dr. Rapp illustrates the flexibility, creativity, and persistence necessary when working with the traumatically brain injured and their families. As we begin to grasp the complexity of re-integration for the traumatically brain injured individual, more documentation of the comprehensiveness of the problem needs to be published. Professionals working with the brain injured will find both support and new ideas from reading Dr. Rapp's book. The only criticism is that it does not delve into vocational issues which, by far, comprise a large portion of reintegration problems. However, professionals, care providers, brain injured individuals, families, schools, funding agencies, and employers can all obtain an excellent overview of the complexity of successful re-integration following traumatic brain injury. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of (Transactions of the Conference on) Morale--and the prevention and control of panic.

Reviews the book, '(Transactions of the Conference on) Morale--and the prevention and control of panic," by the New York Academy of Medicine and the Josiah Macy, Jr. Foundation. The reviewer notes that this publication is aimed at inspiring widespread consideration and study of morale and panic. Its audience is not defined but it appears to be officials who may have responsibility for controlling public morale and panic. There was little experimental evidence or firm knowledge about causes and control of public morale and panic disclosed during the conference. It is not clear that the aim of inspiring widespread consideration and study of morale and panic will be attained by publication of the transactions of the conference. (PsycINFO Database Record (c) 2010 APA, all rights reserved)