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School Psychology Review Volume 44, 2015 - Issue 3
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Articles

Training School Psychologists to Identify Specific Learning Disabilities: A Content Analysis of Syllabi

Courtenay A. BarrettUtah State UniversityCorrespondence[email protected]
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,
Joseph M. CottrellUtah State UniversityView further author information
,
Daniel S. NewmanUniversity of CincinnatiView further author information
,
Benjamin G. PierceUtah State UniversityView further author information
&
Alisha AndersonUtah State UniversityView further author information
|
John Hitchcock
(Associate Editor)
Pages 271-288 | Received 12 Mar 2014, Accepted 28 Nov 2014, Published online: 27 Dec 2019

Citations (13)

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Read on this site (1)

Andrea Sadusky, Nerelie C. Freeman, Kate E. Jacobs & Andrea E. Reupert. (2018) Preservice Psychology Training About (Specific) Learning Differences. Educational and Developmental Psychologist 35:2, pages 51-66.
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Articles from other publishers (12)

Ethan R. Van Norman & Adelle Sturgell. (2022) The Effect of Selecting Interventions on Evaluations of Student Progress. Contemporary School Psychology 27:3, pages 545-556.
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Lauren A. Stone, Laelia Benoit, Andrés Martin & Janet Hafler. (2023) Barriers to Identifying Learning Disabilities: A Qualitative Study of Clinicians and Educators. Academic Pediatrics 23:6, pages 1166-1174.
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Linda K. Mayger. (2023) How are Principal Preparation Programs Preparing Leaders for Family and Community Engagement?. Journal of Research on Leadership Education, pages 194277512311708.
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Andrea Sadusky, Emily P. Berger, Andrea E. Reupert & Nerelie C. Freeman. (2021) Methods used by psychologists for identifying dyslexia: A systematic review. Dyslexia 28:2, pages 132-148.
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Meghan R. Silva, Melissa A. Collier-Meek, Robin S. Codding, Whitney L. Kleinert & Adam Feinberg. (2020) Data Collection and Analysis in Response-to-Intervention: a Survey of School Psychologists. Contemporary School Psychology 25:4, pages 554-571.
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Laura T. Miller, Emily C. Bumpus & Scott Lee GravesJrJr. (2020) The State of Cognitive Assessment Training in School Psychology: an Analysis of Syllabi. Contemporary School Psychology 25:2, pages 149-156.
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Matthew K. Burns, Courtenay A. Barrett, Kathrin E. Maki, Daniel B. Hajovsky, McKinzie D. Duesenberg & Monica E. Romero. (2020) Recommendations in School Psychological Evaluation Reports for Academic Deficits: Frequency, Types, and Consistency with Student Data. Contemporary School Psychology 24:4, pages 478-487.
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Jessica A. Rueter, Rochell McWhorter & Julie Delello. (2018) Decision-Making Practices During the Instrument Selection Process: The Choices We Make. Assessment for Effective Intervention 44:4, pages 281-291.
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Sally L. Grapin & Nicholas F. Benson. (2018) Assessment in the Every Student Succeeds Act: Considerations for School Psychologists. Contemporary School Psychology 23:3, pages 211-219.
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Kathrin E. Maki & Sarah R. Adams. (2019) A current landscape of specific learning disability identification: Training, practices, and implications. Psychology in the Schools 56:1, pages 18-31.
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Joseph M. Cottrell & Courtenay A. Barrett. (2017) EXAMINING SCHOOL PSYCHOLOGISTS’ PERSPECTIVES ABOUT SPECIFIC LEARNING DISABILITIES: IMPLICATIONS FOR PRACTICE. Psychology in the Schools 54:3, pages 294-308.
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Joseph M. Cottrell & Courtenay A. Barrett. (2015) Job Satisfaction Among Practicing School Psychologists: the Impact of SLD Identification. Contemporary School Psychology 20:1, pages 21-30.
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