The Ecology of School Psychology: Examining and Changing Our Paradigm for the 21st Century

By S. Sheridan, Terry Gutkin. 2000

372 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, General Psychology

View Paper: https://www.semanticscholar.org/paper/7b3aedffd9859e93e9675394c35781fd3a290448

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In Clinical Psychology

In Developmental and Educational Psychology

In General Psychology

Citations in the corpus

Preparing Teachers in Evidence-Based Practices for Young Children With Autism (2004, background): “…outlined above (e.g., Noell & Witt, 1999; Watson & Robinson, 1996) and have suggested that school psychologists should devote more effort to teacher education and direct behavioral consultation than to traditional assessment, diagnosis, and placement determination (e.g., Sheridan & Gutkin, 2000).”
Ecological Psychology: Replacing the Medical Model Paradigm for School-Based Psychological and Psychoeducational Services (2012, background): “Sheridan and Gutkin (2000) suggested that we had arrived at just such a point in the science and practice of school psychology in particular and the delivery of school-based mental health and educational services in general.”
Consultation, Follow-up, and Implementation of Behavior Management Interventions in General Education (2002, background): “Although assuring plan implementation is one of the primary challenges confronting practitioners, empirically validated procedures for assuring plan implementation by consultees are not well developed (Kratochwill, Bergan, Sheridan, & Elliott, 1998; Noell & Witt, 1999; Sheridan & Gutkin, 2000).”
Situational Analysis (2005, positive): “In effect, ecological theory has functioned as a catalyst for a massive change in direction for educational psychology (Sheridan and Gutkin, 2000).”
Treatment Implementation Following Behavioral Consultation in Schools: A Comparison of Three Follow-up Strategies (2005, result): “However, in comparison to the literature examining psychological treatments for childhood concerns, the literature examining means of ensuring sustained accurate implementation of treatments is comparatively poorly developed (Noell, Duhon et al., 2002; Sheridan & Gutkin, 2000).”
School Psychology Research: Combining Ecological Theory and Prevention Science (2011, background): “Sheridan and Gutkin (2000) indicated that researchers should identify the necessary, desirable, and sufficient conditions for interventions to be successful so that practitioners can recognize that which is unalterable and that which can be changed to accommodate different environments.”
The Effects of Conjoint Behavioral Consultation: Results of a 4-Year Investigation (2001, background): “In essence, CBC represents an expanded role of school psychologists (e.g., Sheridan & Gutkin, 2000) as consultants and educational team members in proactive prereferral problem solving to promote the rights of individual students and families mandated in IDEA Amendments of 1997 (1997; see Sheridan,…”
Social Justice Through a School Psychology Lens: Definition and Applications (2008, background): “…that has focused on crucial topics such as children’s rights (Hart & Prasse, 1991), strategies to conduct nondiscriminatory assessment practices (Ortiz, 2008), and ways that school psychologists can act as systems change agents for the benefit of children and families (Sheridan & Gutkin, 2000).”
School psychology: Learning lessons from history and moving forward (2010, background): “…back over many years, which is critical of school psychology practice that relies more or less solely on the medical model (see for example Brown & Ferrara, 1985; Gillham, 1978; Howe, 1998; Leadbetter, 2005; Lokke, Gersch, M’Gadzah, & Frederickson, 1997; Mercer, 1974; Sheridan & Gutkin, 2000).”