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Early childhood education : a practical guide to evidence-based, multi-tiered service delivery
\"This text provides early childhood professionals with an introduction to tiered service delivery and practical considerations in the implementation of a multi-tier system of supports with particular emphasis on early childhood law and ethics, assessment and intervention, developmental disabilities, and family engagement\"-- Provided by publisher.
Book
Generalization programming: An examination of the role of prevention in school -based problem -solving consultation
This study examined the extent to which teachers generalize the problem-solving and intervention skills learned during school-based problem-solving consultation to students other than the consultation target student. Four elementary teachers and 15 of their students (3-4 per teacher) participated in the study. Within each classroom, one student was randomly assigned as the consultation target student, one as the generalization target student, and the remaining as nontarget students. Within a multiple baseline across teacher-participants design, data measuring treatment integrity, the consultation process, student outcomes, and teacher intervention behaviors were collected across four conditions: baseline, intervention implementation, generalization prompt, and generalization training. Data measuring teachers' knowledge of general problem-solving principles and application of general classroom behavior management strategies were also gathered. Results indicated that teachers in this study did not generalize intervention behaviors as a result of the conditions of consultation process. In addition, teachers did not demonstrate increased knowledge of general problem-solving principles or improvement in the implementation of general classroom management strategies. The major limitations of treatment integrity and student selection are discussed. Possible implications of the findings for future research are presented.
Dissertation
Anxiety among youth with autism spectrum disorders: current research and considerations for practice
[...]Nasir and Tahir (2012) interviewed teachers and parents of seven children with autism (ages 4-18) and found that the common sources of anxiety were punishment, a barrier to a compulsion or stereotypical behavior, a change in the environment, or an unmet biological need. CONCLUSION Anxiety related disorders are among the most common co-occurring disabilities for children and adolescents with autism spectrum disorders. Because anxiety can impact educational, vocational, and social areas of life, practitioners should be mindful of the specific indicators of anxiety and screen individuals at a young age to facilitate early identification and interventions designed to teach coping mechanisms.
Journal Article
A Social Justice Approach To Assessment
The field of school psychology is rooted in the practice of assessing children to understand their academic, social, emotional, behavioral, and psychological characteristics and needs. Although school psychologists are no longer simply Binet testers (Fagan, 1985), psychological assessment (e.g., IQ, social/emotional functioning, and academic performance) continues to dominate school psychological service delivery. Currently, school psychologists spend about 47% of their time conducting evaluations for special education (Castillo, Curtis, Chappel, & Cunningham, 2011), which does not include other types of assessments that school psychologists conduct for other services (e.g., assessment for developing and evaluating individual interventions as well as school-wide assessments such as program evaluations). While the predominance of assessment in service delivery has been criticized (e.g., too much focus on diagnosing the problem), there is widespread agreement that traditional psychological assessment is integral to effective service delivery (NASP, 2010). School psychologists need to conduct appropriate assessments in order to make valid decisions that can improve outcomes for children, which is part of data-based decision-making (Batsche, Castillo, Dixon, & Forde, 2008; NASP 2010). While requiring school psychologists to engage in data-based decision-making is important, there are significant concerns about the fairness of assessment tools and procedures, particularly for diverse populations (Valencia & Suzuki, 2001).
Book Chapter
Supporting successful transitions following school closures: considerations for school personnel
[...]they may be exacerbated if other significant sources of stress of transition are also present in the child's life (e.g., physical transience, family stress due to poverty, lack of stable parenting; NASP, 2010). [...]during implementation, one may wish to use goal attainment scaling to monitor self-care progress (Coffee 8c Ray-Subramanian, 2009).
Journal Article