Content Master: PED618A: Practicum A

Gurley, & Dagley, A. (2021). Pulling Back the Curtain on Moral Reasoning and Ethical Leadership Development for K–12 School Leaders. Journal of Research on Leadership Education, 16(3), 243–274. https://doi.org/10.1177/1942775120921213

Ingraham. (2000). Consultation Through a Multicultural Lens: Multicultural and Cross-Cultural Consultation in Schools. School Psychology Review, 29(3), 320–343. https://doi.org/10.1080/02796015.2000.12086018.
This article explores school consultation through the lens of diversity and across different cultures. Ingraham (2020) covered the five components of the Multicultural School consultation (MSC) framework.

Ingraham, C., & Meyers, J. (2000). Introduction to Multicultural and Cross-Cultural Consultation in Schools: Cultural Diversity Issues in School Consultation. School Psychology Review, 29(3), 315–319. https://doi.org/10.1080/02796015.2000.12086017.
Ingraham and Meyers (2000) provided this introductory peer-reviewed journal article to help explain the importance of cross-cultural consultation in schools to increase diversity. The authors examined the efficacy of cross-cultural consultations by conducting an article comparison.

Xuan, Cheung, A., & Sun, D. (2022). The effectiveness of formative assessment for enhancing reading achievement in K-12 classrooms: A meta-analysis. Frontiers in Psychology, 13, 990196–990196. https://doi.org/10.3389/fpsyg.2022.990196

Cagle, Caldwell, L., & Garcia, R. (2018). K-12 Diversity Pathway Programs in the E-STEM Fields: A Review of Existing Programs and Summary of Perceived Unmet Needs. Journal of STEM Education, 19(4), 12–18.

McDermott. (2001). Diversity or Desegregation? Implications of Arguments for Diversity in K-12 and Higher Education. Educational Policy (Los Altos, Calif.), 15(3), 452–473. https://doi.org/10.1177/0895904801015003006.

Dietrichson, Bøg, M., Filges, T., & Klint Jørgensen, A.-M. (2017). Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Systematic Review and Meta-Analysis. Review of Educational Research, 87(2), 243–282. https://doi.org/10.3102/0034654316687036

McKenney. (2021). School-based consultation and students with autism spectrum disorder. Routledge.
This e-book found in the NU Library approaches the school consultation model from the perspective of autism spectrum disorder. McKenney (2021) examines the intersection of autism and consultation, issues and trends in school-based consultation, and evidence-based intervention models.

Bruhn, A., Wehby, J., Hoffman, L., Estrapala, S., Rila, A., Hancock, E., Van Camp, A., Sheaffer, A., & Copeland, B. (2022). A Randomized Control Trial on the Effects of MoBeGo, a Self-Monitoring App for Challenging Behavior. Behavioral Disorders, 48(1), 29–43. https://doi.org/10.1177/01987429221093987

Volpe, R. J., McConaughy, S. H., & Hintze, J. M. (2009). Generalizability of Classroom Behavior Problem and On-Task Scores from the Direct Observation Form. School Psychology Review, 38(3), 382–401.

Your Special Education Rights. (2012). IDEA Basics: Eligibility and Diagnosis [Video]. Your Special Education Rights.

Dietrichson, Bøg, M., Filges, T., & Klint Jørgensen, A.-M. (2017). Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Systematic Review and Meta-Analysis. Review of Educational Research, 87(2), 243–282. https://doi.org/10.3102/0034654316687036

Eckert, Hier, B. O., Hamsho, N. F., & Malandrino, R. D. (2017). Assessing Children’s Perceptions of Academic Interventions: The Kids Intervention Profile. School Psychology Quarterly, 32(2), 268–281. https://doi.org/10.1037/spq0000200

Wiener, & Costaris, L. (2012). Teaching Psychological Report Writing: Content and Process. Canadian Journal of School Psychology, 27(2), 119–135. https://doi.org/10.1177/0829573511418484
This article reviews best practices in teaching report writing. While the intended audience is graduate school instructors, the article provides clear and concise explanations as to how to increase readability of reports and dispels common misinterpretations and assumptions trainees may have about report writing.

Mastoras, Climie, E. A., McCrimmon, A. W., & Schwean, V. L. (2011). A C.L.E.A.R. Approach to Report Writing: A Framework for Improving the Efficacy of Psychoeducational Reports. Canadian Journal of School Psychology, 26(2), 127–147. https://doi.org/10.1177/0829573511409722
This article reviews an evidence-based strategy to improve the efficacy of report writing in school-based settings. Specifically, the C.L.E.A.R. method of report writing will be reviewed to as a method to assist school psychologists in writing user-friendly psychoeducational reports.

Harvey, V. S. (1997). Improving readability of psychological reports. Professional Psychology: Research and Practice, 28(3), 271–274. https://doi.org/10.1037/0735-7028.28.3.271
This article offers simple techniques to improve record writing for school psychologists. Examples of revisions to increase simplicity are presented and ideas on periodic evaluation of readability are discussed.

Graham-Clay. (1999). Enhancing home-school partnerships: how school psychologists can help. Canadian Journal of School Psychology, 15(1), 31.
This article provides an overview of research on parental involvement and offers strategies to school psychologists to help increase effective home-school collaboration. Barriers to parent involvement are discusses.

Hall, Fruh, S., Zlomke, K., & Swingle, H. (2017). A Qualitative Analysis of the Experiences of Minority Parents of Children with Autism Spectrum Disorder. Advances in Neurodevelopmental Disorders, 1(2), 79–88. https://doi.org/10.1007/s41252-017-0015-7

Dietrichson, Bøg, M., Filges, T., & Klint Jørgensen, A.-M. (2017). Academic Interventions for Elementary and Middle School Students with Low Socioeconomic Status: A Systematic Review and Meta-Analysis. Review of Educational Research, 87(2), 243–282. https://doi.org/10.3102/0034654316687036.
Academic interventions are a vital part of delivering accurate support. This case study dives into academic interventions in low socio-economic communities.