Paradigm Shift: The Past is Not the Future.

By D. Reschly, J. Ysseldyke. 2002

131 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6e1e67b3e4dd4f685bc28e5c680b20886b42e56b

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Citations in the corpus

Ecological Psychology: Replacing the Medical Model Paradigm for School-Based Psychological and Psychoeducational Services (2012, background): “…led school psychology and related practitioners to spend the majority or a vary large proportion of their time developing client diagnoses (D. J. Reschly & Ysseldyke, 2002) and that these diagnoses fail to provide EVDTs, it should come as no surprise that treatment programs emerging from the…”
An Investigation of the Reliability and Standard Error of Measurement of Words Read Correctly Per Minute Using Curriculum-Based Measurement (2005, methodology): “based off of local norms or an expert judgment such as Shapiro’s (1996) instructional recommendations or the Howell et al.”
Assessment and Decision Making for Students with Learning Disabilities: What if This is as Good as it Gets? (2005, background): “Dan Reschly and I entitled a recent chapter “The Past Is Not the Future” (Reschly & Ysseldyke, 2002).”
Current Status and Future Directions of School-Based Behavioral Interventions (2004, methodology): “…common complaint of so-called “refer-test-place” models of service delivery is that they operate on prescribed timelines, require an avalanche of paperwork, and often take several months to determine eligibility for special education (Gresham, VanDerHeyden, & Witt, 2004; Reschly & Ysseldyke, 2002).”
The development and validation of the Self-Regulation Strategy Inventory—Self-Report (2006, background): “These forms of assessment are important because they are consistent with recent paradigm shifts emphasizing ecologically valid assessment approaches that can directly link assessment to interventions (Reschly & Ysseldyke, 2002).”
Proactive, Early Screening to Detect Behaviorally At-Risk Students: Issues, Approaches, Emerging Innovations, and Professional Practices. (2007, background): “Traditionally, assessment procedures in school psychology and education have failed to demonstrate treatment validity because they do not inform instructional or behavioral intervention practices (Cronbach, 1975; Gresham, 2002, 2006; Reschly & Ysseldyke, 2002).”