nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
A Bilingual (English & Spanish) Psychoeducational Assessment MODEL Grounded in Cattell-Horn Carroll (CHC) Theory: A Cross Battery Approach
|
Olvera, Pedro |
|
2011 |
|
1 |
p. 117-127 |
artikel |
2 |
A Case Study Exploration into the Benefits of Teaching Self-Care to School Psychology Graduate Students
|
Daly, Bradford D. |
|
|
|
1 |
p. 78-89 |
artikel |
3 |
A Comprehensive Model for Promoting Resiliency and Preventing Violence in Schools
|
Castro-Olivo, Sara Maria |
|
2013 |
|
1 |
p. 23-34 |
artikel |
4 |
A Consultation Approach to Target Exclusionary Discipline of Students of Color in Early Childhood Education
|
Garro, Adrienne |
|
|
|
1 |
p. 124-135 |
artikel |
5 |
A Descriptive Secondary Analysis of Evidence-Based Interventions for Students with Autism Spectrum Disorder
|
Martin, Ryan J. |
|
|
|
1 |
p. 75-85 |
artikel |
6 |
ADHD and Comorbid Developmental Coordination Disorder: Implications and Recommendations for School Psychologists
|
Lange, Stephen M. |
|
2017 |
|
1 |
p. 30-39 |
artikel |
7 |
A Grounded Theory for Identifying Students with Emotional Disturbance: Promising Practices for Assessment, Intervention, and Service Delivery
|
Barnett, Dori |
|
2012 |
|
1 |
p. 21-31 |
artikel |
8 |
A Mixed Data Analysis of Graduate Student Mentoring for Faculty Careers in School Psychology
|
Graves, Scott L. |
|
|
|
1 |
p. 99-108 |
artikel |
9 |
A Multi-method Inquiry of the Practice and Context of Rural School Psychology
|
Goforth, Anisa N. |
|
2016 |
|
1 |
p. 58-70 |
artikel |
10 |
Analyzing the Effect of Consultation Training on the Development of Consultation Competence
|
Newell, Markeda L. |
|
2017 |
|
1 |
p. 40-50 |
artikel |
11 |
An Analysis of the Workforce Pipeline in School Psychology
|
Morrison, Julie Q. |
|
|
|
1 |
p. 14-21 |
artikel |
12 |
An Evaluation of Multiple Single-Case Outcome Indicators Using Convergent Evidence Scaling
|
McGill, Ryan J. |
|
2014 |
|
1 |
p. 13-23 |
artikel |
13 |
An Exploration of School-Related Social Correlates of Student Psychological Ill-Being
|
Adigun, Olajumoke Beulah |
|
|
|
1 |
p. 29-41 |
artikel |
14 |
Applied Empiricism: Ensuring the Validity of Causal Response to Intervention Decisions
|
Kilgus, Stephen P. |
|
2014 |
|
1 |
p. 1-12 |
artikel |
15 |
A Qualitative Examination of Compassion Fatigue in School Psychologists Following Crisis Intervention Work
|
Rozmiarek, Danielle |
|
|
|
1 |
p. 30-42 |
artikel |
16 |
A Rejoinder on the PSW Model for SLD Identification: Still Concerned
|
McGill, Ryan J. |
|
2017 |
|
1 |
p. 23-27 |
artikel |
17 |
ASD or ELL? Distinguishing Differences in Patterns of Communication and Behavior
|
Dennison, Andrea |
|
2018 |
|
1 |
p. 57-67 |
artikel |
18 |
Associations Between Japanese Children’s Information Sources and Attitudes Toward Peers with Physical Disabilities or Sensory Impairments
|
Kibi, Satoshi |
|
|
|
1 |
p. 81-91 |
artikel |
19 |
A Summary and Synthesis of Contemporary Empirical Evidence Regarding the Effects of the Drug Abuse Resistance Education Program (D.A.R.E.)
|
Singh, Renee D. |
|
2011 |
|
1 |
p. 93-102 |
artikel |
20 |
Behavior Analytic Skills Training in School Psychology Programs
|
Yu, Rondy |
|
|
|
1 |
p. 132-140 |
artikel |
21 |
Book Review: Proust and the Squid
|
Domzalski, Stephanie |
|
2011 |
|
1 |
p. 141-143 |
artikel |
22 |
Breaking the Silence: a Framework for School Psychologists Working with Students of Undocumented Immigrant Families
|
Aganza, Joaquin S. |
|
2018 |
|
1 |
p. 10-19 |
artikel |
23 |
Bringing Social Justice Principles to Practice: New Practitioners Speak
|
Jenkins, Kisha V. |
|
2017 |
|
1 |
p. 63-76 |
artikel |
24 |
Building Bridges for New Immigrant Students Through Asset-Based Consultation
|
Barba, Yolanda C. |
|
2019 |
|
1 |
p. 31-46 |
artikel |
25 |
CASP Position Paper: Specific Learning Disabilities and Patterns of Strengths and Weaknesses
|
Christo, Catherine |
|
2016 |
|
1 |
p. 7-9 |
artikel |
26 |
Characteristics of Mindfulness-Based Interventions in Schools: a Systematic Review in School Psychology Journals
|
Palacios, Andrea Molina |
|
|
|
1 |
p. 182-197 |
artikel |
27 |
Children’s Social and Emotional Functioning and Academic Success in Preschool: the Role of Internalizing Problems and Adaptive Skills
|
Walker, Meghan A. |
|
|
|
1 |
p. 25-33 |
artikel |
28 |
Cognitive Therapy for Adolescents in School Settings
|
McGill, Ryan J. |
|
2013 |
|
1 |
p. 147-149 |
artikel |
29 |
Conducting Psychoeducational Assessments During the COVID-19 Crisis: the Danger of Good Intentions
|
Farmer, Ryan L. |
|
|
|
1 |
p. 27-32 |
artikel |
30 |
Conducting School Suicide Risk Assessment in Distance Learning Environments
|
Brock, Stephen E. |
|
|
|
1 |
p. 3-11 |
artikel |
31 |
Considerations for Mental Health Screening with Latinx Dual Language Learners
|
Bertone, Agustina |
|
2018 |
|
1 |
p. 20-30 |
artikel |
32 |
Context-Sensitive Ethics in School Psychology
|
Lasser, Jon |
|
2013 |
|
1 |
p. 119-128 |
artikel |
33 |
COVID-19, Mental Health, Technology Use, and Job Satisfaction Among School Psychology Trainers
|
Bocanegra, Joel O. |
|
|
|
1 |
p. 56-67 |
artikel |
34 |
Creating Lasting Behavioral Change through the Generalization Analysis Worksheet
|
Brady, John |
|
2011 |
|
1 |
p. 131-137 |
artikel |
35 |
Creating Readiness for Response to Intervention: An Evaluation of Readiness Assessment Tools
|
Tyre, Ashli D. |
|
2012 |
|
1 |
p. 103-114 |
artikel |
36 |
Culturally Responsive Interviewing Practices
|
Hass, Michael R. |
|
2018 |
|
1 |
p. 47-56 |
artikel |
37 |
Culturally Responsive School Psychology Practice: a Study of Practitioners’ Self-Reported Skills
|
Reyna, Ronda S. |
|
2016 |
|
1 |
p. 28-37 |
artikel |
38 |
Decreasing Reading Differences in Children from Disadvantaged Backgrounds: The Effects of an Early Literacy Intervention
|
Hagans, Kristi S. |
|
2013 |
|
1 |
p. 103-117 |
artikel |
39 |
Developing Self-Regulation Skills in Second Level Students Engaged in Threshold Learning: Results of a Pilot Study in Ireland
|
Maloney, David M. |
|
|
|
1 |
p. 109-123 |
artikel |
40 |
Digital Media and Youth: a Primer for School Psychologists
|
Savina, Elena |
|
2017 |
|
1 |
p. 80-91 |
artikel |
41 |
Discrepancies, Responses, and Patterns: Selecting a Method of Assessment for Specific Learning Disabilities
|
Ihori, Derek |
|
2014 |
|
1 |
p. 1-11 |
artikel |
42 |
Does the Response-to-Intervention Model Fundamentally Alter the Traditional Conceptualization of Specific Learning Disability?
|
Kranzler, John H. |
|
|
|
1 |
p. 80-88 |
artikel |
43 |
Editorial: The March 2024 Issue: Insights for School-Associated COVID-19 Recovery
|
O’Malley, Meagan |
|
|
|
1 |
p. 1-2 |
artikel |
44 |
Effects of Performance Feedback on the Writing Fluency of Students with Oppositional Defiant Disorder
|
Hier, Bridget O. |
|
|
|
1 |
p. 41-51 |
artikel |
45 |
Establishing Positive Discipline Policies in an Urban Elementary School
|
Feuerborn, Laura L. |
|
2012 |
|
1 |
p. 47-58 |
artikel |
46 |
Evaluating the Use of RTI to Identify SLD: A Survey of State Policy, Procedures, Data Collection, and Administrator Perceptions
|
Hudson, Tina M. |
|
2015 |
|
1 |
p. 31-45 |
artikel |
47 |
Examining a Brief Measure of Parent Involvement in Children’s Education
|
Lau, Won-Fong K. |
|
2013 |
|
1 |
p. 11-21 |
artikel |
48 |
Exposure-Based Techniques for Trauma Post-COVID-19: a Primer for School-Based Practitioners
|
Moore, Avalon S. |
|
|
|
1 |
p. 76-85 |
artikel |
49 |
Extending Validation of a Social Emotional Health Measure For Middle School Students
|
Furlong, Michael J. |
|
|
|
1 |
p. 92-103 |
artikel |
50 |
Factor Structure of the 10 WISC-V Primary Subtests Across Four Standardization Age Groups
|
Dombrowski, Stefan C. |
|
2017 |
|
1 |
p. 90-104 |
artikel |
51 |
Functional Assessment of the Academic Environment 30+ Years Later
|
Daly, Edward J. |
|
|
|
1 |
p. 1-15 |
artikel |
52 |
Further Exploration in the Specialization of School Psychology: Graduate Training and Self-Study
|
Starling, Natalie R. |
|
|
|
1 |
p. 111-119 |
artikel |
53 |
Going Digital to Address the School Psychologist Shortage
|
McCleary, Daniel F. |
|
|
|
1 |
p. 34-42 |
artikel |
54 |
Greek Early Childhood Educators’ Engagement Practices and Facilitative Roles During Free Play
|
Grigoropoulos, Iraklis |
|
|
|
1 |
p. 19-28 |
artikel |
55 |
Helping Female Juveniles Improve their On-task Behavior and Academic Performance Using a Self-Management Procedure in a Correctional Facility
|
Caldwell, Stacy |
|
2012 |
|
1 |
p. 61-74 |
artikel |
56 |
Historical Overview of Attention Deficit-Hyperactivity Disorder and Neurofeedback: Implications for Academic Achievement, Assessment, and Intervention in Schools
|
Marca, Jeffry P. La |
|
2017 |
|
1 |
p. 1-17 |
artikel |
57 |
How Can General Intelligence Composites Most Accurately Index Psychometric g and What Might Be Good Enough?
|
Farmer, Ryan L. |
|
|
|
1 |
p. 52-67 |
artikel |
58 |
Increasing School-Based Mental Health Services with a “Grow Your Own” School Psychology Program
|
Schmitz, Stephanie L. |
|
|
|
1 |
p. 22-33 |
artikel |
59 |
Integrating Neuropsychology and School Psychology: Potential and Pitfalls
|
Jantz, Paul B. |
|
2014 |
|
1 |
p. 69-80 |
artikel |
60 |
Integrating School Psychology and Applied Behavior Analysis: a Proposed Training Model
|
Fischer, Aaron J. |
|
|
|
1 |
p. 51-65 |
artikel |
61 |
Intrinsic Motivation to Learn: The Nexus Between Psychological Health and Academic Success
|
Froiland, John Mark |
|
2012 |
|
1 |
p. 91-100 |
artikel |
62 |
Introduction to Critical Training Topics Series II: Meeting the Diverse Needs of a Changing Nation
|
Bocanegra, Joel |
|
|
|
1 |
p. 1-3 |
artikel |
63 |
Introduction to the Special Section on Patterns of Strength and Weakness
|
Hiramoto, James |
|
2017 |
|
1 |
p. 1-6 |
artikel |
64 |
Job Satisfaction Among Practicing School Psychologists: the Impact of SLD Identification
|
Cottrell, Joseph M. |
|
2015 |
|
1 |
p. 21-30 |
artikel |
65 |
Lesbian, Gay, Bisexual, and Transgender-Identified School Psychologists: a Qualitative Study of Their Professional Experiences
|
Sowden, Beth |
|
2015 |
|
1 |
p. 1-9 |
artikel |
66 |
Lessons in Suicide Prevention from the Golden Gate Bridge: Means Restriction, Public Health, and the School Psychologist
|
Miller, David N. |
|
2013 |
|
1 |
p. 71-79 |
artikel |
67 |
Lessons Learned from LGBTQ + Youths’ Experience in the COVID-19 Pandemic: A Qualitative Phenomenological Investigation
|
Kiperman, Sarah |
|
|
|
1 |
p. 15-29 |
artikel |
68 |
Leveraging Strengths Assessment and Intervention Model (LeStAIM): A Theoretical Strength-Based Assessment Framework
|
Laija-Rodriguez, Wilda |
|
2013 |
|
1 |
p. 81-91 |
artikel |
69 |
Lost Sleep: the Lack of Sleep Education and Training in School Psychology
|
Drapeau, Christopher W. |
|
|
|
1 |
p. 120-131 |
artikel |
70 |
Measuring Online Prosocial Behaviors in Primary School Children: Psychometric Properties of the Online Civility Scale
|
Beseler, Cheryl L. |
|
|
|
1 |
p. 42-52 |
artikel |
71 |
Mental Health in Schools: Engaging Learners, Preventing Problems, and Improving Schools
|
Matz, Courtney |
|
2012 |
|
1 |
p. 163-166 |
artikel |
72 |
Mental Health in Schools: Moving in New Directions
|
Adelman, Howard S. |
|
2012 |
|
1 |
p. 9-18 |
artikel |
73 |
Middle School Transition Stress: Links with Academic Performance, Motivation, and School Experiences
|
Goldstein, Sara E. |
|
2015 |
|
1 |
p. 21-29 |
artikel |
74 |
Mindfulness Initiatives for Students, Teachers, and Parents: a Review of Literature and Implications for Practice During COVID-19 and Beyond
|
Garro, Adrienne |
|
|
|
1 |
p. 152-169 |
artikel |
75 |
Mindfulness in the Sport Academy Classroom: Exploring Benefits and Barriers of a Low-Dose Intervention
|
Augustus, Andrew N. |
|
|
|
1 |
p. 214-223 |
artikel |
76 |
Mindfulness Measures for Children and Adolescents: a Systematic Review
|
Bender, Stacy L. |
|
|
|
1 |
p. 104-117 |
artikel |
77 |
Narrowing the Research to Practice Gap: A Primer to Self-Regulated Learning Application in School Psychology
|
Callan, Gregory |
|
|
|
1 |
p. 141-154 |
artikel |
78 |
No-Suicide Contracts with Suicidal Youth: Mental Health Professionals’ Perceptions and Current Practice
|
Hansen, Andrea |
|
2012 |
|
1 |
p. 145-159 |
artikel |
79 |
On the Measurement of Cognitive Abilities in English Learners
|
Ortiz, Samuel O. |
|
2019 |
|
1 |
p. 68-86 |
artikel |
80 |
Operationalizing the Simple View of Writing with the Wechsler Individual Achievement Test, 3rd Edition
|
Parkin, Jason R. |
|
|
|
1 |
p. 68-79 |
artikel |
81 |
Optimizing Home-School Collaboration: Strategies for School Psychologists and Latino Parent Involvement for Positive Mental Health Outcomes
|
Olvera, Pedro |
|
2012 |
|
1 |
p. 77-87 |
artikel |
82 |
Our COVID Stories: Adolescents Drawing Meaning from a Public Health Crisis Through a Youth Voice Intervention
|
O’Malley, Meagan D. |
|
|
|
1 |
p. 97-107 |
artikel |
83 |
Perceptions of School Psychologists Regarding Barriers to Response to Intervention (RTI) Implementation
|
Marrs, Heath |
|
2014 |
|
1 |
p. 24-34 |
artikel |
84 |
Performance of School Age Reading Disabled Students on the Phonological Awareness Subtests of the Comprehensive Test of Phonological Processing (CTOPP)
|
Marshall, Dorothy |
|
2013 |
|
1 |
p. 93-101 |
artikel |
85 |
Perspectives of special Education Directors on Response to Intervention in Secondary Schools
|
Sansosti, Frank J. |
|
2011 |
|
1 |
p. 9-20 |
artikel |
86 |
Positive Outcomes of a Social-Emotional Learning Program to Promote Student Resiliency and Address Mental Health
|
LaBelle, Brittany |
|
|
|
1 |
p. 1-7 |
artikel |
87 |
Positive Psychological Effects of School-Based Yoga and Mindfulness Programs for At-Risk Hispanic Adolescents
|
Sanchez, Bernice |
|
|
|
1 |
p. 118-135 |
artikel |
88 |
Preparing Teachers to Train Parents to Use Evidence-based Strategies for Oral Reading Fluency with Their Children
|
Kupzyk, Sara |
|
2012 |
|
1 |
p. 129-140 |
artikel |
89 |
Problem-Solving Practices and Complexity in School Psychology
|
Brady, John |
|
2016 |
|
1 |
p. 38-48 |
artikel |
90 |
Professional Development Needs and Training Interests: a Survey of Early Career School Psychologists
|
Arora, Prerna G. |
|
2016 |
|
1 |
p. 49-57 |
artikel |
91 |
Professional Development to Increase Problem-solving Skills in a Response to Intervention Framework
|
Albritton, Kizzy |
|
2014 |
|
1 |
p. 44-58 |
artikel |
92 |
Promoting School Psychologist Participation in Transition Services Using the TPIE Model
|
Talapatra, Devadrita |
|
2017 |
|
1 |
p. 18-29 |
artikel |
93 |
Q-interactive: Training Implications for Accuracy and Technology Integration
|
Corcoran, Stephanie |
|
|
|
1 |
p. 90-99 |
artikel |
94 |
Race and Ethnicity in School Psychology Publications: A Content Analysis and Comparison to Publications in Related Disciplines
|
Noltemeyer, Amity L. |
|
2013 |
|
1 |
p. 129-142 |
artikel |
95 |
Response to Intervention and Retention for Children with Specific Learning Disabilities: Differences in Academic Achievement between Retained and Non-Retained Students
|
Keller-Margulis, Milena |
|
2014 |
|
1 |
p. 35-43 |
artikel |
96 |
Response to Intervention as a Vehicle for Powerful Mental Health Interventions in the Schools
|
Froiland, John Mark |
|
2011 |
|
1 |
p. 35-42 |
artikel |
97 |
Response to Intervention (RtI) in the Social, Emotional, and Behavioral Domains: Current Challenges and Emerging Possibilities
|
Saeki, Elina |
|
2011 |
|
1 |
p. 43-52 |
artikel |
98 |
Response to McGill and Busse, “When Theory Trumps Science: A Critique of the PSW Model for SLD Identification”
|
Christo, Catherine |
|
2016 |
|
1 |
p. 19-22 |
artikel |
99 |
Rethinking College: Roles for School Psychologists in Transition Planning for Students with Intellectual Disability
|
Wilczenski, Felicia L. |
|
2016 |
|
1 |
p. 71-79 |
artikel |
100 |
Returning to School: Teachers’ Occupational and COVID-19-Related Stress and Their Perceptions of School Climate
|
Metrailer, Georgette M. |
|
|
|
1 |
p. 43-55 |
artikel |
101 |
Risk Assessment and Crisis Intervention for Youth in a Time of Telehealth
|
Holland, Melissa |
|
|
|
1 |
p. 12-26 |
artikel |
102 |
School Psychologists and the Opportunities and Challenges of Serving Dual Language and English Learners: an Introduction to the Special Issue
|
Robinson-Zañartu, Carol |
|
2019 |
|
1 |
p. 1-2 |
artikel |
103 |
School Psychologists’ Job Attitudes: A Systematic Review
|
Brown, Theresa J. |
|
|
|
1 |
p. 40-50 |
artikel |
104 |
School Psychologists’ Knowledge and Use of Evidence-based, Social-Emotional Learning Interventions
|
McKevitt, Brian C. |
|
2012 |
|
1 |
p. 33-45 |
artikel |
105 |
School Psychologists Working with Native American Youth: Training, Competence, and Needs
|
Robinson-Zañartu, Carol |
|
2011 |
|
1 |
p. 103-115 |
artikel |
106 |
School Psychology Supervisors’ Perceptions of Specialist-Level Training: An Exploratory Study
|
Ormiston, Heather E. |
|
|
|
1 |
p. 100-110 |
artikel |
107 |
School Psychology Workforce Trends: Recommendations for Graduate Preparation and Policy
|
Van Overschelde, James P. |
|
|
|
1 |
p. 66-74 |
artikel |
108 |
Science, Politics, and Best Practice: 35 Years After Larry P.
|
Frisby, Craig L. |
|
2015 |
|
1 |
p. 46-62 |
artikel |
109 |
Selective Mutism: A Three-Tiered Approach to Prevention and Intervention
|
Busse, R. T. |
|
2011 |
|
1 |
p. 53-63 |
artikel |
110 |
Social Forces, Social Justice, and School Attendance Problems in Youth
|
Kearney, Christopher A. |
|
|
|
1 |
p. 136-151 |
artikel |
111 |
Special Education Evaluation Considerations in a Post-pandemic Era
|
Sims, Wesley A. |
|
|
|
1 |
p. 68-75 |
artikel |
112 |
Special Education Policy and Response to Intervention: Identifying Promises and Pitfalls to Advance Social Justice for Diverse Students
|
Castro-Villarreal, Felicia |
|
2015 |
|
1 |
p. 10-20 |
artikel |
113 |
Special Section: School Psychology and COVID-19
|
Brock, Stephen E. |
|
|
|
1 |
p. 1-2 |
artikel |
114 |
Staff Concerns in Schools Planning for and Implementing School-Wide Positive Behavior Interventions and Supports
|
Tyre, Ashli D. |
|
2017 |
|
1 |
p. 77-89 |
artikel |
115 |
Strengths-Based Positive Schooling Interventions: a Scoping Review
|
Kumar P, Aneesh |
|
|
|
1 |
p. 86-98 |
artikel |
116 |
Striking a Balance in School Psychology Training: a Comparison of Blended Delivery Formats and Student Outcomes
|
Ball, Carrie |
|
|
|
1 |
p. 43-54 |
artikel |
117 |
Students’ Perceptions of COVID-19 Stress and Internalizing Problems: Is Social Support a Buffer?
|
Balkundi, Swapna |
|
|
|
1 |
p. 3-14 |
artikel |
118 |
Supplemental Phonological Awareness and Phonics Instruction for Spanish-Speaking English Learners: Implications for School Psychologists
|
Ginns, Diana S. |
|
2018 |
|
1 |
p. 101-111 |
artikel |
119 |
Supporting Deaf and Hard-of-Hearing Students in the Schools
|
Gibbons, Elizabeth M. |
|
2014 |
|
1 |
p. 46-53 |
artikel |
120 |
Supporting Spanish–English Bilingual Language Development Among Latinx Dual Language Learners in Early Learning Settings
|
Edyburn, Kelly L. |
|
2018 |
|
1 |
p. 87-100 |
artikel |
121 |
Systematic Review and Meta-analysis of STM and WM in Long-Term CI Users
|
Akçakaya, Hatice |
|
|
|
1 |
p. 61-80 |
artikel |
122 |
Test Review: D. K. Reid, W. P. Hresko, and D. D. Hammill Test of Early Reading Ability-Fourth Edition. Austin, TX: Pro-Ed, 2018
|
Rigney, Alexander M. |
|
|
|
1 |
p. 102-105 |
artikel |
123 |
The California School Psychologist becomes Contemporary School Psychology: CSP Continues to Link Theory and Practice
|
Hass, Michael |
|
2011 |
|
1 |
p. 5-6 |
artikel |
124 |
The California School Psychologist Supports School Psychologists in Meeting the Mental Health Needs of Children and Youth
|
Hass, Michael |
|
2012 |
|
1 |
p. 5-6 |
artikel |
125 |
The Effects of Check-In/Check-Out on Kindergarten Students in an Urban Setting
|
Sobalvarro, Adriana |
|
2015 |
|
1 |
p. 84-92 |
artikel |
126 |
The Impact of a Specialized Font on the Reading Performance of Elementary Children with Reading Disability
|
Powell, Steven L. |
|
|
|
1 |
p. 34-40 |
artikel |
127 |
The Impact of a Universal Mental Health Intervention on Youth with Elevated Negative Affectivity: Building Resilience for Healthy Kids
|
Sabin, Claire |
|
|
|
1 |
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Pham, Andy V. |
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145 |
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When You Can’t R.I.O.T., R.I.O.: Tele-assessment for School Psychologists
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