EVIDENCE FOR THE EXPANDING ROLE OF CONSULTATION IN THE PRACTICE OF SCHOOL PSYCHOLOGISTS

In 2010, the National Association of School Psychologists approved the Model for Comprehensive and Integrated School Psychological Services (or the NASP Practice Model), codifying what an expanded role encompasses in the delivery of school‐based psychological services. This study examined the role and function of school psychology practitioners from three Midwestern states with different legal statues and policy initiatives related to the practice of school psychology. A total of 175 practicing school psychologists from Missouri, Illinois, and Iowa reported their actual and preferred practices and completed a self‐assessment on their knowledge of the NASP Practice Model. Results showed participants not only identified problem‐solving consultation as their most knowledgeable domain of practice but also the activity on which they spent the greatest amount of their time. Analysis by state revealed differential levels of practice devoted to consultation and intervention. Study findings are discussed relative to the potential impact and importance of state law and policy initiatives.     

DEFINING THE UNDEFINABLE: OPERATIONALIZATION OF METHODS TO IDENTIFY SPECIFIC LEARNING DISABILITIES AMONG PRACTICING SCHOOL PSYCHOLOGISTS

Accurate and consistent identification of students with specific learning disabilities (SLDs) is crucial; however, state and district guidelines regarding identification methods lack operationalization and are inconsistent throughout the United States. In the current study, the authors surveyed 471 school psychologists about school SLD identification guidelines and the identification methods actually used (e.g., ability‐achievement discrepancy, response‐to‐intervention, and the evaluation of students’ pattern of strengths and weaknesses). Results indicated that nearly half the participants were allowed or required to choose the method of identification that ensured students received services, if the school‐based team determined services were warranted. Variations in SLD identification methods were also found between schools with different characteristics (e.g., location, school level, and student composition). Implications for practice are discussed.     

TRANSITION TO SCHOOL: THE EXPERIENCES OF CANADIAN AND IMMIGRANT FAMILIES OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

Transition to school for children with autism spectrum disorders (ASDs) places demands on children, parents, and school settings. The unique experiences of parents from diverse backgrounds have not been studied extensively. This qualitative study explored the experiences of 5 Canadian and 5 immigrant families during the transition to school for their children with ASDs. Parent perceptions of support systems during this transition and their experiences with preschool and elementary school staff were analyzed to understand their experiences. Thematic analyses of parent interviews revealed that parents perceived the quality of care during preschool as more supportive than the care received in elementary school. A variety of resources, such as familial, educational, and community support, seemed to help some Canadian and immigrant families in different ways. The transition to school experiences of parents of children with ASDs has important implications for school psychologists who facilitate and mediate parent–school partnerships and interagency collaboration.     

COGNITIVE ASSESSMENT PRACTICES: A SURVEY OF SCHOOL PSYCHOLOGISTS

The present article describes an exploratory study regarding the preferred cognitive assessment practices of current school psychologists. Three hundred and twenty‐three school psychologists participated in the survey. The results suggest that the majority of school psychologists endorsed that they base their assessment practices on an underlying theoretical framework, specifically Cattell‐Horn‐Carroll (CHC) theory. Despite this finding, the majority of those sampled continue to engage in traditional assessment practices that are not consistent with CHC theory. Furthermore, the majority of those sampled reported that they assess culturally and linguistically diverse students and modify their practices when doing so. Unfortunately, the modifications endorsed by those surveyed might be discriminatory. The implications of these findings are discussed herein.     

中国学生在跨文化交际中的冒犯性言语分析

对英语中一些具有冒犯性的言语进行的分析 ,可以引发中国学生对英语中具有冒犯性的言语的重视及思考 ,使中国学生在使用英语进行交流时 ,能自觉地避免使用冒犯性的言语 ,以促进他们在跨文化交际中 ,顺利、和谐地用英语进行交流。     

THE CONFIDENCE TO TEACH ENGLISH LANGUAGE LEARNERS: EXPLORING COURSEWORK'S ROLE IN DEVELOPING PRESERVICE TEACHERS' EFFICACY

As our schools become increasingly diverse and the effects of immigration can be felt across the nation, some states have mandated that preservice teachers take endorsement courses that focus on teaching English Language Learners (ELLs) with the purpose of ensuring that teachers are able to meet ELLs' social and academic needs. A significant factor in improving instructional practices for ELLs is preservice teachers' confidence in their ability to teach ELLs successfully. What remains to be seen, however, is how best to organize and implement endorsement courses so that they have a positive effect on teachers' confidence to use their new knowledge to teach in effective ways. In this study, we discuss how endorsement curricula can build teachers' self-efficacy for teaching ELLs by not just covering the required content, but by being conscientious in how the curricula are organized and delivered. By providing teachers with the foundational knowledge through the use of meaningful and engaging pedagogical practices, preservice teachers' efficacy and beliefs about instructing ELLs will increase. This, in turn, will provide them with the confidence to teach those who may be very different culturally and linguistically from themselves.     

TRAINING,DEGREES, AND CREDENTIALS IN THE HIRING OF SCHOOL PSYCHOLOGISTS

A national sample of 246 Directors of Pupil Personnel Services and Directors of Special Education were surveyed to assess the importance they place on training, degrees, and credentials in the hiring of school psychologists. High, but varying, levels of importance were found for the content knowledge and skill areas in the National Association of School Psychologists Standards for Graduate Preparation of School Psychologists. Participants indicated that the specialist degree with less than 10 years of experience was the preferred qualification for school psychologist applicants. Greater importance was placed on the Nationally Certified School Psychologist credential than State Board of Examiners in Psychology (SBEP) licensure, with variations in importance for SBEP licensure between states that do versus do not allow independent practice for nondoctoral school psychologists. Implications of this research for school psychologists and training, as well as limitations of the study, are discussed.     

THE TEACHER INTERNSHIP EXPERIENCES OF PROSPECTIVE HIGH SCHOOL MATHEMATICS TEACHERS

Nine prospective secondary mathematics teachers were interviewed about their teaching internship experience. The results of these interviews revealed that 7 of the 9 participants professed to value reform-oriented teaching and conceptual understanding in mathematics, yet all were paired with cooperating teachers who seemed to value traditional instruction and procedural understanding in mathematics. We explored the reasons that some of these student interns had positive experiences with their cooperating teachers and university supervisors while others had negative experiences. We found that the participants valued (a) critical feedback that was constructive and contained concrete recommendations for improvement, (b) freedom to use their own teaching methods, and (c) a friendly and supportive relationship with their mentors. The differing teaching philosophies of student teachers and their cooperating teachers contributed to negative experiences only when student teachers were not allowed freedom in their teaching methods.     

中学英语之友

名教师引路与教学同步领考纲思想为升学服务《中学英语之友》是国内首家分年级公开出版的大型月刊。其特点是与教材同步、讲练结合、重点剖析、解难答疑,栏目丰富多彩、题材新颖广泛。2008年为配合广大学子冲刺中、高考,我社特集百余所重点中学特高级英语教师全面研读教材,准确定位、精心设计,为广大读者悉心编撰出一份极具指导性和实用性的英语刊物真正做到,拥有《中学英语之友》     

从马斯洛的需求层次理论看成功与不成功的英语学习者

文章以马斯洛的需求层次理论为依据,通过访谈分析探讨了成功的英语学习者与不成功的英语学习者在基本需求和成长需求满足的程度上存在的差异,发现成功的英语学习者对归属和爱、自尊及自我实现需求层次的满足程度要高于不成功的英语学习者,这对英语教学有一定的指导作用.     

熟练-非熟练蒙族双语者英语表征的实验研究

运用语义启动实验的基本思路,通过语言内和语言间不同水平的实验,采用典型的启动效应的实验方法,考查不同熟练度对蒙族双语者英语表征的影响。结论:(1)不同熟练度的蒙族双语者的英语表征都存在语义启动效应;(2)不同熟练度的蒙族双语者都存在L1-L3、L2-L3的语言间启动效应。L1-L3、L2-L3之间的连接强度要高于L3-L1、L3-L2的连接;(3)不同的熟练度会影响双语儿童的第二语言学习;(4)蒙语和汉语都是蒙族双语者的强势语言。     

BEHAVIORAL INTENTION OF TEACHERS,SCHOOL PSYCHOLOGISTS,AND COUNSELORS TO INTERVENE AND PREVENT HARASSMENT OF LGBTQ YOUTH

A national sample of educators were surveyed to identity the attitudes, beliefs, school culture, and perceived barriers that would predict whether educators would intervene to stop bias and harassment directed at lesbian, gay, bisexual, transgendered, and questioning (LGBTQ) youth in schools. The survey questionnaire was organized according to the theory of planned behavior (TpB), a theoretical model linking attitudes to behavior. A sample of 968 teachers, school psychologists, and school counselors participated. Factor analysis indicated that the three TpB components (attitude, subjective norm, and perceived behavioral control) accurately predicted behavioral intention to advocate for LGBTQ youth. Path analysis supported the components of TpB in predicting behavioral intention, accounting for 21% of the variance. The path coefficients linking attitudes and subjective norm to behavioral intention were particularly robust and less so for perceived behavioral control. Implications for intervention and training of school personnel to improve advocacy for LGBTQ youth and reduce bias and harassment are discussed.     

PSYCHOTROPIC MEDICATIONS: AN UPDATE FOR SCHOOL PSYCHOLOGISTS

This article provides an overview of medications used frequently in the treatment of pediatric depression, anxiety, and bipolar disorder. The need for a collaborative relationship between the prescribing physician, school personnel, and the family is outlined. School psychologists can play crucial roles by providing the physician with information at the time of referral, developing school‐based psychosocial interventions that augment pharmacological treatment, completing periodic evaluations to assist in symptom monitoring, and alerting the family and physician to any adverse side effects.     

SCHOOL PSYCHOLOGISTS AS MENTAL HEALTH PROVIDERS: THE IMPACT OF STAFFING RATIOS AND MEDICAID ON SERVICE PROVISIONS

As one out of five children in the United States demonstrate some type of mental or behavioral health concern warranting additional intervention, federal policies have emphasized the need for school‐based mental health (SBMH) services and an expansion of Medicaid reimbursement for eligible children and families. Most youth access mental health services at school; therefore, it is important to evaluate how staffing ratios, credentialing, and state Medicaid policies may influence school psychologists’ involvement in the delivery of SBMH services. A survey of 192 school psychologists found that as practitioner to student ratios increased, the availability and provision of SBMH services decreased. As state Medicaid policies have been found to influence the provision of mental health services at school, current study results demonstrate an association between state level Medicaid policies and the number of school psychologists qualified to bill for Medicaid‐reimbursable services. Implications for service delivery and policy development are discussed.     

GOING BACK TO SCHOOL: PARTICIPATION MOTIVES AND EXPERIENCES OF OLDER ADULTS IN AN UNDERGRADUATE CLASSROOM

The purpose of this article is to expand knowledge concerning participation motives and difficulties faced by older adults returning to intergenerational college classrooms. This study examined reasons elders returned to college, reasons they stopped attending, difficulties they faced, positive aspects of returning to school, campus integration, and variations in these experiences by gender, employment status, educational attainment, and degree‐seeking behavior. The source of the data was a survey of students over the age of 60 from a small state college. Gender and employment status proved to be important sources of difference in respondents’ participation motives as well as their experiences in the classroom. Suggestions for administrators of these programs and for future research are explored.     

COMPARING METHODS OF IDENTIFYING REINFORCING STIMULI IN SCHOOL CONSULTATION

Reinforcement-based interventions, the most frequently used treatments for school-age children, rely on accurately identifying stimuli that will serve to reinforce appropriate classroom behavior. Research has consistently demonstrated that the results from a forced-choice pairing procedure are the best predictors of reinforcing stimuli. Interestingly, systematic evaluation of potential reinforcers is rarely implemented in the school consultation setting. Considering the importance of the reinforcer on reinforcement-based interventions, and the literature focusing on the significance of the selection procedure on accurately identifying a reinforcer, this is concerning. The purpose of these two studies was to examine the effectiveness of identifying reinforcing stimuli for students in the consultation setting using two different methods: stimulus forced-choice and asking the teacher to identify potential reinforcers. The effectiveness of the selected stimuli as reinforcers was studied on two student outcomes: academic production and on-task behavior. The results of the two studies suggested that the reinforcers selected using a forced-choice procedure were more effective than the reinforcers selected from a teacher-identification procedure. Further, results indicated that although stimuli derived from both reinforcer assessment methods were useful at increasing rates of desired behavior, stimuli derived from the forced-choice reinforcer assessment were more consistently effective.     

THE PROVISION OF COUNSELING SERVICES AMONG SCHOOL PSYCHOLOGISTS: AN EXPLORATION OF TRAINING,CURRENT PRACTICES,AND PERCEPTIONS

Although school psychologists have been called on in recent literature to assume a leadership role in a collective and comprehensive effort to address students’ mental health needs, many practitioners find that their professional roles continue to be narrowly focused on special education‐related activities, such as individualized assessment and eligibility determination. Meanwhile, students’ mental health needs have never been greater. The current study focused specifically on school psychologists’ provision of school‐based counseling, an activity that has been shown to be effective in addressing students’ mental health needs, as well as a professional role that many practitioners have expressed a desire to expand. A national sample of school psychologists responded to an Internet survey related to various aspects of counseling service delivery, including their training to provide services, current practices, and perceptions of the importance for school psychologists to assume the responsibility of providing school‐based counseling services.