The current meta-analysis examined the empirical linkages between (a) absolute versus conditional views of religious truth and (b) widely researched psychological constructs. Measures of religious fundamentalism typically include the notion of absolute religious truth, whereas quest measures reflect the notion of conditional religious truth. The meta-analysis represented the overall relationship between each of these truth orientations and four psychological variables (i.e., authoritarianism, ethnocentrism, militarism, and prejudice) most frequently related to the truth orientations. To accommodate our meta-analytic procedures, we included only studies reporting Pearson product-moment correlations. Participants resided in America, Canada, Korea, Northern Ireland, and England and included undergraduate and graduate students, parents of college students, members of the American Psychological Association, and members of various religious groups. Because of the relatively small number of studies ( 28) and the small samples used in many of those studies, we used a random effects model as the framework for calculating the average effect sizes. Overall, the psychological constructs tended to be more frequently and strongly related with religious fundamentalism than with religious quest, as well as related in opposite directions with the two perspectives of religious truth. The meta-analysis showed authoritarianism to be the psychological construct most strongly and consistently related to the religious truth orientations.

The success of Response-to-Intervention (RTI) and similar models of service delivery is dependent on educators being able to apply effective and efficient remedial procedures. In the process of implementing problem-solving RTI models, school psychologists have an opportunity to contribute to and enhance the quality of our remedial-procedure evidence base. In this article, we describe and analyze how the broad-scale implementation of RTI may allow school psychologists to collaborate with others to apply, develop, adopt, and adapt contextually valid remedial and research design procedures. To capitalize on this opportunity, graduate training in school psychology must be enhanced to focus on the application of repeated measures design in applied settings using more precise and sensitive measurement and evaluation procedures. Such strategies should prevent us from advocating for procedures that cannot be applied in educational contexts and/or are ineffective. This will also encourage comparative effectiveness studies that can be used to determine which procedures remedy problems the quickest. C 2013 Wiley Periodicals. Inc.

in four major school psychology journals-School Psychology Review, Journal of School Psychology, Psychology in the Schools, and School Psychology Quarterly-were classified based on type (empirical or narrative) and on the primary and secondary authors' affiliations. Results showed that more than 90% of the primary and secondary authors were university affiliated with little difference across article type. Although more than 85% of school psychologists are practitioners, these results suggest that their contributions to these school psychology journals are limited because they account for less than 10% of the authors of articles. Discussion focuses on practitioners' involvement in the research base that is intended to inform their professional behaviors. C 2009 Wiley Periodicals, Inc.A primary role of school psychologists is to collaborate with others to identify, prevent, and remedy student problems via the application of scientifically supported theories, strategies, and procedures (Fagan & Wise, 2000;Merrell, Ervin, & Gimpel, 2006;Shapiro, 2004). The scientific support for school psychologists' professional behaviors comes from multiple fields, including special education, general education, behavior analysis, and applied and experimental psychology (Davis, Zanger, Gerrard-Morris, Roberts, & Robinson, 2005;Hughes, 2000). Also, several school psychology organizations support the dissemination of school psychology research with professional journals, including the American Psychological Association (APA), which publishes School Psychology Quarterly (SPQ); the National Association of School Psychologists (NASP), which publishes School Psychology Review (SPR); and the Society for the Study of School Psychology, which publishes Journal of School Psychology (JSP). Another major outlet for school psychology research is Psychology in the Schools (PITS), published by Wiley (Bliss, Skinner, Hautau, & Carroll, 2008;Curtis, Grier, & Hunley, 2004;Davis et al., 2005;Hagin, 1993;Roberts, Gerrard-Morris, Zanger, Davis, & Robinson, 2006;Robinson, Skinner, & Brown, 1998;Skinner, Robinson, Brown, & Cates, 1999).Although one function of school psychology research is to inform practice, educators and researchers have discussed a gap between research and practice that may reduce the influence researchers have on practitioners' ability to (a) link assessment to intervention; (b) change their professional roles; and (c) develop, implement, and evaluate prevention and remediation strategies

We used a multiple baseline design across math facts to evaluate classwide use of a taped problem (TP) intervention on first graders' digits correct per minute in a general education classroom. During TP, students attempted to respond to each math fact before they heard the answer on an audiotape. As problems were repeated, response intervals were varied and individual and group feedback and rewards were provided contingent upon improved performance. Across all 3 sets of problems, digits correct per minute increased following the use of TP. We discuss the efficacy of TP as an instructional (as opposed to remedial) procedure, practical implications for teachers, and areas for future research.

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