School Psychology Review 1996: Vol 25 Index

3 Pages·1996·0.59 MB·English

School Psychology Review
1996, Vol. 25, No. 4, pp. 563
Author Index for Volume 25
Compiled by Felicia Houston, Editorial Assistant
Achenbach, T. M., 25(1), 24-39; 25(8), 329-341. Jitendra, A. K., 25(1), 40-56.
Adelman, H. S., 25(4), 431-445. Johnson, T. C., 25(2), 199-214.
Arvanitis, P., 25(8), 274-283. Kaminski, R. A., 25(2), 215-227.
Atkins, M. S., 25(8), 274-283. Kehle, T. J., 25(8), 358-369.
Berkowitz, R. I., 25(8), 316-328. Kendall, P. C., 25(3), 297-307.
Billings, J. A., 25(4), 485-488. Kerwin, M. E., 25(3), 316-328.
Bray, M. A., 25(8), 358-369. Knoff, H. M., 25(4), 406-408; 446-463.
Callahan, S. A., 25(8), 297-307. Kratochwill, T. R., 25(3), 342-355.
Carson, C., 25(3), 370-391. McBurnett, K., 25(3), 259-273.
Cartledge, G., 25(2), 228-239. McConaughy, S. H., 25(1), 24-39; 25(8), 329-341.
Comer, J. P., 25(4), 501-506. McCormick, M. E., 25(1), 57-76.
Curtis, M. J., 25(4), 406-408; 409-417. McGivern, J. E., 25(3), 342-355.
Dee, C. C., 25(1), 57-76. McKay, M. M., 25(3), 274-283.
Doll, B., 25(2), 165-183. Morgan, J. C., 25(1), 57-76.
DuPaul, G. J., 25(8), 255-258; 284-297. Noell, G. H., 25(1), 108-117.
Dwyer, K., 25(4), 507-511. Oakland, T., 25(1), 94-107.
Elliott, S. N., 25(1), 108-117. Panichelli-Mindel, S. M., 25(3), 297-307.
Feng, H., 25(2), 228-239. Powell-Smith, K. A., 25(4), 519-539.
Franklin, M., 25(4), 512-516. Power, T. J., 25(3), 255-258; 284-297.
Frisby, C. L., 25(1), 77-93. Ricca, D., 25(3), 308-315.
Fullan, M., 25(4), 496-500. Riley, R. W., 25(4), 477-484.
Geenen, K., 25(4), 418-430. Reschly, D. J., 25(1), 9-23.
Glasberg, B., 2593), 308-315. Rohena-Diaz, E., 25(1), 40-56.
Glutting, J. L., 25(1), 94-107. Saches-Lee, C. M., 25(3), 370-391.
Good, R. H., 25(2), 215-227; 25(4), 519-539. Schrag, J. A., 25(4), 489-495.
Gorin, S., 25(4), 507-511. Sheridan, S. M., 25(1), 57-76.
Green, S. K., 25(2), 199-214. Shinn, M. R., 25(4), 519-539.
Gresham, F. M., 25(1), 108-117. Swanson, H. L., 25(8), 370-391.
Grimes, J., 25(4), 465-476. Stollar, S. A., 25(4), 409-417.
Harris, S. L., 25(3), 308-315. Stoner, G., 25(2), 199-214.
Harrison, P. L., 25(1), 2-8; 25(2), 132-133; Talbott, E., 25(3), 274-283.
25(8), 253-254, 25(4), 403-405. Tilly, W. D., 25(4), 465-476.
Hasbrouck, J. E., 25(2), 134-151. Walker, D., 25(1), 57-76.
Haynes, N. M., 25(4), 501-506. Watkins, M. W., 25(1), 94-107.
Henning-Stout, M., 25(2), 152-164. Wilson, M. S., 25(1), 9-23.
Horton, C. B., 25(4), 540-557. Ysseldyke, J., 25(4), 418-430.
Hughes, J. N., 25(2), 134-151. Youngstrom, E. A., 25(1), 94-107.
Jacob-Timm, S., 25(2), 184-198.
School Psychology Review
1996, Vol. 25, No. 4, pp. 564-565
Citation Index for Volume 25
Compiled by Felicia Houston, Editorial Assistant
Volume 25, No. 1 3. McBurnett, Keith. Development of the DSM-IV: Va-
lidity and relevance for school psychologists, 259.
£ Harrison, Patti L. Editor’s Comments, 2. 4. Atkins, Marc S., McKay, Mary McKernan, Talbott,
2. Wilson, Marilyn S., 7 Reschly, Daniel J. Assess- Elizabeth, & Arvanitis, Patrice. DSM-IV diagnosis
ment in school psychology training and practice, of conduct disorder and oppositionao defiant dis-
9 order: Implications and guidelines for school men-
; McConaughy, Stephanie H., & Achenbach,
tal health teams, 274.
Thomas M. Contributions of a child interview to
. Power, Thomas J., & Dupaul, George J. Attention-
multimethod assessment of children with EBD
dericit hyperactivity disorder: The reemergence of
and LD, 24.
subtypes, 284.
. ditendra, Asha K., & Rohena-Diaz, Elba. Language
. Callahan, Serena Ashmore, Panichelli-Mindel, Su-
assessment of students who are linguistically di-
san M., & Kendall, Phillip C. DSM-IV and internal-
verse: Why a discrete approach is not the answer,
40. izing disorders: Modification, limitations, and util-
ity, 297.
. Sheridan, Susan M., Dee, Candace C., Morgan,
. Harris, Sandra L., Glasberg, Beth, & Ricca, Donna.
Julie C., McCormick, Megan E., & Walker, Dorlene.
A multimethod intervention for social skills Pervasive developmental disorders: Distinguish-
deficits in children with ADHD and their parents, ing among subtypes, 308.
57. . Kerwin, MaryLouise E., & Berkowitz, Robert I.
. Frisby, Craig L. The use of multidimensional scal- Feeding and eating disorders: Ingestive problems
ing in the cognitive mapping of cultural difference of infancy, childhood, and adolescence, 316.
judgments, 77. . Achenbach, Thomas M., & McConaughy,
. Glutting, Joseph J., Youngstrom, Eric A., Oakland, Stephanie H. Relations between DSM-IV and em-
Tom, & Watkins, Marley W. Situational specificity pirically based assessment, 329.
and generality of test behaviors for samples of . Kratochwill, Thomas R., & McGivern, Julia E. Clin-
normal and referred children, 94. ical diagnosis, behavioral assessment, and func-
. Gresham, Frank M., Noell, George H., & Elliott, tional analysis: Examining the connection be-
Stephen N. Teachers as judges of social compe- tween assessment and intervention, 342.
tence: A conditional probability analysis, 108. . Bray, Melissa A., & Kehle, Thomas J. Self-modeling
as an intervention for stuttering, 358.
Volume 25, No. 2 . Swanson, H. L., Carson, Cristi, & Sachse-Lee, Car-
ole M. A selective synthesis of intervention re-
1. Harrison, Patti L. Editor’s Comments, 132. search for students with learning disabilities, 370.
2. Hughes, Jan N., & Hasbrouck, Jan E. Television vi-
olence: Implications for violence prevention, 134. Volume 25, No. 4
3. Henning-Stout, Mary. Que podemos hacer?: Roles
for school psychologists with Mexican and Latino 1. Harrison, Patti L. Editor’s Comments, 403.
migrant children and families, 152. 2. Knoff, Howard M., & Curtis, Michael J. Introduc-
. Doll, Beth. Children without friends: Implications tion to mini-series: Organizational change and
for practice and policy, 165. school reform: School psychology at a profes-
. Jacob-Timm, Susan. Ethical and legal issues asso- sional crossroad, 406.
ciated with the use of aversives in the public . Curtis, Michael J., & Stollar, Stephanie A. Princi-
schools: The SIBIS controversy, 184. ples and practices of organizational change ap-
. Johnson, Taya C., Stoner, Gary, & Green, Susan K. plied to school reform, 409.
Demonstrating the experimenting society model
. Ysseldyke, Jim, & Geenen, Kristin. Integrating the
with classwide behavior management interven-
special education and compensatory education
tions, 199.
systems into the school reform process: A national
. Kaminski, Ruth A., & Good, Roland, H. Toward a
perspective, 418.
technology for assessing basic early literacy skills,
215. . Adelman, Howard S. Restructuring education sup-
port services and integrating community re-
. Feng, Hua, & Cartledge, Gwendolyn. Social skill
assessment of inner city Asian, African, and Euro- sources: Beyond the full service school model,
431.
pean American students, 228.
. Knoff, Howard M. Interfacing school, community,
Volume 25, No. 3 and health care reform: Organizational directions
toward effective services for children, 446.
1. Harrison, Patti L. Editor’s Comments, 253. . Grimes, Jeff, & Tilly, W. David. Policy and process:
2. Power, Thomas J., & Dupaul, George J. Implica- Means to lasting educational change, 465.
tions of DSM-IV for the practice of school psy- . Riley, Richard W. Improving America’s schools,
chology: Introduction to the mini-series, 255. 477.
564
Citation Index for Volume 25 565
. Billings, Judith A. A chief state school officer's 18. Dwyer, Kevin P., & Gorin, Susan. A national per-
view of what’s needed for comprehensive educa- spective of school psychology in the context of
tion reform, 485. school reform, 507.
. Schrag, Judy A. Systems change leading to better 14. Franklin, Mel. A practitioner’s view of school re-
integration of services for students with special form: Does it really matter? 512.
needs, 489. 15. Shinn, Mark R., Powell-Smith, Kelly A., & Good,
. Fullan, Michael. Professional culture and educa- Roland H. Evaluating the effects of responsible
tional change, 496. reintegration into general education for students
. Haynes, Norris A., & Comer, James P. Integrating with mild disabilities on a case-by-case basis, 519.
schools, families, and communities through suc- . Horton, Connie Burrows. Children who molest
cessful school reform: The school development other children: The school psychologist’s response
program, 501. to the sexually aggressive child, 540.