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

Kratochwill, Thomas R.; Shernoff, Elisa S.

doi:10.1521/scpq.18.4.389.27000

Cited by 151 publications

(144 citation statements)

References 53 publications

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“…Although these sources might provide useful information, before an intervention is selected, it is critical that the school ensure that empirical research supports the efficacy of the intervention (Kratochwill, Albers, & Shernoff, 2004;Kratochwill & Shernoff, 2003;Kratochwill & Stoiber, 2002). Along with conducting literature searches of particular interventions, school personnel might also access web-based resources such as the What Works Clearinghouse (http:// ies.ed.gov/ncee/wwc/ ) and the Promising Practices Network (www.promisingpractices.net) to identify interventions with empirical documentation of efficacy.…”

Section: Selecting Tier II Interventions To Meet School Needs and Resmentioning

confidence: 99%

Tier II Interventions within the Framework of School-Wide Positive Behavior Support: Essential Features for Design, Implementation, and Maintenance

Anderson

Borgmeier

2010

Behav Analysis Practice

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To meet the complex social behavioral and academic needs of all students, schools benefit from having available multiple evidence-based interventions of varying intensity. School-wide positive behavior support provides a framework within which a continuum of evidence-based interventions can be implemented in a school. This framework includes three levels or tiers of intervention; Tier I (primary or universal), Tier II (secondary or targeted), and Tier III (tertiary or individualized) supports. In this paper we review the logic behind school-wide positive behavior support and then focus on Tier II interventions, as this level of support has received the least attention in the literature. We delineate the key features of Tier II interventions as implemented within school-wide positive behavior support, provide guidelines for matching Tier II interventions to school and student needs, and describe how schools plan for implementation and maintenance of selected interventions. Keywords: prevention, problem behavior in schools, school-wide positive behavior support, secondary interventions, Tier II interventions ABSTRACT T

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Section: Selecting Tier II Interventions To Meet School Needs and Resmentioning

confidence: 99%

Tier II Interventions within the Framework of School-Wide Positive Behavior Support: Essential Features for Design, Implementation, and Maintenance

Anderson

Borgmeier

2010

Behav Analysis Practice

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“…The present case report begins to build an evidence-based practice data set [18] for the Handwriting Without Tears ® program. In the present analysis, a single preschooler with autism improved her skills in writing her name.…”

Section: Our Results Indicate That the Use Of The Handwriting Withoutmentioning

confidence: 99%

Using Tracing and Modeling with a Handwriting Without Tears® Worksheet to Increase Handwriting Legibility for a Preschool Student with Autism

Cosby¹,

McLaughlin²,

Derby³

2009

TOSSCIJ

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Abstract:The purpose of this study was to increase the legibility of letter writing using a tracing procedure derived from the Handwriting Without Tears ® program [1]. Our participant was enrolled in a self-contained special education preschool classroom. The child was expected to move on to an integrated kindergarten during that next school year, so gaining handwriting skills and being able to write her name should increase her chances for success. During baseline, she could only write one of the six letters in her first name. When tracing the letters of her first name on a Handwriting Without Tears ® worksheet and then copying the letters, the writing of the letters in her name increased. Overall, our results suggest that the use of the Handwriting Without Tears ® worksheet along with a visual model can increase the participant's ability to write letters. The efficacy of employing these procedures is discussed.

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“…Although the use of the TAT in clinical and school settings has been noted (Wilson & Reschly, 1996), the manner of interpretation is often based on informal content scanning or "inspection" methods without theoretical grounding (Kamphaus & Frick, 1996Merrell, 2003;Vane & Guarnaccia, 1989). In contrast, the importance of using systematic evidence-based methods (inclusive of empirical and clinical) has been highlighted by standards of assessment practices in school psychology (Kratochwill & Shernoff, 2004;NASP, 2000).…”

Section: Narrative Thematic Analysis With Children and Adolescentsmentioning

confidence: 99%

Narrative methods of personality assessment in school psychology

Esquivel¹,

Flanagan²

2007

Psychology in the Schools

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This critical review of narrative methods of personality assessment highlights their value in understanding unique aspects of personality functioning of children and adolescents in the context of school psychology. The use of narratives for assessment is based on constructivist theories emphasizing the role of the person and the social group in assigning meaning to reality through the use of storytelling processes. Narrative analysis is linked to thematic apperception techniques within a personological paradigm of assessment that attends to the internal and interpersonal processes underlying personality development. A comprehensive framework is described to guide the use of narrative methods of assessing children and adolescents. Research is proposed to validate these methods further as an integral aspect of personality assessment in school psychology. © 2007 Wiley Periodicals, Inc.Narrative assessment is a qualitative method of analysis used by a number of disciplines in the humanities and social sciences to understand the implicit meaning of personal accounts, life histories, autobiographies, and other forms of narrative discourse. This article focuses on the application by school psychologists of narrative analysis in personality assessment. A critical discussion is provided for (1) the theoretical and research literature that form the basis for an understanding of narrative methods, (2) the application of narrative approaches to personality assessment with children and adolescents, (3) a framework for analysis and interpretation of data derived from narratives, and (4) future directions in research on narrative assessment. Theoretical and Research Bases of Narrative AssessmentAn understanding of the use of narratives in psychology is derived from theoretical premises in related disciplines, including an interpretive approach to text analysis in the humanities, narrative conceptualizations of human knowledge, and personal-social constructivist movements in philosophy (Gergen, 1985;Polkinghorne, 1988). These major theoretical perspectives are discussed in terms of their influence on the application of narrative assessment methods in psychology. Narrative Psychology and Theories of KnowledgeNarrative psychology is based on a philosophy of human nature that emphasizes the individual's subjective interpretation of reality as part of an ongoing internal process that is personal yet shared within a social context (Crossley, 1996;Mancuso, 1996). This philosophical view assumes that individuals construct their own stories about life situations on the basis of their interpretation of past experiences, in relation to the social narratives of others, and according to culturally transmitted constructs of reality. This storytelling interaction between a person and the social and cultural environment provides a sense of identity, continuity, cohesiveness, and meaning to life experiences for the individual in the context of community (McAdams & Bowman, 2001).A psychological narrative perspective has its roots in the philosop...

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

Cited by 151 publications

References 53 publications

Tier II Interventions within the Framework of School-Wide Positive Behavior Support: Essential Features for Design, Implementation, and Maintenance

Tier II Interventions within the Framework of School-Wide Positive Behavior Support: Essential Features for Design, Implementation, and Maintenance

Using Tracing and Modeling with a Handwriting Without Tears® Worksheet to Increase Handwriting Legibility for a Preschool Student with Autism

Narrative methods of personality assessment in school psychology

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