Marrs, Heath Little, Suzanne
Published in
Contemporary School Psychology
As Response to Intervention (RTI) models continue to be implemented, an important research question is how school psychologists are experiencing the transition to RTI practice. In order to better understand the experiences of school psychologists, interviews with seven practicing school psychologists regarding their perceptions of barriers and chal...
Kilgus, Stephen P. Collier-Meek, Melissa A. Johnson, Austin H. Jaffery, Rose
Published in
Contemporary School Psychology
School personnel make a variety of decisions within multitiered problem-solving frameworks, including the decision to assign a student to group-based support, to design an individualized support plan, or classify a student as eligible for special education. Each decision is founded upon a judgment regarding whether the student has responded to inte...
Titley, Jonathan E. D’Amato, Rik Carl Koehler-Hak, Kathrine M.
Published in
Contemporary School Psychology
The identification of children at-risk for reading problems can be costly and time-consuming. Previous research has indicated that teachers are relatively accurate in assessing children's overall reading ability. This study investigated the accuracy of kindergarten and first grade teacher rating scales in predicting children's reading scores on ass...
Jantz, Paul B. Plotts, Cynthia A.
Published in
Contemporary School Psychology
The neurological basis of learning disabilities (LD), and other handicapping conditions commonly found in school-age children, makes the integration of neuropsychology and school psychology plausible. However, there has been longstanding debate over the required level of education, training, supervision, and credentialing needed for the practice of...
McGill, Ryan J. Busse, R. T.
Published in
Contemporary School Psychology
The purpose of this article is to evaluate the consistency of five single-case outcome indicators, used to assess response-to-intervention data from a pilot Tier 2 reading intervention that was implemented at an elementary school. Using convergent evidence scaling, the indicators were converted onto a common interpretive scale for each case (N = 5)...
Davies, Susan C. Ray, Ashlyn M.
Published in
Contemporary School Psychology
The incidence rates of traumatic brain injuries (TBI) are increasing, yet educators continue to be inadequately trained in assessing and serving students with TBIs. This study examined the efficacy of a half-day TBI training program for school psychologists designed to improve their knowledge and skills. Results of quantitative and qualitative surv...
Keller-Margulis, Milena Gischlar, Karen
Published in
Contemporary School Psychology
Research indicates that the practice of grade-level retention may have negative effects on students; nevertheless it is often used in practice for students who fail to meet academic standards. In contrast to retention, response to intervention (RtI) is a sound practice that is based on a preventive framework and utilizes differentiated instruction ...
Hass, Michael R. Patterson, Ashlea Sukraw, Jocelyn Sullivan, Brianna M.
Published in
Contemporary School Psychology
Despite the common usage of the term executive functioning in neuropsychology, several aspects of this concept remain unsettled. In this paper, we will address some of the issues surrounding the notion of executive functioning and how an understanding of executive functioning and its components might assist school-based practitioners to better unde...
Albritton, Kizzy Truscott, Stephen
Published in
Contemporary School Psychology
With the latest re-authorization of the Individuals with Disabilities Education Improvement Act (IDEA, 2004), states are allowed to use a Response to Intervention (RtI) framework to determine whether students qualify for special education services. Although RtI has promise and has been implemented well with documented results, further research is n...
Sharkey, Jill D. Hunnicutt, Kayleigh L. Mayworm, Ashley M. Schiedel, K. Chris Calcagnotto, Leandro
Published in
Contemporary School Psychology
Most educational scholars agree that appropriate supervision of children is critical for positive youth development. Supervision is especially important during situations where children have a large degree of freedom and unstructured interaction, such as during recess. Despite the apparent importance of supervision of children at recess, there is l...
