Gloria e Miller

• University of Denver

School psychologists pay a critical role in the assessment and intervention of students in special education. Within this role, they are highly likely to interact with students with intellectual and developmental disabilities (IDD), particularly in the context of school-based assessment associated with special education. Although students with IDD...

School psychologists are increasingly placed in advocacy roles to support a growing diverse population of emergent bilinguals (EBs). The pre-training practices of school psychology programs that prepare graduate students to specifically engage with EBs and their families are largely unknown. The purpose of the current study was to better understand...

Many students with attention-deficit/hyperactivity disorder (ADHD) also have reading deficits. These reading deficiencies in students with ADHD are likely to be more severe than those of students with only reading difficulties. To intensify reading instruction to improve reading and behavioral outcomes for students with ADHD, this article describes...

Strong collaborative partnerships between families, schools, and communities are essential to promote successful postgraduation outcomes for students with intellectual disabilities (ID) and are a key feature of a new Transition Planning, Implementation, and Evaluation (TPIE) framework. The purpose of this article is to provide an overview of the pr...

Interprofessional education (IPE) involves cross disciplinary learning, teaching, and supervision to foster greater interdisciplinary collaboration. In the field of medicine, this training approach has been adopted to improve collaboration amongst health care professionals. Rarely has this approach been adopted in regard to the preparation of stude...

The purpose of this chapter is to discuss authentic, also known as performance-based, measures and methods that can be applied with infants, toddlers, and young children as alternatives to norm-referenced tests. These measures and methods provide meaningful information about young children?s functioning in real-life environments. In addition to des...

Research Findings: The contribution of 3 executive function skills (shifting, inhibitory control, and working memory) and their relation to early mathematical skills was investigated with preschoolers attending 6 Head Start centers. Ninety-two children ranging in age from 3 years, 1 month, to 4 years, 11 months, who were native English or Spanish s...

This article presents a community-based approach that targets family interventions and services through a preventive, family systems ecological framework. A public health approach is used to emphasize the need for a tiered model of family support that builds on the strengths of refugee families while recognizing their specific needs and challenges....

The United Nations Convention on the Rights of the Child celebrates its 25th anniversary in 2014 as the premier international human rights treaty focused on childhood rights and protections. In this article, we briefly review the 41 substantive principles embodied in the 54 Articles of the Convention and stress the need for educators, and specifica...

The present study focuses on current efforts underway in one western US state to prepare educators’ for meaningful participation with families. Directors and faculty from 43 accredited Institutions of Higher Education (IHEs) preparing pre-service teachers, administrators, and student support personnel were asked to complete an online survey regardi...

Sensitive, responsive, and dependable relationships are key to providing the support and encouragement all children need for optimal development. Unfortunately, parents and their young children with special needs often face behavioral challenges and life stressors related to the children's delays/disabilities that can interfere with the development...

Educational psychology focuses the application of psychology to the understanding of learners and learning environments. This chapter illustrates how the field of educational psychology represents an important area of psychological research, theory, and practice. Five major areas of contemporary research and practice in educational psychology are d...

The discipline of educational psychology, broadly defined, focuses on the application of psychology to the understanding of learners and learning environments. From its inception, the field has reflected a unique interdisciplinary tapestry of interwoven textures and hues representing a balance of psychological theory with respect to learning and ap...

This study examined critical pretreatment variables related to the engagement and retention of families in mental health services designed to reduce serious childhood aggression. One hundred and twenty-four families of 5- to 9-year-old boys who met diagnostic criteria for conduct disorder were randomly assigned to receive either parent-only, child-...

Miller and Reynolds highlight critical theoretical, research, and practice issues likely to inform and direct the field of educational psychology in the twenty-first century. Innovations and developments with the most promise for improving our understanding of learners, learning, and instruction in the future were identified, as were unresolved the...

This chapter provides an overview of research in Educational Psychology in the latter part of the twentieth century, with a focus on research and trends that have promise for the twenty-first century. This chapter highlights research with ties to learning, motivation, and social processes encountered in school settings. Educational Psychology has c...

This article examines selected school-based prevention programs that represent a dual focus of risk attenuation and competency promotion and exemplify a shift from risk to resilience in the prevention of antisocial behavior. A rationale explaining why a resilience framework broadens and reframes our understanding of variables associated with the on...

Includes established theories and cutting-edge developments. Presents the work of an international group of experts. Presents the nature, origin, implications, an future course of major unresolved issues in the area.

Antisocial behavior in childhood and adolescence is an unquestionably serious problem for society. Family-based treatments are promising but face the challenging obstacle of premature parental dropout. To systematically study dropout, we randomly assigned 147 families with a markedly aggressive child (age 4 to 9 years) to a standard family treatmen...

In response to miniseries on school violence (this issue), identifies and discusses four questions that resurfaced across miniseries articles. Considers seriousness of problem of school violence, contributing factors to violence, whether there is consensus on how to address violence, and the role of the school psychologist in handling violence. (NB...

Antisocial behavior in childhood and adolescence is an unquestionably serious problem for society. Family-based treatments are promising but face the challenging obstacle of premature parental dropout. To systematically study dropout, we randomly assigned 147 families with a markedly aggressive child (age 4 to 9 years) to a standard family treatmen...

Elementary school children and preschoolers were instructed to use an elaboration strategy, elaborative interrogation, which involves responding to ''why'' questions. The response requires learners to search their own knowledge to try to make novel facts more meaningful. In each of 6 studies, students were presented novel facts that were consistent...

Explores issues pertaining to the study and treatment of childhood conduct problems in disadvantaged populations. Conduct disorder and its behavioral precursors are serious societal problems that cut across socioeconomic and cultural lines. issues of cultural sensitivity are discussed, including contextual interpretations of aggression, culturally...

Social learning family intervention (SLFI) is the treatment of choice for young children exhibiting severe conduct disorder and antisocial behavior. Despite the reported success of this intervention, high levels of resistance, poor engagement, and inadequate maintenance of improvements are observed for a substantial proportion of distressed familie...

The main purpose of the two experiments reported here was to compare the potency of two types of elaboration on children's learning of sentence content: The effects of partial picture adjuncts were compared to the effects produced by answering "why"-questions about the relationships specified in the sentences. Five- to seven-year-old children heard...

Nonconfrontative stealing in childhood, theft which does not involve direct contact with the victim, has been recognized as predictive of social maladjustment in adolescence and adulthood. The newly revised Diagnostic and Statistical Manual of Mental Disorders (DSM-III-R) ranks nonconfrontative stealing as the most discriminating diagnostic feature...

The goal of the volume is to deprict accurately the state of the art in cognitive strategy research. We have not attempted to complete an exhaustive review of this burgeoning research area. Instead, we feel this volume reflects the Zeitgeist of important issues for theoreticians, researchers, and members of the educational community at large. This...

Highly regarded experts review the state of the art in cognitive strategy research with an emphasis on the transition from laboratory to educational contexts. Basic research on models of competent learning are discussed, as well as specific instructional applications in educational domains such as reading, writing, mathematics and science. Fresh pe...

Examined how successfully minority students' learning styles could be matched with computer instruction and studied the effects of matching on Ss' achievement, reflectivity, and self-esteem. 16 Black and 20 White 1st graders were randomly assigned to LOGO instruction, computer assisted instruction (CAI), or a no exposure control group. Pairs of Ss...

The effect of Logo on children's cognitive development may depend upon the nature of the instructional process. From a Vygotskian perspective, the teacher's use of mediated strategies is conceptualized as the most critical component. The transition from other regulation to self‐regulation should be reflected in the discourse structure as children a...

This paper presents research on a theoretical approach to Logo as a programming language that creates a context for learning in which the process by which children learn and develop, using computers, is of greater interest than the products, or outcomes, of learning. Concerned with the cultural context of Logo learning and principles upon which it...

The benefits of self-instruction training on the comprehension monitoring performances of below average and above average readers were examined. Fourth- and fifth-grade students were tested on their ability to detect between-sentence contradictions in short expository texts after receiving either three sessions of self-instruction or equivalent did...

Cheating, lying, and nonconfrontative stealing (i.e., theft which does not involve use of force with a victim) are dishonest behaviors that cause much concern and occur quite extensively in educational settings. These behaviors have long been acknowledged by mental health and special service practitioners to be predictive of later social and emotio...

Fifth-grade students, classified as either above average or average readers, were tested on their ability to detect errors in short essays prior to, immediately after, and one week after receiving self-instruction or didactic instruction. In the self-instruction condition (SI), students were taught a self-verbalization routine composed of task-spec...

Two experiments were conducted examining the effects of partial picture adjuncts on young children's coding of information that was implied in sentences. In the two most critical conditions of these studies, subjects were presented sentences specifying a subject, an action, and a direct object with the instrument used to carry out the action not sp...

Describes a cooperative effort between public and school libraries which jointly sponsored such activities as library instruction and awareness programs, story telling and reading aloud sessions, and workshops for teachers, librarians, and media specialists. Contacts for additional information are provided. (CLB)

The effects of mediated Logo programming lessons on preschool childrens' comprehension monitoring was investigated in this study. Fourteen children of similar language ability, sex, and SES level were randomly assigned to either a Logo programming or a CAI control group. Logo students were presented eleven programming lessons during a three-week pe...

Reviews the published behavioral approaches for the reduction of nonconfrontative stealing behavior in school-aged children, including aversive and positive contingency management, parent training, self-control, and other interventions aimed at the prevention of stealing in schools and communities. Legal and ethical issues pertinent to particular t...

This experiment examined the degree to which self-instructional training influences elementary school aged children's comprehension monitoring during reading. Forty-four fourth-grade average readers were given either general self-instruction, task-specific self-instruction, task-specific didactic instruction or control practice training for detecti...

This chapter is about children’s use of strategies. Although the emphasis is on memory, the discussion includes strategies applied in a number of domains. Almost 20 years have passed since Flavell’s seminal studies of children’s strategies (e.g., Keeney, Cannizzo, & Flavell, 1967), and an enormous amount of research has been reported since then. Th...

In Exp I, 80 2nd and 6th graders and 40 college students heard normal or scrambled stories and either recalled them exactly as heard or recalled them by making them into "good" stories. Scrambled stories generally depressed recall; 2nd graders performed poorly, but there was a clear improvement with age/grade in the ability to reorganize a scramble...

Fourth-grade students learned a list of relatively complex English vocabulary words in two experiments. In Experiment 1, pupils used either a mnemonic (“keyword”) contextual or a verbal contextual procedure. In Experiment 2, three other conditions were compared to the keyword context condition. They included a no-strategy control condition and two...

Imagery and sentence versions of the keyword method of vocabulary learning were contrasted with three nonkeyword verbal-contextual alternatives. Subjects' definition learning in the imagery keyword condition was substantially higher than when subjects were presented the vocabulary in sentence contexts, when they generated sentence contexts for the...

76 5th-graders were taught the English translations of 20 Spanish nouns; 10 possessed concrete referents and 10 did not. Three different variations of the mnemonic keyword method (imagery, sentence, and imagery-or-sentence) were compared to each other and a no-strategy control group. Each of the 3 keyword variations greatly facilitated Ss' learning...

The keyword method of vocabulary learning involves forming a linkage between a to-be-learned vocabulary word and a familiar English word that sounds like part of the to-be-learned item (the keyword). Then the learner forms an interactive image between the keyword and definition referents. In previous research, the keyword method has been found to f...

Five experiments with 220 6th graders and 35 university students studied the keyword method (KM) of foreign vocabulary learning. Of major concern was the KM's effect on foreign word acquisition. The KM proved superior to even the most challenging control condition when Ss had to produce English responses, given foreign equivalents. No negative effe...

The keyword method of foreign language vocabulary learning has proven effective when implemented in highly structured laboratory-like settings. In contrast, the results of a recent study by E. J. Fuentes (1976) suggest that when the method is implemented in an actual classroom context, its effectiveness may be diminished. Several explanations for t...

Refuted W. M. Cox and V. Catt's (see record 1978-21651-001) findings on productivity ratings of graduate psychology programs based on publication in American Psychological journals. Records from the University of Wisconsin—Madison (UW) for authors whose departmental affiliations were not specified in the various journals were examined. Instead of...

the challenge of parental engagement / conceptual framework: domains affecting engagement [interpersonal-therapeutic processes in intervention; personal expectations, attributions, and beliefs; situational demands and constraints; intervention characteristics] / strategies for addressing engagement [interpersonal-therapeutic processes; personal exp...