Stephen E. Brock

Reading comprehension abilities of children with Attention-Deficit/Hyperactivity Disorder

This study compared the reading comprehension abilities of 21 children with Attention-deficit/Hyperactivity Disorder (ADHD), to 21 carefully matched peers who did not have ADHD. To focus on the effect of ADHD on reading comprehension, variables known to affect this skill were controlled (word identification) or measured (word attack, reading speed, vocabulary, background knowledge). Children with ADHD obtained lower reading comprehension test scores than did peers without this disorder. However, results failed to support the hypotheses that there would be an interaction between group membership (ADHD and non- ADHD) and level of reading comprehension (macroprocessing versus microprocessing), and that children with ADHD would have difficulty monitoring the accuracy of their comprehension. Instructional, assessment, and theoretical implications of these findings were discussed.

An Integrated Model of School Crisis Preparedness and Intervention A Shared Foundation to Facilitate International Crisis Intervention

In an effort to promote the social and cognitive competence of youth, school psychologists must be prepared to address a multitude of contextual factors and life events that impact children’s performance and adjustment in school and subsequent developmental trajectories. The domain of crisis preparedness and intervention has received increased attention during the past decade (as evidenced by a growing school crisis intervention literature) and is currently a training standard for school psychologists in some parts of the world. Crisis situations may emerge following natural disasters such as floods, fires, tornadoes or earthquakes and also from human generated situations such as bombings and school shootings. Each of these events is likely to affect the children and families in schools and communities by presenting them with problems that will be challenging to cope with. There are a variety of crisis preparedness and intervention models and strategies available to address crisis situations. Without a shared foundation for crisis intervention, responding to crisis situations may be further complicated, especially in situations where international colleagues are collaborating. Therefore, a shared foundation that includes both preparedness and intervention while emphasizing both developmental and school considerations will be invaluable in our efforts to facilitate collaboration among diverse colleagues across multiple contexts. The purpose of this article is to incorporate several models and frameworks in order to provide a shared foundation for school psychologists and other educational and mental health professionals regarding crisis preparedness and intervention. To establish a shared foundation for international crisis collaboration, it is also necessary to review the original works discussed in this brief overview and participate in relevant workshops.

The Self-Reported Effects of Crisis Intervention Work on School Psychologists

Documenting the effects of crisis intervention work on school psychologists was the primary purpose of this study. To examine these effects a sample of 400 randomly selected school psychologists were surveyed. Half of the surveys were returned. Among respondents who had previously participated in a crisis intervention, just over 90% reported one or more of 37 specific negative reactions following crisis intervention work. Physical reactions in general and fatigue/exhaustion in particular were the most frequently reported reactions. All respondents reported use of self-care strategies and 94% viewed these strategies as important. Implications of these findings for the practice of school psychology are discussed.

Understanding children victimized by their peers

Abstract Because children who are bullied by their peers are at risk for a variety of psychosocial challenges, it is critical to better understand the nature and dynamics of peer victimization. This paper defines peer victimization, examines forms of victimization, classifies types of victims, and proposes a model to better understand the dynamic interplay among the variables that serve to develop and maintain peer victimization. Findings from this review highlight the cyclical nature of this problem and the prominent role of peers, parents, and school staff in victimization.

Responding to Children Victimized by Their Peers.

Abstract Because victimization results from the dynamic interplay between the victim and his or her parents, peers, and teachers, responding to this problem should involve both direct and indirect interventions. This paper describes and reviews empirically supported direct interventions with victims, as well as indirect interventions with parents, peers, and school staff. Although the primary focus is on bullying, research on related forms of peer victimization, such as rejection, are included, as these have been subject to more empirical study. The review concludes that there is empirical support for direct and indirect interventions for specific problems associated with rejection, though research studies on interventions for victims of bullying are lacking. In addition, comprehensive primary prevention approaches for reducing bullying have shown promise, but there is a lack of empirically supported secondary prevention efforts that focus on increasing social support for children who, despite primary prevention efforts, continue to suffer the consequences of peer victimization.

Digit Naming Speed Performance Among Children With Attention-Deficit/Hyperactivity Disorder

This study compared the Digit Naming Speed Test (DNS) performance of 20 children with Attention-Deficit/Hyperactivity Disorder (ADHD) to 20 carefully matched peers without ADHD. Matching variables included age, grade, gender, and word reading ability. Sample construction included procedures that allowed for the identification and removal from the sample those children with reading disabilities (RD) and those children with ADHD who had predominantly hyperactive symptoms. Despite similar word identification and word attack test scores, contrary to previous research, and contrary to the researchers’ expectations, children with ADHD were significantly slower at naming numbers than were children without ADHD. Explanations for these findings, theoretical and practical implications, and limitations and future study are discussed.

An Examination of the Changing Rates of Autism in Special Education

Using U.S. Department of Education data, the current study examined changes in the rates of special education eligibility classifications. This was done to determine if classification substitution might be an explanation for increases in the number of students being found eligible for special education using the Autism criteria. Results reveal that as the rates of Autism have gone up, the rates of mental retardation (MR), emotional disturbance (ED), and specific learning disability (SLD) have gone down. From these data it was concluded that it is possible that the increased numbers of students found eligible for special education using Autism criteria, is at least in part a function of IEP teams being increasingly more willing and able to use autism criteria instead of MR, ED, and SLD criteria.

Identifying, Assessing, and Treating Self-Injury at School

Causes (with Richard Lieberman).- Prevalence and Associated Conditions.- Case Finding, Screening, and Referral.- Diagnostic Assessment.- Psychoeducational Assessment.- Treatment.

Diagnosis of Attention-Deficit/Hyperactivity Disorder (AD/HD) in Childhood: A Review of the Literature.

This article examines recent literature related to the diagnosis of Attention-deficit/Hyperactivity Disorder (AD/HD) in childhood. First, the article discusses diagnostic criteria presented in the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2000). Next, it explores the diagnostic procedures for AD/HD recommended in current publications. Results of this comprehensive literature review indicate that rating scales, interviews, laboratory/psychological testing, and observations are the most frequently recommended AD/HD diagnostic techniques. The implications of these findings for school psychologists are discussed.

Development, Evaluation, and Future Directions of the PREPaRE School Crisis Prevention and Intervention Training Curriculum

This article describes the development, program evaluation, and future directions of the PREPaRE School Crisis Prevention and Intervention Training Curriculum (PREPaRE). Satisfaction ratings were analyzed for 1,073 participants who attended the Crisis Prevention and Preparedness workshop (Workshop 1) and 1,008 participants who attended the Crisis Intervention and Recovery workshop (Workshop 2). Results suggested high participant satisfaction. To assess the extent to which the curriculum achieved its objectives, analyses of pre- and posttest data were conducted for 1,212 Workshop 1 participants and 1,008 Workshop 2 participants. Results revealed significant improvements in crisis prevention and intervention attitudes and knowledge. A qualitative analysis of workshop evaluation comments indicated strengths regarding the content, workshop materials, and active learning components as well as areas to improve, such as reducing the quantity of information presented. Study limitations, as well as future directions for the PREPaRE curriculums ongoing evaluation and development, are discussed.