Tag Archives: school psychology

PAR heads to NASP 2017!

Are you attending the National Association of School Psychologists (NASP) Annual Convention? Make sure to stop by the PAR booth while you are in San Antonio! You can use your conference discount to order your favorite assessment products or learn about our newest releases while visiting with PAR staff and authors.

Stop by the PAR booth to meet the following authors and experts:

Cecil Reynolds, PhD, Wednesday, February 22, 12:30 to 1:30 p.m.

Scott Poland, DEd, Wednesday, February 22, 4:30 to 5:30 p.m.

Steven Feifer, DEd, Thursday, February 23, 11:30 a.m. to 12:30 p.m.

Peter Isquith, PhD, Thursday, February 23, 3:30 to 4:30 p.m.

 

And don’t miss these presentations:

Reynolds Intellectual Assessment Scales, Second Edition (RIAS-2): Development, Psychometrics, Applications, and Interpretation

Cecil Reynolds, PhD

Wednesday, February 22, 2:30 to 4 p.m.

 

Increasing the School Psychologist’s Role and Improving Defensible Threat Assessment

Scott Poland, DEd, and Julie Alexander Gettman, PhD

Wednesday, February 22, 2:30 to 4 p.m.

 

The Neuropsychology of Mathematics: Diagnosis and Intervention

Steven Feifer, DEd

Thursday, February 23, 8:00 to 9:50 a.m.

 

A Neuropsychological Approach for Identifying and Remediating Specific Reading Disorders

Steven Feifer, DEd

Friday, February 24, 8:00 to 9:20 a.m.

 

A Neuropsychological Approach for Identifying and Remediating Specific Math Disorders

Steven Feifer, DEd

Friday, February 24, 10:00 to 11:20 a.m.

 

Memory Assessment Matters: Recent Developments in Memory Science, Assessment, and Intervention

Julie Alexander Gettman, PhD, and Kathleen Woodward, EdS

Friday, February 24, 12:00 to 1:50 p.m.

 

Looking forward to seeing you in Texas!

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Observe, pinpoint, intervene:
An interview with DBR Connect authors

The concept of direct behavior rating (DBR) began in the late 1960s with school psychologist Calvin Edlund. He posited a program whereby teachers first explained to students what acceptable behavior was and then rated them at the end of each lesson. Unlike rating scale assessments, which ask teachers and parents to recall a child’s behavior during a 30-day period or so, direct behavior rating relies on real-time observation.

 DBR combines the strength of a rating scale and the benefit of direct observation. Using this system, teachers can not only identify specific behaviors in real time, but they can also rate those behaviors. 

 From this idea, DBR Connect was created. PAR recently spoke with DBR Connect coauthors Sandra M. Chafouleaus, PhD, and T. Chris Riley-Tillman, PhD, to learn more about how this product can help students and teachers to succeed.

Q: Direct behavior rating has been around for quite some time. Historically, what changes have taken place to get us to where we are today?

Drs. Chafouleas and Riley-Tillman: Yes, direct behavior ratings were developed from daily behavior report cards, home–school notes, and other tools that educators and parents have used for decades as a way to communicate information about child behavior. We took that rich history of use and worked to standardize the instrumentation and procedures. This allowed for comprehensive evaluation of the psychometric evidence for use in screening and progress monitoring purposes. DBR Connect is the result of all of that research and development, overall supporting that DBR Connect can provide data that are reliable, valid, and sensitive to change. 

Q: How does DBR tie into positive behavioral support and/or multitiered models of delivery of services?

Multitiered models of service delivery and positive behavioral support are founded in prevention—that is, early identification and remediation of difficulties. These frameworks require use of ongoing data to inform decisions about continuing, modifying, or terminating supports, and DBR Connect functions as an ideal prevention-oriented method for progress monitoring assessment.

 Q: You have described DBR Connect as a hybrid tool. What do you mean by that?

DBR Connect offers strengths of both traditional rating scales and systematic direct observation. That is, like systematic direct observation, a predefined observation period is selected with repeated assessment to allow for comparison of data across assessment periods, required in progress monitoring. The instrumentation and procedures are highly efficient like rating scales because only a brief rating of the defined targets is needed to record data. 

Q: You mention in your book that one of the roles of DBR is communication. Can you talk a bit about that?

Yes, DBR has a rich history in use for communication purposes, whether teacher–teacher, teacher–parent, teacher–student, or parent–student. It is easy to understand at all levels and provides a simple format for discussing behavior expectations. 

 Q: What guided your decision to focus on the three core behavioral competencies that you chose for DBR Connect?

Our research started with a broad review of the literature on school-based behavior expectations in schools—including consideration of indicators of student success and those areas most concerning to educators. We narrowed the literature to items that could be defined both in broad and narrow terms, and then conducted a series of research studies to identify those target behaviors that resulted in the strongest evidence for use. In the end, the core school-based behavioral competencies—that is, those behaviors that every student should display in order to fully access instruction and participate in the school environment—are academically engaged, disruptive, and respectful. That said, we also acknowledge that some situations may call for additional targets; thus, we maintain the flexibility by supporting use for any behavior of relevance to a particular context. 

 Q: Who is the target audience for DBR Connect?

Teachers are the primary users of DBR Connect, meaning they serve as the primary raters and producers of data summaries for decision making. However, all educators (e.g., administrators, school psychologists) can benefit from data reports to inform decision making, and there may be some situations in which other users may serve as appropriate raters (e.g., monitoring of behavior progress during counseling sessions). Remember, an important strength of a DBR data stream is the capacity to share with students and parents to communicate information about behavior.

 

 For more information on DBR Connect or to take a tour, visit http://www.mydbrconnect.com/.

 

 

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There’s so much in store at NASP 2016!

Are you headed to New Orleans for NASP? Be sure to stop by booth #306. PAR will be there to demonstrate PARiConnect, show you how to access our free online Training Portal, and give you a hands-on look at our latest products.  The following PAR authors will be at the booth to answer your questions:

The following PAR authors will be presenting at the conference. Make sure to check out these can’t-miss sessions:

  • Reynolds Intellectual Assessment Scales™ (RIAS™-2): Development, Psychometrics, Applications, and Interpretation (MS061), Cecil R. Reynolds, PhD, Wednesday, February 10, 12:30 p.m. to 2:20 p.m.
  • The Neuropsychology of Mathematics: Diagnosis and Intervention (MS057), Steven G. Feifer, DEd, Thursday, February 11, 8 a.m. to 9:50 a.m.
  • Unstuck and on Target: An Elementary School Executive Function Curriculum (MS155), Lauren Kenworthy, PhD, Friday, February 12, 8 a.m. to 9:50 a.m
  • DBR Connect™: Using Technology to Facilitate Assessment and Intervention (MS140), Lindsey M. O’Brennan, PhD, and T. Chris Riley-Tillman, PhD, Friday, February 12, 4 p.m. to 5:50 p.m.
  • Concussion Management Skill Development for School-Based Professionals (DS006), Gerard A. Gioia, PhD, Friday, February 12, 1 p.m. to 2:20 p.m.
  • Introducing the BRIEF®2: Enhancing Evidence-Based Executive Function Assessment (WS038), Peter K. Isquith, PhD, and Gerard A. Gioia, PhD, Saturday, February 13, 9 a.m. to 12 p.m.

Plus, all orders placed at the PAR booth during NASP will receive 15% off as well as free shipping and handling!

Follow PAR on Facebook and Twitter for updates throughout the conference!

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DBR Connect is now available!

Looking for an easy and effective way to track classroom behavior? Look no further than the DBR Connect. The DBR is an online tool that allows teachers, administrators, and school-based intervention teams to rate classroom behavior quickly and easily and track it over time.

 Based on more than a decade of research, DBR Connect was developed by school psychologists Drs. Sandra Chafoules and T. Chris Riley-Tillman, who know educators and school psychologists need a customizable assessment that requires limited materials and virtually no paperwork and can be completed quickly.

 Using built-in, easy-to-use sliders, users rate three core student behaviors—Academically Engaged, Disruptive, and Respectful—which studies have shown are the keys to school success. Users can also add customized behaviors tailored to their unique student population, such as “Uses cell phone during class.”

 In just a few minutes per day, teachers can easily monitor student behavior online and determine if intervention strategies are working. Results can be tracked by the behavior, by the student, by the teacher, across a school, or across an entire district. Charts and reports offer intervention recommendations.

Learn more about DBR Connect today!

 

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Get Ready, Orlando: PAR at NASP 2015!

Are you attending the National Association of School Psychologists (NASP) 2015 Annual Convention? Make sure you stop by the PAR booth (#500) to preview some of the products we will be introducing this year, including the Feifer Assessment of Reading™ (FAR™) and the Child and Adolescent Memory Profile™ (ChAMP™). Take advantage of special preorder pricing on these products, plus our special NASP discount of 15% off and free shipping on all orders placed at the convention!

Also, we will be demonstrating some of our newest tools to help school psychologists, like our interactive Training Portal, our newly updated PAR Toolkit app, and PARiConnect.

Three PAR authors will be presenting at NASP 2015, as well. Check your program to verify times and confirm locations:

  • On Wednesday, February 18, from 3:00 to 4:50 p.m. ET, Cecil Reynolds, PhD, will present, “The Reynolds Intellectual Assessment Scales-2 (RIAS-2): Development, Psychometrics, Applications, and Interpretation.”
  • On Thursday, February 19, from 10:00 to 11:20 a.m. ET, Steven Feifer, DEd, will present, “Integrating RTI with Cognitive Neuropsychology: A Scientific Approach to Reading.”
  • On Thursday, February 19, from 12:00 to 1:50 p.m. ET, Peter K. Isquith, PhD, will present, “Identifying Executive Function Intervention Targets and Measuring Outcomes.”

Hope to see you in Orlando!

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