One of their most recent publications is Pediatric topics in the school psychology literature: publications since 1981. Which was published in journal Journal of School Psychology.

More information about David L Wodrich research including statistics on their citations can be found on their Copernicus Academic profile page.

David L Wodrich's Articles: (2)

Pediatric topics in the school psychology literature: publications since 1981

AbstractPediatric topics have potential importance to school psychology given the field's new, broadly conceived definition, reconceptualization of schools as health delivery sites, burgeoning pediatric knowledge with educational implications, and expansion of pediatricians' roles into behavioral realms. This article addresses the rate at which pediatric-related articles were published among school psychology journals (Journal of School Psychology, Psychology in the Schools, School Psychology International, School Psychology Review, and School Psychology Quarterly) from 1981 to 2001. The overall number of such articles increased from 11 during the 1981–1983 interval to more than twice as many during every subsequent 3-year interval. Articles, some reporting empirical findings and others offering reviews or practice suggestions, concerning traditional health conditions and attention deficit hyperactivity disorder (ADHD) appeared to be ample. Fewer articles concerned with school psychologists as health care providers and school psychologist–pediatrician collaboration were found. The available literature seems to support school psychologists' widening role definition.

Tourette’s Syndrome and Tics: Relevance for School Psychologists

AbstractTourette’s syndrome (TS) and tic disorders have been studied intensively but most findings appear in the medical rather than school psychology literature. A strong knowledge base exists regarding the etiology and manifestation of TS/tics and their co-existence with learning and behavioral-emotional problems. In this article, it is argued that TS/tics occur commonly among school age children, that students affected with the condition often experience recognizable school, behavioral- emotional and interpersonal difficulties, and that many would benefit if school psychologists identified the disorder and participated in treatment. It is suggested that by identifying and treating this condition school psychologists fulfill an important opportunity to solidify their role as health service providers.

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