psychology.iresearchnet.com /school-psychology/interventions/ Interventions Interventions in school psychology play a pivotal role in addressing the diverse academic, behavioral, emotional, and social challenges faced by students. This article delves into a comprehensive array of interventions, from academic strategies like Classwide Peer Tutoring and Mathematics Interventions to behavioral techniques such as Behavior Contracting and Token Economy. Emphasizing the importance of evidence-based practices, the article also explores emotional and psychological interventions, including Cognitive-Behavioral Modification and Psychotherapy. Additionally, the significance of early interventions and the evolving landscape of contemporary challenges in school psychology interventions are discussed, providing a holistic understanding of this multifaceted field. Introduction School-based interventions, a cornerstone in the realm of school psychology, are pivotal in enhancing positive academic and behavioral outcomes for students (Merrell, Ervin, & Peacock, 2012). The multifaceted nature of challenges students face today, spanning academic difficulties to intricate emotional and behavioral issues, underlines the paramount importance of these tailored solutions. Deployed strategically by school psychologists and educators, these interventions not only cater to individual student needs but also align meticulously with best practices underpinned by empirical evidence (Fletcher & Vaughn, 2009). In an era of rapid societal and technological transformations, the microcosm of the school environment is in perpetual flux. This dynamism underscores an expanded role for interventions in school psychology. As educational settings adapt to accommodate increasingly diverse student populations, the interventions employed must parallel this evolution, being both responsive and flexible. The onus now lies on continuous research and innovation to address the multifarious demands of contemporary schools and to ensure the holistic well-being and academic progress of all students (Jimerson, Burns, & VanDerHeyden, 2015). Academic Interventions The modern-day educational environment is riddled with myriad academic challenges, from foundational skills like reading comprehension and fluency to higher-order proficiencies such as analytical thinking and problem-solving. As educators and school psychologists navigate this vast educational landscape, targeted, research-backed interventions have emerged as crucial instruments in their toolkit. These interventions, tailored to diverse student needs, offer a roadmap to not only address immediate academic deficits but also lay the groundwork for lifelong learning and academic success. 1/12 Reading Interventions and Strategies Reading, an essential life skill, often presents multifaceted challenges for learners. Evidence-based techniques, including guided oral reading, phonics-based instruction, and structured scaffolding, have been instrumental in mitigating these challenges (Torgesen, 2004). Furthermore, the integration of assistive technologies, like text-to-speech tools, offers added support for struggling readers. The incorporation of Classwide Peer Tutoring (CWPT) and structured reading exercises has also demonstrated enhanced reading fluency, promoting a culture of collaborative learning (Greenwood, Delquadri, & Hall, 1989). Mathematics Interventions Mathematics, the language of logic, demands an intricate balance between conceptual understanding and procedural fluency. Tailored strategies that employ concrete manipulatives, visual aids, differentiated instruction, and technology-enhanced platforms like adaptive learning systems have shown remarkable success in reinforcing mathematical understanding (Gersten et al., 2009). Furthermore, real-world applications and problem-based learning approaches serve to bridge theoretical concepts with practical utility, making math more relatable and less intimidating for students. Writing Interventions and Strategies Writing, beyond mere transcription, encompasses cognitive, linguistic, and motor skills. Employing interventions like the Self-Regulated Strategy Development (SRSD) model offers a metacognitive approach, enabling students to plan, draft, revise, and self-assess their compositions (Graham, Harris, & McKeown, 2013). Furthermore, integrating technology, such as word processors with spell-check features or platforms offering real-time feedback, provides students with instant guidance and correction. Spelling Interventions and Strategies In an era of autocorrect, foundational spelling proficiency remains imperative. Techniques, such as morphological instruction, phonemic awareness training, and structured repetition exercises, have emerged as pivotal interventions. Encouraging regular writing practice and providing feedback using tools like spelling games or software further supplements traditional instruction, making learning more engaging. Tutoring and Peer Tutoring Personalized instruction, whether delivered by a professional educator or a peer, forms the cornerstone of targeted academic intervention. Such sessions, underpinned by tailored teaching methodologies and immediate feedback mechanisms, have been linked to significant academic enhancements (Ritter et al., 2009). Moreover, the collaborative nature of peer tutoring fosters social interactions, boosting both academic and interpersonal skills. Classwide Peer Tutoring 2/12 Classwide Peer Tutoring represents an expansion of peer-driven instructional techniques, permeating an entire classroom’s culture. By systematically pairing students and rotating roles between tutor and tutee, CWPT fosters mutual academic reinforcement. This not only cultivates a vibrant, collaborative educational environment but also triggers improvements in academic performance and peer relationships (Greenwood, Delquadri, & Hall, 1989). Cooperative Learning The premise of cooperative learning rests on synergistic collaboration. Group-based tasks, project collaborations, and peer assessments embedded within this framework promote shared learning objectives, foster mutual respect, and cultivate a sense of community. Through structured group interactions, students learn to value diverse perspectives, develop conflict resolution skills, and gain a deeper understanding of the subject matter. Study Skills The route to academic excellence is paved with robust study habits. Beyond content comprehension, skills like note-taking, summarization, mnemonic utilization, and time management play a pivotal role in academic achievement (Dunlosky et al., 2013). Interventions focusing on these metacognitive and organizational skills empower students to harness their full academic potential. Time on Task In the realm of academic mastery, effective task management and time allocation emerge as silent, yet potent, players. Encouraging students to maintain focused attention, eliminate distractions, and allocate dedicated time blocks for specific tasks (‘Time on Task’) has profound implications for enhancing productivity and overall academic success. Behavioral Interventions Within the educational landscape, creating an environment conducive to learning is not solely reliant on academic interventions. Equally significant is the management and modulation of student behavior. Addressing the multifaceted behavioral needs of students involves a combination of proactive strategies, targeted interventions, and positive reinforcement. Tailored behavioral interventions not only optimize classroom dynamics but also serve to nurture the holistic development of learners, equipping them with essential life skills. Positive Behavior Support (PBS) A proactive approach, Positive Behavior Support aims to establish a conducive environment for learning by cultivating positive behaviors school-wide. By emphasizing early identification of behavioral challenges and implementing systemic supports, PBS seeks to reduce behavioral disruptions and reinforce desirable behaviors (Sugai & Horner, 2006). This involves staff training, student education, and consistent monitoring, all geared towards creating a cohesive school culture of respect and responsibility. 3/12 Behavior Contracting This strategy involves a formal agreement, or contract, between educators and students. The contract delineates expected behaviors, consequences for infractions, and rewards for adherence. Not only does this provide clarity and structure, but it also promotes student accountability, fostering a sense of ownership over one’s actions (Cooper, Heron, & Heward, 2007). Self-Management Empowering students to regulate their behavior offers lasting dividends. Techniques such as self-monitoring, goal setting, and self-evaluation instill a sense of autonomy and responsibility. By actively participating in their behavioral journey, students become more invested in its outcomes, showing improved adherence and internalization of positive behaviors (Moore, Anderson, & Kumar, 2005). Task Analysis For students struggling with complex tasks, breaking these tasks into smaller, manageable steps can be beneficial. This detailed breakdown aids comprehension, providing a clear pathway and ensuring that each phase is understood before progressing to the subsequent step. Task analysis is particularly valuable for students with learning or behavioral difficulties, offering structured guidance (Alberto & Troutman, 2006). Token Economy This behavioral modification technique employs tokens as a form of positive reinforcement. Upon displaying desired behaviors, students earn tokens, which can later be exchanged for rewards. By directly linking positive actions with tangible rewards, this approach harnesses the principles of operant conditioning to encourage behavioral compliance (Matson & Boisjoli, 2009). Time-Out While often misunderstood, when used judiciously and ethically, time-out can be a valuable tool. This involves removing students from a reinforcing environment following disruptive behavior. The goal is not punishment, but rather providing a break, allowing students to reflect and recalibrate (Sterling-Turner & Watson, 2002). Corporal Punishment Historically, corporal punishment was commonplace in educational settings. However, debates surrounding its ethicality, efficacy, and potential harm have resulted in many countries and states banning its practice. Current psychological consensus veers away from physical punishment, emphasizing non-violent behavioral interventions (Gershoff & Font, 2016). Premack Principle 4/12 Also termed “grandma’s rule,” this principle posits that preferred activities can serve as reinforcers for less preferred ones. Essentially, it’s the notion of “first work, then play.” By sequencing tasks strategically, educators can capitalize on student preferences to boost compliance and task completion (Premack, 1965). Verbal Praise The power of positive words cannot be overstated. Verbal praise, when sincere and specific, acts as a potent reinforcer, boosting student morale, confidence, and adherence to desired behaviors. Recognizing and articulating student achievements fosters a positive classroom environment, motivating further effort (Brophy, 1981). Biofeedback This intervention involves providing real-time data on physiological functions (e.g., heart rate or muscle tension) to students, empowering them to gain voluntary control over these functions. While traditionally used in medical settings, biofeedback has been explored in educational contexts, aiding in stress management, attention modulation, and overall behavioral regulation (Thompson & Thompson, 2003). Emotional and Psychological Interventions The emotional and psychological health of students significantly impacts their academic success and general well-being. To facilitate holistic development, it’s imperative for school psychologists to integrate interventions addressing emotional and psychological challenges. While academics and behavior are crucial, the emotional landscape of a student acts as a foundation for all other facets of learning and personal growth. Cognitive-Behavioral Modification Cognitive-behavioral modification revolves around altering maladaptive thinking patterns to bring about positive behavioral change. These interventions target erroneous beliefs and cognitive distortions, teaching students strategies to challenge and rectify such patterns. Implementing these modifications in the school setting has been shown to mitigate symptoms of anxiety, depression, and behavioral disorders (Kendall, 2011). Crisis Intervention Unforeseen crises—be it trauma, bereavement, or other emergencies—demand immediate and strategic intervention. School psychologists play a pivotal role in such situations, providing essential support, facilitating necessary resources, and ensuring the emotional safety of affected students. Rapid response can mitigate long-term psychological impacts, making crisis intervention a linchpin in school psychology (Brock, Nickerson, Reeves, & Jimerson, 2009). Evidence-Based Interventions 5/12 In the contemporary educational arena, the emphasis on empirically supported interventions is paramount. Drawing from rigorous research ensures the effectiveness and appropriateness of interventions. Using evidence-based practices not only maximizes the likelihood of success but also upholds the ethical responsibility of professionals to provide the best care possible (Kratochwill & Shernoff, 2004). Facilitated Communication Some students, especially those with communication disorders or non-verbal conditions, benefit immensely from facilitated communication. This approach involves aiding students in expressing themselves, often using augmentative communication devices or methods. Though it’s been subject to debate, when applied judiciously, facilitated communication can offer a voice to those who might otherwise remain unheard (Beukelman & Mirenda, 2013). Psychotherapy School-based psychotherapy provides students with a safe space to address emotional and psychological challenges. Therapeutic interventions can encompass various modalities, from individual therapy to group sessions. These interventions address issues ranging from emotional disturbances to relationship challenges, enhancing the overall psychological well-being of students (Hoagwood, Olin, Kerker, Kratochwill, Crowe, & Saka, 2007). Psychotropic Medications The administration of psychotropic medications to students with specific psychological disorders has become more prevalent. It’s crucial for school psychologists to understand the implications, side effects, and ethical considerations surrounding these medications. Collaborating with medical professionals ensures informed decisions, optimal benefits, and minimal side effects for the students (Rappley, 2006). Family Counseling Many challenges faced by students have roots in family dynamics. Addressing familial challenges, from parental conflicts to broader systemic issues, can significantly enhance a student’s emotional stability and academic performance. Family counseling seeks to mediate conflicts, foster understanding, and establish supportive home environments that serve as a foundation for student success (Minuchin, Lee, & Simon, 1996). School-Wide and Group Interventions In the multifaceted realm of school psychology, the focus isn’t solely on individual interventions. There’s significant merit in strategies that are implemented at larger scales, targeting entire groups or even whole schools. These interventions aim to create cohesive and harmonious educational environments that benefit all students. Such strategies also leverage the power of collective efforts, ensuring holistic growth and fostering a sense of community. 6/12 School–Home Notes A pivotal bridge between the educational environment and the home, school-home notes play a critical role in enhancing the student’s learning experience. They ensure that parents remain in the loop about their child’s academic and behavioral progress, reinforcing the partnership between families and educators (Christenson & Sheridan, 2001). This two-way communication promotes a shared responsibility for the student’s well-being and helps to align strategies and reinforcements between school and home. Mentoring Mentoring programs in schools have showcased significant benefits in student outcomes. By pairing students with older peers or adult mentors, there’s an opportunity for guidance, emotional support, and the fostering of crucial life skills. Mentoring relationships can act as protective factors, especially for at-risk students, aiding in academic achievement, enhancing self-esteem, and reducing problematic behaviors (DuBois, Portillo, Rhodes, Silverthorn, & Valentine, 2011). Peer Mediation Conflict is inevitable, especially in diverse school environments. Peer mediation offers a unique approach to conflict resolution, where trained student mediators facilitate discussions between conflicting parties. This strategy not only resolves immediate issues but also empowers students with negotiation and communication skills. Additionally, peer-led initiatives often carry more weight among students, making resolutions more authentic and long-lasting (Johnson & Johnson, 2002). Social Skills In today’s interconnected world, interpersonal skills are paramount. Social skills interventions in schools target various areas, from effective communication and empathy to conflict resolution and teamwork. These skills are foundational for both academic success and life beyond the classroom. Such interventions, when effectively implemented, have been linked to reduced behavioral problems, improved peer relations, and enhanced academic outcomes (Elliott & Gresham, 1993). Student Improvement Teams Addressing individual needs in a collective setting, student improvement teams bring together educators, counselors, and other professionals to design tailored strategies for specific students. Collaboratively, the team evaluates the student’s strengths and challenges, devising comprehensive plans that address academic, behavioral, and emotional facets. This unified approach ensures that interventions are wellrounded and that all stakeholders are invested in the student’s progress (Kovaleski, Gickling, Morrow, & Swank, 1999). Early Interventions 7/12 The early years of a child’s life are foundational, often setting the trajectory for later developmental, academic, and socio-emotional outcomes. Recognizing this, school psychologists and educators emphasize the critical importance of early interventions. These proactive measures, implemented at the earliest signs of developmental delays or challenges, maximize a child’s potential by addressing issues before they escalate, optimizing the educational experience, and supporting holistic development. Importance of Timely Interventions Early interventions are grounded in the principle that the sooner challenges are addressed, the better the long-term outcomes (Shonkoff & Phillips, 2000). Timely interventions capitalize on the plasticity of the young brain, making adjustments more effective. Additionally, early interventions often reduce the need for more intensive, specialized support in later years, resulting in economic savings and better quality of life for the student and their family. Academic Adjustments For young learners exhibiting struggles in foundational academic skills, targeted early interventions can make a marked difference. From literacy-focused programs that boost phonetic understanding to mathematical strategies that enhance number sense, these interventions aim to ensure students aren’t left behind in these crucial formative years (Lonigan, Shanahan, & Cunningham, 2008). Socio-Emotional Support Early childhood can be fraught with socio-emotional challenges as children navigate their first relationships, grapple with identity, and learn to manage emotions. Interventions at this stage, ranging from play therapy to group-based social skills training, are instrumental in fostering resilience, enhancing emotional intelligence, and cultivating positive peer relationships (Domitrovich, Durlak, Staley, & Weissberg, 2017). Family-Centric Approaches The family plays a central role in a child’s early years. Family-focused interventions, from parental training to home-based support, empower families with tools and strategies to support their child’s development, ensuring a cohesive approach between school and home (Webster-Stratton & Reid, 2010). Continual Monitoring and Adjustments The dynamic nature of child development necessitates regular assessments. Continual monitoring ensures that interventions remain aligned with a child’s evolving needs, leading to data-driven decisions that optimize support strategies (Bagnato, Neisworth, & Munson, 2018). Contemporary Challenges and Future Directions In a rapidly changing educational landscape, interventions in school psychology are constantly adapting to address new challenges while optimizing student well-being and academic outcomes. These interventions, 8/12 rooted in empirical evidence and informed by sociocultural shifts, confront both long-standing and emerging challenges. Digital Revolution and Screen Time The digital age has brought with it both opportunities and challenges. While technology has revolutionized education, offering personalized learning experiences and breaking down geographical barriers, it has also led to concerns about excessive screen time, cyberbullying, and the impact of social media on student wellbeing (Twenge & Campbell, 2019). Interventions will need to strike a balance, leveraging the advantages of technology while mitigating its potential downsides. Increasing Diversity and Inclusion With global migration and greater societal emphasis on inclusivity, schools are becoming more diverse. Interventions need to be culturally sensitive, accommodating students from varied backgrounds and ensuring that all students, regardless of race, gender, religion, or ability, feel valued and supported (Artiles, Kozleski, Trent, Osher, & Ortiz, 2010). Mental Health Concerns The rise in reported mental health issues among students, from anxiety and depression to more severe disorders, necessitates comprehensive psychological support systems within schools. As the stigma around mental health decreases, the demand for evidence-based interventions that promote emotional and psychological well-being increases (Merikangas et al., 2010). Changing Family Dynamics Modern family structures are more varied than ever, encompassing single-parent households, blended families, families with LGBTQ+ parents, and multi-generational households. This diversity necessitates a flexible approach to interventions, acknowledging the unique challenges and strengths of each family type (Benner & Kim, 2010). Future Directions As we look to the future, one can anticipate further integration of technology into interventions, a push for universal mental health support within schools, and an emphasis on continuous professional development for school psychologists to stay abreast of best practices. Additionally, collaboration between educators, psychologists, parents, and policymakers will be pivotal in shaping a holistic, supportive educational environment (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Conclusion The sphere of school psychology has significantly expanded over the past several decades, emphasizing not only academic success but also the holistic well-being of students. Interventions in school psychology play a 9/12 pivotal role in ensuring that students navigate their academic journey with the necessary support structures in place, both emotionally and academically. As the landscape of education continues to evolve in response to sociocultural, technological, and global shifts, so too will the interventions employed by school psychologists. The vast array of academic, behavioral, emotional, and school-wide interventions highlighted in this article underscores the multifaceted nature of school psychology and its commitment to student success (Merrell, Ervin, & Gimpel, 2006). It’s imperative to acknowledge the inherent challenges posed by the contemporary world, such as the rise in mental health concerns, the digital revolution, and changing family dynamics. Addressing these challenges necessitates evidence-based, culturally sensitive, and flexible interventions that can be adapted to individual student needs (Durlak et al., 2011). As we move forward, collaboration among educators, psychologists, families, and communities will be crucial in promoting positive student outcomes and fostering environments where every student can thrive (Shernoff, Kelly, Tonks, Anderson, Cavanagh, Sinha, & Abdi, 2016). In conclusion, the realm of interventions in school psychology offers a promising avenue to bridge academic and psychosocial support, emphasizing the profound interplay between students’ emotional well-being and academic performance. By continually refining and expanding these interventions, we can aspire to cultivate educational environments where all students have the opportunity to succeed and flourish. References: 1. Alberto, P. A., & Troutman, A. C. (2006). Applied behavior analysis for teachers (7th ed.). Upper Saddle River, NJ: Pearson Merrill/Prentice Hall. 2. Bagnato, S. J., Neisworth, J. T., & Munson, S. M. (2018). Linking authentic assessment and early childhood intervention: Best measures for best practice. Brookes Publishing Company. 3. Beukelman, D. R., & Mirenda, P. (2013). Augmentative & alternative communication: Supporting children & adults with complex communication needs (4th ed.). Baltimore, MD: Paul H. Brookes. 4. Brock, S. E., Nickerson, A. B., Reeves, M. A., & Jimerson, S. R. (2009). School crisis prevention and intervention: The PREPaRE model. National Association of School Psychologists. 5. Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51(1), 5-32. 6. Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning. New York: Guilford Press. 7. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson/Merrill-Prentice Hall. 8. Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408-416. 9. DuBois, D. L., Portillo, N., Rhodes, J. E., Silverthorn, N., & Valentine, J. C. (2011). How effective are mentoring programs for youth? A systematic assessment of the evidence. Psychological Science in the Public Interest, 12(2), 57-91. 10. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. 10/12 11. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405-432. 12. Elliott, S. N., & Gresham, F. M. (1993). Social skills interventions for children. Behavior Modification, 17(3), 287-313. 13. Fletcher, J. M., & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3(1), 30-37. 14. Gershoff, E. T., & Font, S. A. (2016). Corporal punishment in US public schools: Prevalence, disparities in use, and status in state and federal policy. Social Policy Report, 30(1), 1-25. 15. Gersten, R., Chard, D., Jayanthi, M., Baker, S., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79(3), 1202-1242. 16. Graham, S., Harris, K. R., & McKeown, D. (2013). The writing of students with LD and a meta-analysis of SRSD writing intervention studies: Redux. Handbook of research on learning disabilities, 405-438. 17. Greenwood, C. R., Delquadri, J. C., & Hall, R. V. (1989). Longitudinal effects of classwide peer tutoring. Journal of Educational Psychology, 81(3), 371. 18. Hoagwood, K. E., Olin, S. S., Kerker, B. D., Kratochwill, T. R., Crowe, M., & Saka, N. (2007). Empirically based school interventions targeted at academic and mental health functioning. Journal of Emotional and Behavioral Disorders, 15(2), 66-92. 19. Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (Eds.). (2015). Handbook of response to intervention: The science and practice of multi-tiered systems of support. Springer. 20. Johnson, D. W., & Johnson, R. (2002). Teaching students to be peacemakers. Edina, MN: Interaction Book Co. 21. Kendall, P. C. (2011). Child and adolescent therapy: Cognitive-behavioral procedures (4th ed.). New York, NY: Guilford Press. 22. Kovaleski, J. F., Gickling, E. E., Morrow, H., & Swank, P. R. (1999). High versus low implementation of instructional support teams: A case for maintaining program fidelity. Remedial and Special Education, 20(3), 170-183. 23. Kratochwill, T. R., & Shernoff, E. S. (2004). Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Review, 33(1), 34-48. 24. Lonigan, C. J., Shanahan, T., & Cunningham, A. (2008). Impact of shared-book reading on the acquisition of literacy. In Developing early literacy: Report of the National Early Literacy Panel (pp. 107-146). National Institute for Literacy. 25. Matson, J. L., & Boisjoli, J. A. (2009). The token economy for children with intellectual disability and/or autism: A review. Research in Developmental Disabilities, 30(2), 240-248. 26. Merrell, K. W., Ervin, R. A., & Gimpel, G. A. (2006). School psychology for the 21st century: Foundations and practices. Guilford Press. 27. Merrell, K. W., Ervin, R. A., & Peacock, G. G. (2012). School psychology for the 21st century: Foundations and practices. Guilford Press. 28. Minuchin, P., Lee, W. Y., & Simon, G. (1996). Mastering family therapy: Journeys of growth and transformation. John Wiley & Sons. 11/12 29. Moore, D. W., Anderson, A., & Kumar, K. (2005). Instructional adaptation in the management of escape-maintained behavior in a classroom. Journal of Positive Behavior Interventions, 7(4), 216-223. 30. Premack, D. (1965). Reinforcement theory. In D. Levine (Ed.), Nebraska symposium on motivation (pp. 123-180). Lincoln: University of Nebraska Press. 31. Rappley, M. D. (2006). Clinical practice. Attention deficit-hyperactivity disorder. The New England Journal of Medicine, 354(5), 444-450. 32. Ritter, G. W., Barnett, J. H., Denny, G. S., & Albin, G. R. (2009). The effectiveness of volunteer tutoring programs: A systematic review. Campbell Systematic Reviews, 5(1), 1-42. 33. Shernoff, E. S., Kelly, S., Tonks, S. M., Anderson, B., Cavanagh, R. F., Sinha, S., & Abdi, B. (2016). School-based social and emotional learning (SEL) programming: Current perspectives. In Social and emotional learning in Australia and the Asia-Pacific (pp. 101-115). Springer, Singapore. 34. Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press. 35. Sterling-Turner, H. E., & Watson, T. S. (2002). Best practices for increasing academic learning time. School Psychology Quarterly, 17(2), 209. 36. Sugai, G., & Horner, R. H. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35(2), 245-259. 37. Thompson, L., & Thompson, M. (2003). Neurofeedback: An effective treatment for attention and behavior problems. A review of applied psychophysiology and biofeedback. Research & Foundation. 38. Torgesen, J. K. (2004). Lessons learned from research on interventions for students who have difficulty learning to read. The voice of evidence in reading research, 355-382. 39. Webster-Stratton, C., & Reid, M. J. (2010). The Incredible Years parents, teachers, and children training series: A multifaceted treatment approach for young children with conduct disorders. In Evidence-based psychotherapies for children and adolescents (pp. 194-210). The Guilford Press. 12/12
