Angeleque Akin-Little

Behavioral interventions in schools : evidence-based positive strategies

This book provides school psychologists, counselors, social workers, school administrators, and teachers with a summary of ecologically sound primary, secondary, and tertiary prevention strategies. The contributors cover fundamentals such as how to conduct a behavioral assessment, how to measure treatment integrity and response to intervention, and how to promote generalization and maintenance of learned positive behaviors. They also discuss prevention measures such as positive behavior support and group contingencies that schools can implement system-wide. Several chapters describe more narrowly focused interventions such as daily report cards and self modeling, while the final section explains how to customize behavioral strategies for special populations such as preschoolers; children with autism, internalizing, or externalizing disorders; and those who have experienced trauma.

Response to trauma in children: An examination of effective intervention and post-traumatic growth

It is clear that exposure to traumatic events is not uncommon in childhood and adolescence and psychologists working in schools should have some training in meeting the needs of this segment of the population. This manuscript summarizes the incidence of trauma in children worldwide and then discusses interventions for trauma (Trauma-Focused Cognitive Behavior Therapy & Cognitive Behavioral Intervention for Trauma in Schools) which have been empirically validated for use with children and/or adolescents. A summary of a project (Project Fleur-de-lis) which attempted to integrate these two treatment approaches into a systematic intervention system is also discussed. In addition, the concept of post-traumatic growth, cultural considerations in working with children from diverse societies, and training needs of school psychologists are addressed.

Content analysis of School Psychology International, 1990–2011: An analysis of trends and compatibility with the NASP Practice Model

Formal analysis of research publications serves as one indicator of the current status of a profession or a journal. Content analyses provide both practitioners and academicians with information on the status of research in the profession. These types of analyses can also provide information on the concordance between published research and what professional organizations consider key areas of practice. The current study examined articles published in one journal, School Psychology International, for a 22-year period from 1990 through 2011 (n = 671 articles). All articles were coded for demographics of the author, including country of origin and level of international content, and the content matching categories found in the NASP Model for Comprehensive and Integrated School Psychological Services. Results indicated that the journal is very much international with authors coming from 57 countries. With regard to gender, a trend was noticed for increased participation by women. Finally, the analysis of content found a pattern that was not highly consistent with the categories identified by NASP. Factors contributing to the lack of consistency between research and areas of practice are discussed.

Group Contingency Interventions With Children—1980-2010 A Meta-Analysis

The present study sought to evaluate the efficacy of group contingency procedures via meta-analysis. A total of 182 studies published between 1980 and 2010 were identified via PsychInfo that included group contingency as a keyword. Studies that met inclusion criteria (e.g., single-subject design, school-aged children; N = 50), were coded and effect sizes were calculated. Results strongly support the efficacy of group contingencies with an overall effect size of 3.41. Types of group contingencies were also evaluated for dependent group contingencies (ES = 3.75, n = 11), independent group contingencies (ES = 3.27, n = 8), and interdependent group contingencies (ES = 2.88, n = 35). These results clearly establish all varieties of group contingencies as efficacious for a wide range of target behaviors with school-aged children. Results are discussed with regard to practical implications.

Effects on Homework Completion and Accuracy of Varied and Constant Reinforcement Within an Interdependent Group Contingency System

The present study sought to evaluate the efficacy of an interdependent group contingency program on increasing homework completion and accuracy rates in fourth grade students in an elementary school. In addition, the present study attempted to determine whether randomized reinforcement was more effective than constant reinforcement. Overall, the data suggest that interdependent group contingencies using both constant and varied reinforcement were effective in improving both homework completion and accuracy. Although the homework completion rate for the control class remained relatively consistent across the measurement period, rates for both treatment classes increased with use of both varied and constant reinforcement. However, in contrast with most previous research, constant reinforcement appeared to be more efficacious than varied reinforcement.

Trauma in Children: A Call to Action in School Psychology

Unfortunately, it is not uncommon for children or adolescents to be exposed to traumatic events. Experiences such as sexual or physical abuse, severe accidents, cancer or other life threatening illness, natural or man-made disasters, or the sudden death of a relative or peer can all result in maladaptive responses. As all children are in attendance at schools, this location seems the most logical place to meet the needs of children who have experienced these types of events. Therefore, it is imperative that psychologists working in schools have training in meeting the needs of this segment of the population. This manuscript summarizes the incidence of trauma in children, discusses the schools as a prime location for the provision of mental health services, and argues for the need to include training in trauma and trauma interventions in school psychology training programs.

Bi-cultural Aotearoa/New Zealand: Provision of psychological services to the Māori population of rural New Zealand: Combining best practice with cultural considerations:

New Zealand is considered a bi-cultural country with both the majority European and the minority/indigenous Māori cultures are supposedly given equal weight within the psyche and policies of the country. In reality, however, individuals of Māori descent tend to be over-represented in negative socio-economic and educational dimensions. A higher percentage of Māori than Europeans live in rural areas which makes the provision of services to this segment of the population even more challenging. The New Zealand government has, however, recognized its obligations to Māori citizenry and has developed a number of initiatives in an attempt to better meet the needs of Māori students and to increase the number of Māori children achieving positive educational outcomes. This article summarizes initiatives currently in place and presents information concerning Māori educational achievement and progress that has been made to bring in Māori children to a level commensurate with rates of other children.

Education in Statistics and Research Design in School Psychology

Training issues have long been debated within school psychology in the US with the doctorate being considered more of a research degree and the Masters/Specialist degree thought of as the level required for entry into practice. Therefore, this study examined statistics and research design requirements at various levels of school psychology education in the United States. A survey was sent to 181 programs, with 108 being returned, a return rate of 60 percent. Results indicated more required courses in statistics and research design at the doctoral level. When specific competencies were examined, eight of 17 statistics competencies and no research design competencies were reported as being more important for doctoral students. In addition, an attempt was made to compare the results of this survey with degree requirements of programs in school/educational psychology in other English speaking countries via a web-based search. Results are discussed in terms of the importance of statistics and research design competency at all levels of the profession.

Responses to childhood trauma: An international perspective:

Children throughout the world are exposed to traumatic events such as sexual or physical abuse, severe accidents, cancer or other life threatening illness, natural or man-made disasters, war, terrorism, the sudden death of a parent or close friend or relative, among other things. Recently, natural disasters have caused property damage and loss of life in locations throughout the world. This special issue summarizes interventions that have been used in the aftermath of traumatic events in diverse locations throughout the world. These include Greece (earthquakes, fires, and the H1N1 virus outbreak), Indonesia (earthquake), China (earthquake), Sri Lanka (tsunami), and the United States (hurricanes). In addition, a general discussion of empirically-based treatment approaches for children is provided. The amount and severity of childhood trauma is an issue that should concern school psychologists across the globe and the importance of including a diverse global perspective in designing and implementing interventions is stressed.

Empirically Based Interventions for Children, Family, and Schools After Trauma: Introduction to a Primer for School Psychologists

Children and adolescents may experience a number of different types of trauma. It is the intent of this special edition of Journal of Applied School Psychology to provide an overview of best practice for school psychologists who work in the schools serving children and families after trauma. This introduction to the special edition summarizes the 6 articles in the special edition and illustrates the importance of school psychologists in working with children exposed to trauma.