Research Reviews

Research Review

This page is for the school-based practioner, quick and easy access to relevant and current information to close the gap between research and practice in school psychology. Come back often for research-based practical information for the school psychologist.

General education teachers' perceptions of the prereferral intervention process. This ethnographic study examined elementary teachers' perceptions of the pre-referral intervention team (PIT) process. Goals were better understanding of teacher perceptions and how those perceptions may affect teacher participation in PIT. Click here for a summary of the article.	Training teachers to give effective commands: Effects on student compliance and academic behavior. This study examined the effect of training teachers to provide effective commands and praise on compliance and academic achievement with three students in three different classrooms. Several dependent variables were observed. Click here for a summary of the article.	Assisting low performance readers with a group-based reading fluency intervention. The authors of this study designed a small group instructional program of combined, previously researched and validated intervention methods including phrase drill, repeated reading, and passage previewing. The program's focus was on increasing reading fluency and subsequently reading comprehension. Click here for a summary of the article.	Teaching a young child to appropriately gain attention of peers using a social story intervention. The researchers used a baseline across school settings design to analyze the effectiveness of the social stories intervention, concluding that the social stories intervention was successful in increasing two target behaviors across the settings. Click here for a summary of the article.
Students with or at risk for problem behaviors: Betwixt and between teacher and parent expectations. Using participants from a longitudinal study, the authors identified domains considered important to teachers as compared to those considered important by parents and suggested a difference can impact student achievement in the school. Click here for a summary of the article.	Examining ethnic, gender, language, and socioeconomic bias in oral reading fluency scores among caucasian and hispanic students. This study examined bias in oral reading fluency scores predicting total reading achievement, including gender, language background, ethnicity, and socioeconomic status. Click here for a summary of the article.	Validity of child observation record: An investigation of the relationship between COR dimensions and social-emotional and cognitive outcomes for Head Start children. The validity of the Child Observation Record (COR) was examined in this study. Click here for a summary of the article.	Teacher-classified peer social status: Preliminary validation and associations with behavior ratings. This study looks at teacher ratings and whether they may be a valid alternative measure of social status in elementary school children, and whether they are distinct from disruptive behavior ratings. Click here for a summary of the article.

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Current contributions by UNLV School Psychology Doctoral Students Renee Kadlubek, William Marks, Mala Nash, Michelle Nathan, Elizabeth Sanders, Amanda Sifford, & Susan Sinicki.
Updated December 2,2006
Page created by Renee Kadlubek & William Marks.