TY - JOUR
AU - Berninger, Virginia M.
AB - School Psychdogg Rewiew 1997, Vol. 26, No. 3, pp. 326-332 Introduction to Interventions for Students with Learning and Behavior Problems: Myths and Realities Viiiiginia M. Berninger University of Washington Although assessment remains a primary able behavior, this me&analysis shows that in reality several behavioral interventions role of school psychologists (Fagan & Wise, 1994), many school psychologists are ex- are effective in reducing the amount of un- panding their role to include direct inter- desirable behavior. The prevailing myth that vention and indirect consultation services. inclusion is the superior way to deliver spe- In their role as intervention specialists, cial education services is aIso dispelled-at school psychologists confront many least for behavioraI disabilities. The meta- myths-some of which may be dispelled by analysis showed that, in reality, effect sizes a review of the research literature and some are significantly greater for self-contained of which may be dispelled only by the expe- than regular classrooms in reducing aggres- rience of applying research findings about sive behaviors. intervention to the realities of schools. The second article by DuPaul, Eckert, Intervention is such a broad topic that and McGoey presents interventions for at- we could not provide comprehensive cover- tention-deficit/hyperactivity deficit, a disor- 
TI - Introduction to Interventions for Students with Learning and Behavior Problems: Myths and Realities
JF - School Psychology Review
DO - 10.1080/02796015.1997.12085870
DA - 1997-09-01
UR - https://www.deepdyve.com/lp/taylor-francis/introduction-to-interventions-for-students-with-learning-and-behavior-060BcKyzTb
SP - 326
EP - 332
VL - 26
IS - 3
DP - DeepDyve
ER -