Articles published in four school psychology journals from 2000 to 2005: An analysis of experimental/intervention research

Bliss, Stacy L.; Skinner, Christopher H.; Hautau, Briana; Carroll, Erin E.

doi:10.1002/pits.20318

Cited by 45 publications

(106 citation statements)

References 47 publications

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“…Unfortunately, this same study reported that across five main school psychology journals, intervention and prevention articles accounted for only 7.6 and 3.4% of the published articles, respectively. Follow-up studies of publication trends in education-based journals show nearly identical findings (e.g., Bliss et al 2008). With the need to prioritize reading intervention and prevention research in the U.S., this sheds light on the even greater dearth of intervention and prevention research with non-English-speaking students.…”

Section: Reading Fluency Intervention Research For Spanish-speaking Smentioning

confidence: 92%

Effects of Small-Group and One-on-One Reading Fluency Interventions with Second Grade, Low-Performing Spanish Readers

2011

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This study compared children's Spanish reading performance across 2 reading intervention conditions: small group versus individual (teacher-student). Six second-grade Costa Rican students with low Spanish reading ability participated in the study. An alternating-treatments design was used to compare the relative effectiveness of the 2 interventions to each other and to a no-intervention control condition. Results showed that nearly all students benefitted from 1 or both of the reading interventions. Findings are consistent with previous research with English readers and suggest that delivering fluency-based reading interventions with fidelity (such as those described in the current study) to Spanish readers may be an effective way to improve Spanish-speaking students' reading skills. Results are also consistent with past research on the comparable effectiveness of delivering a readingfluency intervention to a small group versus an individual. Implications of these findings are discussed in terms of relative efficiency in the delivery of readingfluency interventions, and with respect to educators in and out of the United States who work with students struggling with Spanish-reading fluency.

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Section: Reading Fluency Intervention Research For Spanish-speaking Smentioning

confidence: 92%

Effects of Small-Group and One-on-One Reading Fluency Interventions with Second Grade, Low-Performing Spanish Readers

2011

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“…They found that only 1.45% of the articles in School Psychology Review were dedicated to interventions. Bliss, Skinner, Hautau, and Carroli (2008) examined articles in four school psychology journals between the years 2000 and 2005 (n = 929) and found that 8% were causal-experimental studies that evaluated interventions. They found that both single-subject designs and group designs were used to evaluate the effects of school-based interventions.…”

mentioning

confidence: 99%

Assessing effectiveness and efficiency of academic interventions in school psychology journals: 1995–2005

Bramlett

Cates

Savina

et al. 2009

Psychology in the Schools

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This article reviews research in the four major school psychology journals: Journal of School Psychology, Psychology in the Schools, School Psychology Quarterly, and School Psychology Review. The function of the review was to provide school psychologists with a summary of academic interventions published through years 1995 -2005, synthesize the commonalities of empirically based interventions, and report on the extent to which each article provides the reader the opportunity to understand the effects of the intervention with regard to the amount of instructional time required to implement it. Results of the review suggest that reading is most heavily investigated followed by math and, to a much lesser degree, written expression. Moreover, studies use a variety of designs including single subject and group designs. Finally, it is clear that a limited number of studies evaluate the effectiveness of an intervention with regard to the amount of instructional time needed to implement the intervention. In light of these Þndings and in addition to the two major functions of the review, recommendations for practice and future research are presented. C 2009

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“…This reflects a general trend in which school psychology journal publications are unlikely to present intervention research. For example, Bliss et al (2008) found that only 8.3 % of articles published in four school psychology journals from 2000 to 2005 represented causal-experimental research, and only 4.3 % were causal-comparative. A more recent content analysis of school psychology journal articles published from 2005 to 2009 indicated that only 12.7 % of articles represented intervention studies; 10.5 % were intervention studies with school-age youth (Villarreal et al 2013).…”

Section: Intervention Research In School Psychology Journalsmentioning

confidence: 98%

Cultural and Linguistic Diversity Representation in School Psychology Intervention Research

Villarreal

2014

Contemp School Psychol

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An understanding of the current intervention research is critical to the adoption of evidence-based practices in the delivery of psychological services; however, the generalizability and utility of intervention research for culturally and linguistically diverse youth may be limited by the types of research samples utilized. This study addresses this topic, as it represents a content analysis of research published in school psychology journals from 2005 to 2012. A search of articles from School Psychology Review, School Psychology Quarterly, Journal of School Psychology, Psychology in the Schools, and Journal of Applied School Psychology yielded 1,543 articles, of which 170 were intervention research articles that included children-from early childhood through high school-as target samples. Analyses of these articles focused on the representation of the diversity (e.g., racial/ ethnic group membership, socioeconomic status, and English language learner status) in the intervention samples. Moreover, studies were coded to determine whether comparisons were made across students of different group statuses within the different categories of diversity. Overall results suggest low representation of some diverse groups, as well as minimal comparisons between students of different diversity groups. Implications for practice, research, and training are discussed.

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Articles published in four school psychology journals from 2000 to 2005: An analysis of experimental/intervention research

Cited by 45 publications

References 47 publications

Effects of Small-Group and One-on-One Reading Fluency Interventions with Second Grade, Low-Performing Spanish Readers

Effects of Small-Group and One-on-One Reading Fluency Interventions with Second Grade, Low-Performing Spanish Readers

Assessing effectiveness and efficiency of academic interventions in school psychology journals: 1995–2005

Cultural and Linguistic Diversity Representation in School Psychology Intervention Research

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