@article{liu_levy_yel_schulte_2022, title={A comparison of methods for evaluating schools with respect to growth of students in subpopulations in three-level models}, ISSN={["1744-5124"]}, DOI={10.1080/09243453.2022.2071950}, abstractNote={ABSTRACT Although there is recognition that there may be differential outcomes for groups of students within schools, examination of outcomes for subgroups presents challenges to researchers and policymakers. It complicates analytic procedures, particularly when the number of students per school in the subgroup is small. We explored five alternatives for applying a three-level multilevel growth modeling framework to examine school-level achievement for a select subgroup of students (students with disabilities) using a large longitudinal database tracking reading achievement. The alternatives vary in terms of use of subgroup only or all student data, use of student-level predictors, and method of linking student or school-level outcomes to school effectiveness indices. Correlations from .57 to .99 among alternatives suggest the choice of how to derive school-level outcomes for a subgroup has consequences for inferences about the school’s effectiveness with the subgroup. Researchers’ assumptions and data available should guide the selection of an approach.}, journal={SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT}, author={Liu, Yixing and Levy, Roy and Yel, Nedim and Schulte, Ann C.}, year={2022}, month={May} }
 @article{schulte_2021, title={IN MEMORIAM Carol McDonald Connor (1953-2020)}, ISSN={["1935-990X"]}, DOI={10.1037/amp0000883}, abstractNote={Memorializes Carol McDonald Connor (1953-2020). Connor's research focused on understanding child-by-instruction interactions in the classroom. She began this work with a series of observational studies documenting that children's responses to different types of reading instruction varied markedly depending on their language, self-regulation, and reading skills. She then used her observational results to "reverse engineer" recommendations for the amounts and types of literacy instruction most likely to benefit children with different skill profiles. Her first faculty position, in 2004, was in the College of Education at Florida State University and the Florida Center for Reading Research. In 2012 she joined the Department of Psychology and the Learning Sciences Institute at Arizona State University, and then moved to the University of California, Irvine, as a Chancellor's Professor in the School of Education in 2016. (PsycInfo Database Record (c) 2021 APA, all rights reserved).}, journal={AMERICAN PSYCHOLOGIST}, author={Schulte, Ann C.}, year={2021}, month={Nov} }
 @article{strickland_schulte_welterlin_2020, title={Video-Based Training in Recognizing Exemplars of Autism Spectrum Disorder Diagnostic Criteria}, volume={14}, ISSN={["1931-3926"]}, DOI={10.1037/tep0000285}, abstractNote={Autism Spectrum Disorder (ASD) is an increasingly common neurodevelopmental disorder with long-term and pervasive effects. Despite the benefits of early diagnosis, research suggests that training in recognizing the behavioral markers of ASD and the fundamentals of ASD diagnosis are not routinely provided to prospective child clinicians. As a means to train students in recognizing exemplars of behavior consistent with ASD diagnostic criteria, we created a video library of brief clips of children and adults with and without ASD who varied on multiple dimensions (e.g., sex, ethnicity, language skills, developmental level). Using clips from the library, we developed a brief training program to instruct students on diagnostic criteria for ASD and how to recognize examples of these behaviors in children. A randomized experimental trial compared the impact of the video-based training program delivered via the Internet to conventional graduate-level textbook training. Although both textbook and video-based training groups improved in their identification of ASD behaviors, the video-based training group significantly outperformed the textbook-based training group at posttest. The creation of a video library that can be incorporated into remote access training is a promising means of allowing students to view a range of presentations of a disorder even when direct access to a diverse set of clients may be difficult.}, number={4}, journal={TRAINING AND EDUCATION IN PROFESSIONAL PSYCHOLOGY}, author={Strickland, Dorothy C. and Schulte, Ann C. and Welterlin, Aurelie}, year={2020}, month={Nov}, pages={257–264} }
 @book{begeny_schulte_johnson_2012, title={Enhancing instructional problem solving: an efficient system for assisting struggling learners}, publisher={New York: The Guilford Press}, author={Begeny, J. C. and Schulte, A. C. and Johnson, K.}, year={2012} }
 @article{daly_doll_schulte_fenning_2011, title={THE COMPETENCIES INITIATIVE IN AMERICAN PROFESSIONAL PSYCHOLOGY: IMPLICATIONS FOR SCHOOL PSYCHOLOGY PREPARATION}, volume={48}, ISSN={["0033-3085"]}, DOI={10.1002/pits.20603}, abstractNote={Abstract}, number={9}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Daly, Edward J., III and Doll, Beth and Schulte, Ann C. and Fenning, Pamela}, year={2011}, month={Nov}, pages={872–886} }
 @article{schulte_easton_parker_2009, title={Advances in treatment integrity research: Multidisciplinary perspectives on the conceptualization, measurement, and enhancement of treatment integrity}, volume={38}, number={4}, journal={School Psychology Review}, author={Schulte, A. C. and Easton, J. E. and Parker, J.}, year={2009}, pages={460–475} }
 @article{schulte_daly_2009, title={Operationalizing and Evaluating Professional Competencies in Psychology: Out With the Old, in With the New?}, volume={3}, ISSN={["1931-3926"]}, DOI={10.1037/a0017155}, number={4}, journal={TRAINING AND EDUCATION IN PROFESSIONAL PSYCHOLOGY}, author={Schulte, Ann C. and Daly, Edward J., III}, year={2009}, month={Nov}, pages={S54–S58} }
 @article{schulte_grigorenko_2004, title={Dynamic testing: The nature and measurement of learning potential.}, volume={19}, ISSN={["1939-1560"]}, DOI={10.1521/scpq.19.1.88.29407}, number={1}, journal={SCHOOL PSYCHOLOGY QUARTERLY}, author={Schulte, AC and Grigorenko, EL}, year={2004}, pages={88–92} }
 @article{schulte_osborne_2003, title={When assumptive worlds collide: A review of definitions of collaboration in consultation}, volume={14}, ISSN={["1047-4412"]}, DOI={10.1207/s1532768xjepc1402_2}, abstractNote={Within the consultation literature, the terms collaboration and collaborative have been used to describe many different aspects of consultant-consultee interaction. Six implicit views of collaboration present in the consultation literature are described. Examples of how different underlying views of collaboration have fueled disagreements about consultation process and the data available to support collaboration are provided.}, number={2}, journal={JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION}, author={Schulte, AC and Osborne, SS}, year={2003}, pages={109–138} }
 @article{schulte_2002, title={Moving from abstract to concrete descriptions of good schools for children with disabilities}, volume={13}, ISSN={["1532-768X"]}, DOI={10.1207/S1532768XJEPC1304_07}, abstractNote={The constraints and complexity entailed in the provision of comprehensive special education services at a school site argue for the importance of using whole schools as a unit of analysis in special education efficacy research. The case studies summarized in this special issue represent an important step forward in understanding how schools that support positive academic outcomes for all students are configured. All studies found support for the importance of collaboration (although the forms varied by school). Other common themes were peer support, shared responsibility for student learning, administrative support for collaboration, and informal communication mechanisms that supplemented more formal contacts between general and special education. The case studies can serve as a stimulus for further debate about how to define exemplary outcomes in special education and the critical dimensions for characterizing schools' services to students with disabilities. They also provide directions for future research in understanding the processes that contribute to positive outcomes for students in special education.}, number={4}, journal={JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION}, author={Schulte, AC}, year={2002}, pages={393–402} }
 @article{schulte_villwock_whichard_stallings_2001, title={High stakes testing and expected progress standards for students with learning disabilities: A five-year study of one district}, volume={30}, number={4}, journal={School Psychology Review}, author={Schulte, A. C. and Villwock, D. N. and Whichard, S. M. and Stallings, C. F.}, year={2001}, pages={487–506} }
 @article{march_amaya-jackson_murray_schulte_1998, title={Cognitive-behavioral psychotherapy for children and adolescents with posttraumatic stress disorder after a single-incident stressor}, volume={37}, ISSN={["0890-8567"]}, DOI={10.1097/00004583-199806000-00008}, abstractNote={OBJECTIVE
To test the efficacy of a group-administered cognitive-behavioral psychotherapy (CBT) protocol for pediatric posttraumatic stress disorder (PTSD) after a single-incident stressor.


METHOD
After a school-wide selection-to-treatment procedure conducted in two elementary and two junior high schools, children and adolescents with DSM-IV PTSD by structured interview were entered into an 18-week, group-administered CBT protocol using a single case across time and setting experimental design. Assessments of PTSD, anxiety, depression, trait anger, locus of control, and disruptive behavior were conducted at baseline, posttreatment, and at 6-month follow-up.


RESULTS
Experimental control across time (staggered start date) and setting (school and age) was demonstrated. Fourteen of 17 subjects completed treatment. Of these, 8 (57%) no longer met DSM-IV criteria for PTSD immediately after treatment; 12 (86%) of 14 were free of PTSD at 6-month follow-up. On intent-to-treat analyses, treatment produced a robust beneficial effect posttreatment on the Clinician-Administered PTSD Scale-Child and Adolescent Version, with additional improvement accruing at follow-up (p < .001). Improvements of a similar magnitude were seen for depression (p < .001), anxiety (p < .001), and anger (p < .005). Locus of control remained external from pre- to posttreatment but became strongly internal at follow-up (p < .001).


CONCLUSION
More clinical trials are required to confirm that CBT is a safe, acceptable, and effective treatment for PTSD in children and adolescents.}, number={6}, journal={JOURNAL OF THE AMERICAN ACADEMY OF CHILD AND ADOLESCENT PSYCHIATRY}, author={March, JS and Amaya-Jackson, L and Murray, MC and Schulte, A}, year={1998}, month={Jun}, pages={585–593} }
 @article{schulte_osborne_erchul_1998, title={Effective special education: A United States dilemma}, volume={27}, number={1}, journal={School Psychology Review}, author={Schulte, A. C. and Osborne, S. S. and Erchul, W. P.}, year={1998}, pages={66–76} }
 @book{brown_pryzwansky_schulte_1998, title={Psychological consultation: Introduction to theory and practice}, ISBN={0205268307}, publisher={Boston, MA: Allyn and Bacon}, author={Brown, D. and Pryzwansky, W. B. and Schulte, A. C.}, year={1998} }
 @book{brown_pryzwansky_schulte_1987, title={Psychology consultation : introduction to theory and practice}, ISBN={0205104649}, publisher={Boston: Allyn and Bacon}, author={Brown, D. and Pryzwansky, W. B. and Schulte, A. C.}, year={1987} }