The study investigated the impact of organizational and personality factors on three facets of burnout—Emotional Exhaustion, Depersonalization, and reduced Personal Accomplishment within one conceptual framework.
Byrne, B. M. (1994). Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal, 31(3), 645–673.
This review involved a systematic analysis of studies that focused on the use of peer-mediated interventions (PMI) in the treatment of individuals with autism spectrum disorders (ASD). Further, we critically appraised each study's design and related methodological details in order to determine certainty of evidence.
Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in autism spectrum disorders, 3(4), 876-889.
A prominent philosophical influence in school consultation research proposes that to effectively serve children, school psychologists must work primarily and paradoxically on changing the behavior of adults. Although the consultation literature base has traditionally conceptualized this role within a dyadic model emphasizing the consultant-consultee relationship, much of school consultation today occurs in the context of teams rather than dyads.
Dowd-Eagle, S., & Eagle, J. (2014). Team-based school consultation. In Handbook of research in school consultation (pp. 464-486). Routledge.
This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to underlie effective prevention and treatment for children, adults, and families. The paper describes 52 of these kernels, and details practical, theoretical, and research implications, including calling for a national database of kernels that influence human behavior.
Embry, D. D., & Biglan, A. (2008). Evidence-based kernels: Fundamental units of behavioral influence. Clinical child and family psychology review, 11(3), 75-113.
Response to Intervention (RtI) has gained increased attention with the reauthorization of the Individuals with Disabilities Education Improvement Act. Since RtI was introduced at the policy level as a mechanism for use in the learning disability identification process, much of the implementation work has focused on this application.
Keller‐Margulis, M. A. (2012). Fidelity of implementation framework: A critical need for response to intervention models. Psychology in the Schools, 49(4), 342-352.
This report examines the evidence on: How leadership matters and how important those effects are in promoting the learning of all children.
Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning.
Efficient use of educational resources is a perennial challenge for school systems. Maximizing the impact of education interventions to magnify student achievement is an important goal for all school districts. This guide examines the use of expenditure-to-performance ratios as a critical indicator for school systems to help decide which interventions make sense when education dollars are at a premium. It describes how states and districts can use available data on district expenditures and student academic achievement to calculate six district-level expenditure-to-performance ratios.
Ryan, S., Lavigne, H. J., Zweig, J. S., & Buffington, P. J. (2017). A guide to calculating district expenditure-to-performance ratios using publicly available data. (REL 2017-179). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands.
This literature review was conducted to evaluate the current state of evidence supporting communication interventions for individuals with severe intellectual and developmental disabilities. Many researchers failed to report treatment fidelity or to assess basic aspects of intervention effects, including generalization, maintenance, and social validity.
Snell, M. E., Brady, N., McLean, L., Ogletree, B. T., Siegel, E., Sylvester, L., ... & Sevcik, R. (2010). Twenty years of communication intervention research with individuals who have severe intellectual and developmental disabilities. American journal on intellectual and developmental disabilities, 115(5), 364-380.
The role of the school social worker and school psychologist in the provision of mental health services in the schools has been in transition over the last decade. As schools implement Response to Intervention (RTI), Positive Behavior Interventions and Supports (PBIS), and Expanded School Mental Health (ESMH) programs, there is an increasing emphasis on the need for inter-professional collaboration in meeting the needs of children in the schools.
Sosa, L. V., & McGrath, B. (2013). Collaboration from the ground up: Creating effective teams. School Social Work Journal, 38(1), 34-48.
In this video from Cool Reading Facts, Daniel Willingham, professor of psychology at the University of Virginia, discusses significant factors key to success in reading comprehension. His analysis suggests that educators frequently miss the critical role that basic knowledge plays in successfully interpreting and understanding passages in reading texts and that reading comprehension tests are actually knowledge tests in disguise. He makes three important points: (1) Students must have the basic decoding skills to translate print into meaningful information, (2) having a basic familiarity with the subject matter is of prime importance in comprehending what the writer is trying to communicate, and (3) providing students with an enriched knowledge base through the school’s curriculum is especially important for students from disadvantaged circumstances, whose only source of essential background information often is school. In contrast, children from privileged circumstances may be introduced to essential background information away from school.
Willingham, D. (2017). Cool Reading Facts 5: Reading comprehension tests don’t test reading [Video file]. National Public Radio, Science Friday Educator Collaborative.