Promotion of Academic Careers in School Psychology: A Conceptual Framework of Impact Points, Recommended Strategies, and Hopeful Outcomes.

School psychology is facing a major shortage of faculty in graduate training and education programs. To deal with this shortage and the issues that surround it, we propose a conceptual framework that incorporates a number of impact points that graduate training programs can use to educate and sustain individuals in academic careers. The impact points include: selection of students, program-related training variables, post-program transition variables, and sustainability of academic careers. Each of these impact points is discussed within the context of the role that current faculty and practitioners in the profession can play in graduate education and training of academic scholars. Among the variety of potential solutions to the shortage, we introduce the concept of the "virtual university" to promote future education and sustainability of faculty within our graduate training programs. A case scenario from graduate students at the University of Wisconsin-Madison is presented as a context for the impact points raised in the article. We argue that those of us in the profession think systemically and lead the way into a new era of collaborative work across our graduate programs and among our colleagues in clinical, counseling, and related areas of applied and professional psychology graduate training. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Transporting an evidence-based classroom management program for preschoolers with disruptive behavior problems to a school: An analysis of implementation, outcomes, and contextual variables.

The transportability of an evidence-based teacher professional development program, the Incredible Years Classroom Management Program, was evaluated. This study compared the impact of two training methods: self-administered videotape modeling (VM) and self-administered videotape modeling plus consultation (VMC) on teachers' use of classroom management strategies, reductions in disruptive behaviors, acceptability, and contextual barriers of sustaining EBIs in practice settings. Four pairs of teachers (N = 8) were randomly assigned to VM or VMC conditions in a multiple probe design. Students (1-2 per classroom; N = 13) displaying high levels of externalizing problems also participated. Statistically significant between-groups differences in teacher confidence ratings, use of positive instructional practices, and acceptability favored the VMC condition. Positive trends favoring VMC students, including clinically significant increases in social competence, were also found. Although students in both groups exhibited reductions in disruptive behaviors, significant between-groups differences related to disruptive behavior were not observed. Findings related to contextual variables (e.g., time, cost, institutional support, adaptability of the program) have implications for future adoption of this program. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence-Based Practice: Promoting Evidence-Based Interventions in School Psychology.

We present an overview of issues related to evidence-based practice and the role that the school psychology profession can play in developing and disseminating evidence-based interventions (EBIs). Historical problems relating to and the recurring debate about the integration of research into practice are presented as a context for the current challenges faced by those engaged in the EBI movement in psychology and education. Potential solutions to the problems posed by the adoption of EBIs in practice are presented within the context of the directions to be taken by the Task Force on Evidence-Based Interventions in School Psychology (Task Force). Five assumptions are presented that can guide the Task Force in addressing the integration of EBIs in practice. These assumptions are followed by five recommendations that can be translated into action plans to be adopted by the Task Force for the promotion of EBIs in practice. The action plans are conceptualized as a shared responsibility of school psychology researchers, trainers, and practitioners. Future directions and implications for policy among groups with a common agenda for promoting EBIs are also presented. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Word familiarity and frequency in visual and auditory word recognition.

Four experiments investigated printed word frequency and subjective rated familiarity. Words of varied printed frequency and subjective familiarity were presented. A reaction time (RT) advantage for high-familiarity and high-frequency words was found in visual (Exp 1) and auditory (Exp 2) lexical decision. In Exps 3 and 4, a cued naming task elicited a naming response after a specified delay after presentation. In Exp 3, naming of visual words showed a frequency effect with no naming delay. The frequency effect diminished at longer delay intervals. Naming times for auditorily presented words (Exp 4) showed no frequency effect at any delay. Both naming experiments showed familiarity effects. The relevance of these results are discussed in terms of the role of printed frequency for theories of lexical access, task- and modality-specific effects, and the nature of subjective familiarity. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Student engagement in high school classrooms from the perspective of flow theory.

We present a conceptualization of student engagement based on the culmination of concentration, interest, and enjoyment (i.e., flow). Using a longitudinal sample of 526 high school students across the U.S., we investigated how adolescents spent their time in high school and the conditions under which they reported being engaged. Participants experienced increased engagement when the perceived challenge of the task and their own skills were high and in balance, the instruction was relevant, and the learning environment was under their control. Participants were also more engaged in individual and group work versus listening to lectures, watching videos, or taking exams. Suggestions to increase engagement, such as focusing on learning activities that support students' autonomy and provide an appropriate level of challenge for students' skills, conclude the article. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Evidence-based interventions in school psychology: An illustration of Task Force coding criteria using single-participant research design.

Illustrates the application of the Task Force on Evidence-Based Interventions in School Psychology coding criteria using a single-participant research design study. Specifically, the authors review and evaluate a study by M. L. Kelley and A. P. McCain (1995) according to the Procedural and Coding Manual for Review of Evidence-Based Interventions (T. R. Kratochwill and K. C. Stoiber, this issue; see record 2003-01789-005). Following application of the Procedural and Coding Manual to the Kelley and McCain study, the authors conclude that this study possessed several important strengths, including a strong research design, identifiable intervention components, and strong intervention effects for several participants. Limitations to the study, in addition to issues regarding the evaluation of the single-participant investigation are discussed within the context of the coding criteria. Challenges in coding single-participant studies are presented in the context of future work for the Task Force on Evidence-Based Interventions in School Psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)