Cara Dillon
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View article: Artificial Intelligence Governance in School Psychology Programs: Institutional and Programmatic Policies
Artificial Intelligence Governance in School Psychology Programs: Institutional and Programmatic Policies Open
This study examined artificial intelligence (AI) policies in school psychology training programs. Ninety-six faculty members from US school psychology programs completed an online survey regarding AI policies at the institution, college, a…
View article: The PAX Good Behavior Game: A Scoping Review of Implementation and Dissemination Strategies and Outcomes to Inform Expansion Efforts in Educational Contexts
The PAX Good Behavior Game: A Scoping Review of Implementation and Dissemination Strategies and Outcomes to Inform Expansion Efforts in Educational Contexts Open
Dissemination and evaluation of the PAX Good Behavior Game (PAX GBG) have produced a body of published and unpublished literature that, if mapped, can provide valuable insights for future expansion and evaluation efforts. Conducting a scop…
View article: Adoption and Ethics of AI in School Psychology in the 2024-2025 School Year: A Statewide Survey of Ohio Practitioners
Adoption and Ethics of AI in School Psychology in the 2024-2025 School Year: A Statewide Survey of Ohio Practitioners Open
This study investigates the adoption, perceptions, and ethical considerations of artificial intelligence (AI) use among school psychologists in Ohio during the 2024–2025 academic year. Drawing from a statewide survey of 140 members of the …
View article: The Daily Report Card and Check-in/Check-out: A Commentary About Two Siloed Interventions
The Daily Report Card and Check-in/Check-out: A Commentary About Two Siloed Interventions Open
Check-In/Check-Out (CICO) and the Daily Report Card intervention (DRC) are well-researched interventions designed to reduce challenging student behavior and improve academic and behavioral functioning. Yet each intervention has been studie…
View article: Supporting Intervention Fidelity of Dialogic Reading to Support Preschool Children’s Early Literacy Skills
Supporting Intervention Fidelity of Dialogic Reading to Support Preschool Children’s Early Literacy Skills Open
Early literacy skills are key indicators of later reading success, and early literacy instruction in early childhood education can support both positive academic and behavioral child outcomes. Dialogic reading (DR) is an evidence-based int…