School Psychology Review 2004: Vol 33 Index

2004·1.1 MB·English

School Psychology Review,
2004, Volume 33, No. 4
AUTHOR INDEX FOR VOLUME 33
Compiled by S. Andrew Garbacz
Achenbach, T. M. 33(2), 287-301 Harrison, P. L. 33(1),
Addison, L. 33(4), 510-526 Hatzichristou, C. 33(1)
Akin-Little, K. A. 33(3), 3), 344-362 Hintze, J. M. 33(2), 204-217,:
Ananiadou, K. 33(4),$ 5 47-560 Hixson, M. D. 33(2), 193-203 |
Angello, L. M. 33(2), 249-257 Hunley, S. A. 33(1), 49-66
Ardoin, S. P. 33(2), 218-233
Kaplan,
Branson, C. 33(4), 527-546 Kehle.
Bray, M. A. 33(3), 417-420 Kitson, J. iz
Koenig, J. :
Childs,S . 33(4), 467-480 Kréa tochwill, T.R
Christ, T. J. 33(2), 204-217 Kuhn, S. C.
Christenson, S. me3 3(1), 83-104
Clarke, B. 33(2), 234-248 Lane, K. L.
Cole, J. 33(4), 527-546 Lang, S.C. 33 "302. 309
Connell,J . E. 33(2), 218-233 Lerman, D. C.
Cook-Cottone,C . 33(1), 127-1: Little, S. G.
Cornell, D. G. 33(4), 527-546 Lopez, E. C, 3:
Crocket, D. 33(1), 78-82 Lovett, B. J.
Cummings, J. A. 33(1), |
Curtis, M. J. 33(1), 49-66 Malone, P. S. 33(4), 498-509
Matthews, W. J. 33(2), 248-270
D’ Amato, R. C. 33(1), 3-6, - / McConaughy, S. H. 33(2), 287-301
Dawson, M. 33(1), 12- McConville cp 33(4), 527-546
Delquadri, -C. =o 1), 140-158 McGlinchey, M. T. 33(2), 193-203
DiPerna, . , 302-309, 33(3), 421-428 McKnight, L. 33(4), 527-546
Douglass (4), 507 -546 McLellan, M. J. 33(1), 159-17
Dufrene, : A. 33(3), 429-443 McWayne, C. 33(4), 467-480
Duhon, G. J 3), 429-443 Meyers, J. 33(1), 105-114
Dumenci, L. 33(2), 287-301 Mroch, A. A. 33(2), 302-309
Duvall, S. F. , 140-158 Murray, D. W. 33(4), 498-509
Eckert, T. L. 33(2), 249-257, 33(3), 344-362 Neddenriep, C. E. 33(3), 384-397
Ehrhardt-Padgett, G. N. 33(1) 105-114 Noell, G. H. 33(3), 429-443
Elkon, A. 33(4), 527-546
Elliot, S. N. 33(2), 302-309 Palomares, R. 33(1), 12-33, 33(1), 115-125
Erchul, W. P. aa 582-590 Perry, M. A. 33(4), 467-480
Evangelista, N. 33(1), 159-173 Phelps, L. 33(1), 3-6
Pianta, R. C. 33(3), 444-458
Falk, K. B.3 3(4), 561-581
Fantuzzo, J. 33(4), 467-480 Rabiner. D. L. 33(4). 498-509
Freeland, J. T. 33(3), 429-443 Raven, B. H. 33(4), 582-590
Fuchs, L. S. 33(2), 188-192 Reschly, D. J. 33(3), 408-416
Resetar, J. L. 33(2), 218-233
Schaefer, B. A. 33(4), 481-497
Schmid, L. 33(4), 498-509
Gilman, R. 33 2), Schneider, B. a 547-560
Gorin, S. 33(1), 12- 5-125 Shapiro, E. S. 33(2), 249-257
GreshamF,. M. 33(3), 323- , 326-343 Sheras. P. L. 33(4). 527-546
Grier, J. E. C. 33(1), 49-66 Sheridan, S. nee 33(1), 3-6, 33(1), 7-11, 33(2), 187
Shernoff, E. S , 34-48
School Psychology Review, 2004, Volume 33, No. 4
Shinn, M. R. 33(2), 234-248 VanDerHeyden, A. M. 33(3), 363-383
Short, R. J. 33(1), 12-33, 33(1), 115-125 Vereb, R. L. 33(3), 421-428
Skinner, C. H. 33(3), 384-397 Vorndran, C. M. 33(4), 510-526
Slider, N. J. 33(2), 218-233
Smith, J. D. 33(4), 547-560 Walker, H. M. 33(3), 398-407
Smith, P. K. 33(4), 547-560 Ward, D. L. 33(1), 140-158
Sternberg, R. 33(1), 67-77 Wehby, J. H. 33(4), 561-581
Strong, A. C. 33(4), 561-581 Williams, K. L. 33(2), 218-233
StuhIman, M. W. 33(3), 444-458 Williams, R. L. 33(3), 384-397
Suldo, S. M. 33(2), 218-233 Wilson, K. E. 33(4), 582-590
Witt, J. C. 33(2), 218-233, 33(3), 363-383, 33(3),
429-443
AD HOC REVIEWERS FOR VOLUME 33
Compiled by Holly L. Sexton
Angeleque Akin-Little Sawyer Hunley
Seth Aldrich Tania Jarosewich
Lauren Angelo Shane Jimerson
Lisa Marie Angello Tom Kehle
Jennifer Asmus John Kircher
Michael Bahr Gina Kunz
Kimberly Blair Kathleen Lane
Nathan Blum Benjamin Lovett
Jeffery Braden Christine Malecki
Sharon Bradley-Johnson Rebecca Martinez
Rachel Brown-Chidsey William Matthews
Eric Buhs Julia Mendez
Matthew Burns David Miller
Jennifer Burt Jeffery Miller
Mary Clare Amanda Nickerson
Angela Clarke Scott Orme
Richard Cowan Tam O’ Shaughnessy
Michelle Demaray Stacy Overstreet
Florence DiGennaro Leslie Paige
Robert Dixon Hyyon Palmer
Anthony Doggett Marlo Perry
Jason Downer Robin Phaneuf
Gary Duhon J. Preciado
Carolyn Edwards Linda Raffaele
Cindy Ellis Dawn Reinemann
Craig Enders Amy Reschly-Anderson
Ricardo Eiraldi Jaqui Richard
Christine Espin Mike Royer
Pamela Fenning Anita Saunders
Shawn Fitzgerald Mark Shinn
Douglas Fuchs Benjamin Silberglitt
Kristin Gansle Heather Sterling-Turner
Roland Good Lea Theodore
D. Guardino Gerald Tindal
Bridget Hamre Dan Tingstrom
Lora Tuesday Heathfield Robert Volpe
Steven Hecht Emily Warnes
Carlen Henington Katherine Wickstrom
John Hitchcock Jina Yoon
Michelle Hosp
School Psychology Review,
2004, Volume 33, No. 4
CITATION INDEX FOR VOLUME 33
Compiled by S. Andrew Garbacz
Volume 33, No. 1 12. Duvall, Steven F., Delquadri, Joseph C.,
& Ward, D. Lawrence. A preliminary investi-
1. D’ Amato, Rik Carl, Sheridan, Susan M.., gation of the effectiveness of homeschool in-
Phelps, LeAdelle, & Lopez, Emilia C. Psychol- structional environments for students with at-
ogy in the Schools, School Psychology Review, tention-deficit/hyperactivity disorder, 140.
School Psychology Quarterly, and Journal of 13. Evangelista, Nancy, & McLellan, Mary J.
Educational and Psychological Consultation The zero to three diagnostic system: A frame-
editors collaborate to chart school psychology’s work for considering emotional and behavioral
past, present, and “futures,” 3. problems in young children, 159.
2. Sheridan, Susan M., & D’ Amato, Rik Carl.
Partnering to chart our futures: School Psy- Volume 33, No. 2
chology Review and School Psychology Quar-
terly combined issue on the Multisite Confer- 1. Sheridan, Susan M. Editor’s comments:
ence on the Future of School Psychology, 7. Contemporary research on curriculum-based
3. Harrison, Patti L., Cummings, Jack A., measurement, 187.
Dawson, Margaret, Short, Rick J., Gorin, Su- 2. Fuchs, Lynn S. The past, present, and future of
san, & Palomares, Ron. Responding to the curriculum-based measurement research, 188.
needs of children, families, and schools: The 3. McGlinchey, Margaret T., & Hixson,
2002 Conference on the Future of School Psy- Michael D. Using curriculum-based measure-
chology, 12. ment to predict performance on state assess-
4. Kratochwill, Thomas R., & Shernoff, Elisa ments in reading, 193.
Steele. Evidence-based practice: Promoting 4. Hintze, John M., & Christ, Theodore J. An
evidence-based interventions in school psy- examination of variability as a function of pas-
chology, 34. sage variance in CBM progress monitoring, 204.
5. Curtis, Michael J., Grier, J. Elizabeth 5. Ardoin, Scott P., Witt, Joseph C., Suldo,
Chesno, & Hunley, Sawyer A. The changing Shannon M., Connell, James E., Koenig, Jen-
face of school psychology: Trends in data and nifer L., Resetar, Jennifer L., Slider, Natalie
projections for the future, 49. J., & Williams, Kashunda L. Examining the
6. Sternberg, Robert. Four alternative futures for incremental benefits of administering a maze
education in the United States: It’s our choice, 67. and three versus one curriculum-based mea-
7. Crockett, Deborah. Critical issues children surement reading probes when conducting uni-
face in the 2000s, 78. versal screening, 218.
8. Christenson, Sandra L. The family-school 6. Clarke, Ben, & Shinn, Mark R. A prelimi-
partnership: An opportunity to promote the nary investigation into the identification and
learning competence of all students, 83. development of early mathematics curriculum-
9. Ehrhardt-Padgett, Gena N., Hatzichristou, based measurement, 234.
Chryse, Kitson, Jennifer, & Meyers, Joel. 7. Shapiro, Edward S., Angello, Lisa Marie,
Awakening to a new dawn: Perspectives of & Eckert, Tanya L. Has curriculum-based as-
the future of school psychology, 105. sessment become a staple of school psychol-
10. Dawson, Margaret, Cummings, Jack A., ogy practice? An update and extension of
Harrison, Patti L., Short, Rick J., Gorin, Su- knowledge, use, and attitudes from 1990 to
san, & Palomares, Ron. The 2002 Multisite 2000, 249.
Conference on the Future of School Psychol- 8. Hintze, John M., & Matthews, William J.
ogy: Next steps, 115. The generalizability of systematic direct ob-
11. Cook-Cottone, Catherine. Childhood post- servations across time and setting: A prelimi-
traumatic stress disorder: Diagnosis, treatment, nary investigation of the psychometrics of be-
and school reintegration, 127. havioral observation, 258.
School Psychology Review, 2003, Volume 32, No. 4
9. Gilman, Rich, & Gabriel, Stacy. Percep- ADHD, and treatment acceptability: An ini-
tions of school psychological services by edu- tial investigation, 421.
cation professionals: Results from a survey 10. Duhon, Gary J., Noell, George H., Witt,
pilot study, 271. Joseph C., Freeland, Jennifer T., Dufrene, Brad
10. Dumenci, Levent, McConaughy, Stephanie A., & Gilbertson, Donna N. Identifying aca-
H., & Achenbach, Thomas M. A hierarchical demic skill and performance deficits: The ex-
three-factor model of inattention-hyperactivity- perimental analysis of brief assessments of aca-
impulsivity derived from the attention problems demic skills, 429.
syndrome of the Teacher’s Report Form, 287.
11. Elliot, Stephen N., DiPerna, James Clyde, Volume 33, No. 4
Mroch, Andrew A., & Lang, Sylvia, C. Preva-
lence and patterns of academic enabling be- 1. Fantuzzo, John, McWayne, Christine, Perry,
haviors: An analysis of teachers’ and students’ Marlo A., & Childs, Stephanie. Multiple di-
ratings for a national sample of students, 302. mensions of family involvement and their re-
lations to behavioral and learning competen-
Volume 32, No. 3 cies for urban, low-income children, 467.
2. Schaefer, Barbara A. A demographic sur-
1. Akin-Little, K. Angeleque, Little, Steven vey of learning behaviors among American stu-
G., & Gresham, Frank M. Current perspec- dents, 481.
tives on school-based behavioral interventions: 3. Rabiner, David L., Murray, Desiree W.,
Introduction to the mini-series, 323. Schmid, Lorrie, & Malone, Patrick S. An ex-
2. Gresham, Frank M. Current status and fu- ploration of the relationship between ethnicity,
ture directions of school-based behavioral in- attention problems, and academic achievement,
terventions, 326. 498.
3. Akin-Little, K. Angeleque, Eckert, Tanya 4. Lerman, Dorothea C., Vorndran, Christina
L., Lovett, Benjamin J., & Little, Steven G. M., Addison, Laura, & Kuhn, Stephanie
Extrinsic reinforcement in the classroom: Contrucci. Preparing teachers in evidence-based
Bribery or best practice, 344. practices for young children with autism, 510.
4. Witt, Joseph C., VanDerHeyden, Amanda 5. Cornell, Dewey G., Sheras, Peter L., Kaplan,
M., & Gilbertson, Donna. Troubleshooting be- Sebastian, McConville, David, Douglass,
havioral interventions: A systematic process Julea, Elkon, Andrea, McKnight, Lela,
for finding and eliminating problems, 363. Branson, Chris, & Cole, Joanna. Guidelines
5. Skinner, Christopher H., Williams, Robert for student threat assessment: Field-test find-
L., & Neddenriep, Christine E. Using interde- ings, 527.
pendent group-oriented reinforcement to en- 6. Smith,J . David, Schneider, Barry H., Smith,
hance academic performance in general edu- Peter K., & Ananiadou, Katerina. The effec-
cation classrooms, 384. tiveness of whole-school antibullying pro- |
6. Walker, Hill E. Commentary: Use of evidence- grams: A synthesis of evaluation research, 547.
based intervention in schools: Where we’ ve been, 7. Strong, Amanda C., Wehby, Joseph H., Falk,
where we are, and where we need to go, 398. Katherine B., & Lane, Kathleen L. The im-
7. Reschly, Daniel J. Commentary: Paradigm pact of structured reading curriculum and re-
shift, outcomes criteria, and behavioral inter- peated reading on the performance of junior
ventions: Foundations for the future of school high students with emotional and behavioral
psychology, 408. disorders, 561.
8. Kehle, Thomas J., & Bray, Melissa A. Com- 9. Erchul, William P., Raven, Bertram H., &
:nentary: Current perspectives on school-based Wilson, Kristen E. The relationship between
behavioral interventions: Science and reality gender of consultant and social power percep-
of the classroom, 417. tions within school consultation, 582.
9. Vereb, Rebecca L., & Diperna, James C.
Teachers’ knowledge of ADHD, treatments for