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School Psychology Review 2004: Vol 33 Index PDF

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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

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