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Assessing effectiveness and efficiency of academic interventions in school psychology journals: 1995–2005
Author(s) -
Bramlett Ron,
Cates Gary L.,
Savina Elena,
Lauinger Brittni
Publication year - 2010
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20457
Subject(s) - psychological intervention , school psychology , psychology , educational psychology , intervention (counseling) , variety (cybernetics) , reading (process) , subject (documents) , psychological research , applied psychology , medical education , mathematics education , pedagogy , social psychology , library science , medicine , artificial intelligence , psychiatry , computer science , political science , law
Abstract This article reviews research in the four major school psychology journals: Journal of School Psychology, Psychology in the Schools, School Psychology Quarterly, and School Psychology Review . The function of the review was to provide school psychologists with a summary of academic interventions published through years 1995–2005, synthesize the commonalities of empirically based interventions, and report on the extent to which each article provides the reader the opportunity to understand the effects of the intervention with regard to the amount of instructional time required to implement it. Results of the review suggest that reading is most heavily investigated followed by math and, to a much lesser degree, written expression. Moreover, studies use a variety of designs including single subject and group designs. Finally, it is clear that a limited number of studies evaluate the effectiveness of an intervention with regard to the amount of instructional time needed to implement the intervention. In light of these findings and in addition to the two major functions of the review, recommendations for practice and future research are presented. © 2009 Wiley Periodicals, Inc.

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