Zobrazeno 1 - 10
of 11
pro vyhledávání: '"Lisa N. Aguilar"'
Autor:
June L. Preast, Crystal N. Taylor, Kristy L. Brann, Lisa N. Aguilar, Stephen P. Kilgus, Matthew K. Burns
Publikováno v:
Journal of Applied School Psychology. :1-26
Publikováno v:
Psychology in the Schools. 60:255-274
Autor:
Andy V. Pham, Isaac Burt, Diana Maria Diaków, Lisa N. Aguilar, Anisa N. Goforth, Renee Bastian
Publikováno v:
School Psychology Review. 51:692-709
School psychology has faced longstanding challenges in advancing equity and parity due to persistent oppression, racism, and colonialism in the field. These challenges have contributed to critical ...
Effect of acquisition rates on off‐task behavior of kindergarten students while learning sight words
Publikováno v:
Psychology in the Schools. 58:5-17
Autor:
Megan E. Golson, Kandice J. Benallie, Tyus T. Roanhorse, Cassity R. Haverkamp, Erica Ficklin, Maryellen Brunson McClain, Lisa N. Aguilar
Publikováno v:
Canadian Journal of School Psychology. :082957352211438
Indigenous youth comprise a significant and diverse collection of populations. School psychologists are uniquely placed to serve Indigenous students and improve their long-term outcomes. However, in the face of longstanding colonial practices and sys
Autor:
June L. Preast, Allison D. Walsh, Matthew K. Burns, Lisa N. Aguilar, Crystal N. Taylor, Helen Young
Publikováno v:
School Psychology. 34:521-530
The purpose of this study was to examine the effects of Incremental Rehearsal (IR) and traditional drill (TD) on retention of multiplication facts with 29 students in third and fourth grades with low mathematical skills. Results indicated that IR led
Publikováno v:
Handbook of University and Professional Careers in School Psychology ISBN: 9780429330964
Handbook of University and Professional Careers in School Psychology
Handbook of University and Professional Careers in School Psychology
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0886cefda7c95eea76bcc1d60273a7ff
https://doi.org/10.4324/9780429330964-34
https://doi.org/10.4324/9780429330964-34
Publikováno v:
The Cambridge Handbook of Applied School Psychology ISBN: 9781108235532
The Cambridge Handbook of Applied School Psychology
The Cambridge Handbook of Applied School Psychology
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cd19255dab4e50974893347a89f55d84
https://doi.org/10.1017/9781108235532.007
https://doi.org/10.1017/9781108235532.007
Publikováno v:
School Psychology Quarterly. 32:291-305
The current study examined the effect of academic interventions and modifications on behavioral outcomes in a meta-analysis of 32 single-case design studies. Academic interventions included modifying task difficulty, providing instruction in reading,
Publikováno v:
Journal of Psychoeducational Assessment. 36:798-807
Teaching children too many words during a lesson reduces retention. The amount of new information a student can successfully rehearse and recall later is called acquisition rate (AR), which has been reliably measured with students in first, third, an