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Journal of School Psychology

Nidhi Kohli, Amanda L Sullivan
Studying change over time requires rigorous and sometimes novel statistical methods that can support increasingly complex applied research questions. In this article, we provide an overview of the potential of piecewise growth mixture models. This type of longitudinal model can be used to advance our understanding of group and individual growth that may follow a segmented, or disjointed, pattern of change, and where the data come from a mixture of two or more latent classes. We then demonstrate the practical utility of piecewise growth mixture models by applying it to a subsample of students from the Early Childhood Longitudinal Study - Kindergarten Cohort of 1998 (ECLS-K) to ascertain whether mathematics achievement is characterized by one or two latent classes akin to students with and without mathematics difficulties...
April 2019: Journal of School Psychology
Amanda B Nickerson, Stephanie S Fredrick, Kathleen P Allen, Lyndsay N Jenkins
The direct and indirect effects of student perceptions of the extent to which social emotional learning (SEL) instruction is provided on bullying at school and student victimization experiences were examined for 2832 public school students. Students in grades 4-12 completed several subscales of the Delaware School Climate Survey (Bear et al., 2016) at a single timepoint to assess their perceptions of the extent to which SEL instruction is used at their school, their own SEL skills, bullying at school, and personal victimization experiences...
April 2019: Journal of School Psychology
Stephanie A Moore, Erin Dowdy, Karen Nylund-Gibson, Michael J Furlong
Dual-factor models of mental health are increasingly supported but little is known about longitudinal trends in dual-factor mental health. The current study used latent profile analysis (LPA) to empirically identify dual-factor mental health classes at each of Grades 9 through 12 and latent transition analysis (LTA) to examine stability of classes over four academic years. A sample of 875 adolescents from two cohorts reported on their social-emotional strengths and psychological distress. Cross-sectional LPAs for each grade year resulted in four mental health classes: complete mental health, moderately mentally healthy, symptomatic but content, and troubled...
April 2019: Journal of School Psychology
Elise T Pas, Ji Hoon Ryoo, Rashelle J Musci, Catherine P Bradshaw
The three-tiered Positive Behavioral Interventions and Supports (PBIS) framework promotes the development of systems and data analysis to guide the selection and implementation of evidence-based practices across multiple tiers. The current study examined the effects of universal (tier 1) or school-wide PBIS (SW-PBIS) in one state's scale-up of this tier of the framework. Annual propensity score weights were generated to examine the longitudinal effects of SW-PBIS from 2006-07 through 2011-12. School-level archival and administrative data outcomes were examined using panel models with an autoregressive structure...
April 2019: Journal of School Psychology
Julia Ogg, Christopher J Anthony
The current study longitudinally examined potential bidirectional associations between parents' home-based involvement, school-based involvement, and home-school communication and their children's externalizing behavior across child gender. Using the Early Childhood-Longitudinal Study - Kindergarten Cohort of 1998-99, three sets of analyses were conducted examining home involvement (n = 16,555), school involvement (n = 12,011), and home-school communication (n = 16,555). Cross-lagged panel analyses indicated a small effect of school-based involvement in kindergarten on externalizing behavior in the first grade but no other significant effects with no differences in patterns across gender...
April 2019: Journal of School Psychology
Jaehyun Shin, Kristen McMaster
The purpose of this study was to examine the validity of two widely used Curriculum-Based Measures (CBM) in reading-oral reading and maze-in relation to reading comprehension on state tests using a meta-analysis. A total of 61 studies (132 correlations) were identified across Grades 1 to 10. A random-effects meta-analysis was conducted to estimate the average correlations between the two CBM tasks and reading comprehension on state tests, and to analyze the effects of potential moderating variables (characteristics of study, students, CBM, and state tests)...
April 2019: Journal of School Psychology
Anneke C Timmermans, M P C Greetje van der Werf, Christine M Rubie-Davies
Teacher expectations of students have long been recognized as a form of interpersonal expectations. In this study, we aimed to investigate the interpersonal character of teacher expectations by assessing 1) whether teacher expectations and the teacher-student relationship shared similar antecedents in terms of demographic characteristics of students, and 2) whether the dimensions closeness, conflict, and dependency of the teacher-student relationship were predictive of teacher expectations. Analyses were based on a large sample of 9881 students in 614 classes in the final grade of primary education...
April 2019: Journal of School Psychology
Priscilla Goble, Lia E Sandilos, Robert C Pianta
Teachers' initial level of interactional quality at the beginning of a school year (baseline) was examined as a potential moderating factor in the relation between change in interactional quality and change in children's school readiness skills throughout an academic year. Participants were 269 preschool teachers and 1179 children from low-income backgrounds. Teacher-child interactions and children's school readiness skills were measured in the fall and spring of the preschool year. Overall, improvements in the quality of teacher-child interactions across the year were not significantly related to children's skill development...
April 2019: Journal of School Psychology
Susan H Landry, Mike A Assel, María S Carlo, Jeffrey M Williams, Wei Wu, Janelle J Montroy
Academic achievement for young dual language learners (DLL) is a critically acknowledged problem of national significance that has been understudied. To address this shortage, this study evaluated the effectiveness of Preparing Pequeños, an integrated small-group instruction program designed to promote increased learning for Spanish speaking DLL in language, literacy, and math. The DLL in the randomized Preparing Pequeños intervention classrooms were compared to control DLL with comparable Spanish language delays and in which the school district's core curriculum was being implemented...
April 2019: Journal of School Psychology
Michelle K Demaray
No abstract text is available yet for this article.
February 2019: Journal of School Psychology
Melissa A Collier-Meek, Lisa M H Sanetti, Joel R Levin, Thomas R Kratochwill, Ashley M Boyle
Teachers participating in problem-solving consultation often struggle to maintain adequate treatment fidelity, which is necessary to improve student outcomes. Low levels of treatment fidelity may result from implementation barriers, such as intervention compatibility, implementer skill, and implementer motivation. This study involves the evaluation of five implementation supports designed to address implementation barriers (i.e., Implementation Planning, Role Play, Participant Modeling, Raising Awareness, Motivational Consulting) within problem-solving consultation...
February 2019: Journal of School Psychology
J Dockx, B De Fraine, M Vandecandelaere
This study compared the development of academic self-concepts between different educational programs. A longitudinal cohort study in Flanders (3205 students in 46 schools) was used to compare students' academic self-concepts during the first three years of secondary education. General academic self-concept, self-concept in mathematics and self-concept in Dutch were measured. The investigated educational programs, called tracks, differ in the extent they are academically or vocationally focused and differ in average student academic ability...
February 2019: Journal of School Psychology
Kelly N Clark, Christine K Malecki
After a decade of research, grit has been linked to many adaptive outcomes for adolescents and the development of school-based interventions for promoting adolescents' grit has been recommended. However, a reconceptualization of grit and its measurement may be vital for future grit research and application. The currently predominant grit assessments may be inappropriate for youth populations, yielding evidence of low psychometric properties and variable criterion-related validity. In a sample of adolescents (N = 757) in sixth to eighth grade, the current study investigated the psychometric properties of the Academic Grit Scale, a novel measure of domain-specific grit...
February 2019: Journal of School Psychology
Nicholas F Benson, Randy G Floyd, John H Kranzler, Tanya L Eckert, Sarah A Fefer, Grant B Morgan
Although several studies have examined the specific instruments and procedures used by school psychologists when conducting comprehensive psychoeducational evaluations, the last one was published over 20 years ago (viz., Wilson & Reschly, 1996). Given the substantial theoretical and practical advances in assessment since then, the purpose of the current study was to examine the test use and assessment practices of contemporary school psychologists in the United States. Data from the 2017 National Survey of Assessment Practices in School Psychology revealed that test use and assessment practices have evolved significantly...
February 2019: Journal of School Psychology
Stephanie M Hammerschmidt-Snidarich, Lynn M Edwards, Theodore J Christ, Andrew J Thayer
Technology-enabled personalized systems of instruction (PSI) could streamline resource-intensive instructional strategies, potentially easing their delivery and accelerating student learning. This study evaluated the effectiveness and efficiency of a PSI that incorporated adaptive assessment, incremental rehearsal, and peer-assisted learning to teach sight words. Participants in grades 1-3 were randomly assigned to either a control condition or treatment condition. In the treatment condition, participants engaged in the PSI in dyads, working at their instructional level with minimal adult supervision...
February 2019: Journal of School Psychology
Xinyin Chen, Dan Li, Xinpei Xu, Junsheng Liu, Rui Fu, Liying Cui, Shihong Liu
The purpose of this study was to examine school adjustment of rural-to-urban migrant children and its relations with acculturation in China. Migrant children were those whose official hukou status was in a rural region outside the city. Data were collected for 1175 students (M age = 11 years) in urban public schools from multiple sources including peer evaluations, teacher ratings, self-reports, and school records. The results showed that migrant students performed more competently than urban non-migrant students in social and academic areas...
February 2019: Journal of School Psychology
James Sebastian, Keith C Herman, Wendy M Reinke
Although there is a growing evidence base about effective classroom management practices, teacher implementation of these practices varies due to a number of factors. A school's organizational health is one aspect of the broader social environment that has been hypothesized to influence implementation of interventions. Yet, empirical evidence is limited on whether organizational contexts can influence teacher implementation of effective interventions and subsequently, classroom environments and student outcomes...
February 2019: Journal of School Psychology
Katie C Hart, Andre V Maharaj, Paulo A Graziano
The goals of this study were to (a) isolate the ideal length (i.e., 4 or 8 weeks) of the Summer Treatment Program for Kindergarteners (STP-PreK) for improving school readiness and kindergarten success outcomes of preschool children with externalizing behavior problems (EBPs) during the transition to kindergarten; and (b) compare the STP-PreK model to a more standard approach in school settings (i.e., behavioral school consultation). Forty-five preschool children (82% boys; Mage = 5.16 years; 93% Hispanic/Latino background) were randomized to one of three intervention conditions: 1) 8-week STP-PreK (8W); 2) 4-week STP-PreK (4W); or 3) school year behavioral consultation (SC)...
February 2019: Journal of School Psychology
Paul L Morgan, George Farkas, Marianne M Hillemeier, Yangyang Wang, Zoe Mandel, Christopher DeJarnett, Steve Maczuga
Students with disabilities (SWD) have been reported to be disproportionately suspended from U.S. schools and so more likely to experience the "school-to-prison pipeline" through suspension's associations with lower academic achievement, dropout, juvenile delinquency, and adult criminality. Yet few studies have estimated SWD's risk of more frequent suspension while simultaneously controlling for potential confounds. Negative binomial regression modeling of suspension count data from a nationally representative and longitudinal sample (N = 6,740) indicated that males, those from lower resourced families, and students attending more economically segregated schools were more frequently suspended...
February 2019: Journal of School Psychology
Yunyu Xiao, Natasha K Bowen, Michael A Lindsey
Future orientation (FO) has received increasing attention for its positive effects on adolescent well-being and successful transition to adulthood. Although numerous measures of FO exist, most are not developmentally appropriate for diverse populations of adolescents, do not assess all theoretical components of FO, and/or were not developed for administration in schools. Additionally, the invariance of existing measures across racial/ethnic groups has not been examined using appropriately rigorous procedures...
December 2018: Journal of School Psychology
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