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School Psychology Quarterly

Cixin Wang, Tamika P La Salle, Kieu Anh Do, Chaorong Wu, Kathryn E Sullivan
Middle school is a risky period, marked by increased peer victimization, and the onset of several mental disorders, including suicidal thoughts and behaviors (STBs). Parental involvement is critical to students' well-being; however, few studies have examined the role of parental involvement among middle school students or its effect on their mental health. This study examined the effects of perceived parental involvement and victimization on adolescents' mental health difficulties (MHDs) and STBs. We also investigated whether these effects varied across demographic groups, and whether perceived parental involvement buffers the relationship between victimization and students' mental health outcomes...
December 27, 2018: School Psychology Quarterly
Kavita Atwal, Cixin Wang
Bullying victimization related to race or religion is a problem that permeates schools in the United States for minority students. One group of students that are at higher risk for victimization is Sikh American adolescents, which may result from them being stereotyped as foreigners. We used path analysis to examine the relationships among self-reports of (a) wearing religious head coverings, (b) being perceived as a foreigner, (c) victimization (i.e., physical, verbal, and relational), and (d) adjustment outcomes (i...
December 27, 2018: School Psychology Quarterly
Deija McLean, Katie Eklund, Stephen P Kilgus, Matthew K Burns
Universal screening is useful in the early identification of behavioral and emotional concerns, but teacher-related variance can potentially influence screening scores and resulting decisions. The current study examined the extent to which burnout and self-efficacy as teacher-level variables accounted for variance in universal screening scores. The study participants included 1,314 K-6 students and 56 elementary school teachers. Teachers completed the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) for each student in their classroom, while also completing rating scales regarding their personal self-efficacy and levels of burnout...
December 20, 2018: School Psychology Quarterly
Brittany Z Crowley, Pooja Datta, Shelby Stohlman, Dewey Cornell, Tim Konold
School sexual harassment (SH) is defined as unwelcome behavior of a sexual nature that interferes with a student's ability to learn. There is an important need for schools to assess the prevalence of SH and its relation to school climate to guide intervention efforts. This study investigated 3 research questions: (a) Is there psychometric support for a 4-item multilevel measure of SH? (b) What is the prevalence of SH in a statewide high school sample, and how does SH vary across gender, grade level, race-ethnicity, and socioeconomic status? (c) Is an authoritative school climate-characterized by strict but fair discipline and supportive teacher-student relationships-associated with lower levels of SH for students? A statewide sample of high school students ( N = 62,679) completed a school climate survey that included a new 4-item measure of SH...
December 20, 2018: School Psychology Quarterly
Anna C J Long, Faith G Miller, James J Upright
Diversification trends of U.S. schools make clear the need for evidence-based practices supporting ethnically-racially diverse students. Yet, there are significant hindrances to readily identifying and summarizing findings generated from diverse classroom contexts. The current meta-analytic review was designed to address this gap in the classroom management literature. This review includes single-case design studies conducted in majority ethnic-racial minority classrooms (≥50%) that included a direct comparison of baseline to treatment for behavior management strategies implemented at the whole class level...
December 20, 2018: School Psychology Quarterly
Linda A Reddy, Elisa Shernoff, Adam Lekwa, Christian Matthews, William Davis, Christopher M Dudek
This case study describes in depth the actions and processes associated with implementing the Classroom Strategies Coaching (CSC) model with a 3rd-grade teacher, Sara. The CSC model uses formative assessment data to support teachers' use of evidenced-based instructional and behavior management practices. The CSC model took place across 8 weeks in a high poverty school. Findings highlight increased use of behavior praise and concept summaries by Sara (single subject effect sizes of 8.49, .56) and reduced need for practice changes in academic performance feedback and behavior praise (as measured by Classroom Strategies Assessment System discrepancy scores [i...
December 17, 2018: School Psychology Quarterly
Christopher D Slaten, Chad A Rose, Wes Bonifay, Jonathan K Ferguson
The examination of belonging in schools, connecting school belonging to a plethora of academic and psychosocial outcomes, has been well established in the literature. Researchers have measured school belonging most frequently with the Psychological Sense of School Membership, but its psychometric properties have been called into question by several researchers. Further, the scale measures 1 subset of belonging (i.e., school), leaving out powerful belonging connections in other areas of a student's life, namely peers and family...
December 17, 2018: School Psychology Quarterly
Mylien T Duong, Michael D Pullmann, Joanne Buntain-Ricklefs, Kristine Lee, Katherine S Benjamin, Lillian Nguyen, Clayton R Cook
Despite research demonstrating the importance of student-teacher relationships for student functioning, little is known about strategies to enhance such relationships, particularly in secondary school. The current study examined effects of a professional development for middle school teachers on the Establish-Maintain-Restore (EMR) approach. EMR aims to enhance teachers' skills in cultivating relationships with students and involves brief training (3 hr) and ongoing implementation supports. In a randomized controlled trial, 20 teachers and 190 students were assigned to EMR or control...
November 29, 2018: School Psychology Quarterly
Shawna Petersen-Brown, Matthew K Burns
Incremental rehearsal (IR) is a flashcard technique that has produced strong effects for a variety of outcomes including word recognition. We utilized theory-based modifications to IR to enhance maintenance and generalization of sight words. We utilized a within-subjects design in which 41 participants in 2nd and 3rd grade were taught seven unknown words in each of three IR variants-IR, IR with vocabulary (IR-V, which leveraged the depth of processing framework), and IR with context (IR-C, which leveraged Stokes and Baer's, 1977, generalization framework)...
November 29, 2018: School Psychology Quarterly
Adam J Lekwa, Linda A Reddy, Christopher M Dudek, Anh N Hua
We examined the degree to which assessment of teachers' instructional and behavior management practices, as measured by the Classroom Strategies Assessment System (CSAS; Reddy & Dudek, 2014), relates to gains in student achievement as measured by the Measures of Academic Progress (Northwest Evaluation Association [NWEA], 2011). Two-level hierarchical linear modeling was applied to achievement scores from 2,771 students in 130 kindergarten through 8th -grade classrooms in 13 urban schools serving students in communities with high concentrations of poverty...
November 26, 2018: School Psychology Quarterly
Kenneth G Rice, Emily N Srisarajivakul, Joel Meyers, Kris Varjas
One evaluation measure available through the Positive Behavioral Interventions and Supports framework is the Effective Behavior Support Self-Assessment Survey (SAS). Evaluations of the SAS have supported its factor structure. However, the SAS is designed to be completed by school personnel who are nested within other levels of analysis (e.g., schools, grade level, district). There have been no studies examining the SAS from a multilevel perspective. The current study addressed this gap by evaluating the SAS using data from 1,726 respondents across 36 public schools in 3 school districts...
November 26, 2018: School Psychology Quarterly
Qian Yang, Lili Tian, E Scott Huebner, Xinxin Zhu
Situated within a positive psychology perspective, the current study examined the relations among academic achievement, self-esteem, and subjective well-being (SWB) in school among Chinese elementary school students using a longitudinal mediation model. A total of 807 elementary school students ( M age = 9.43 years; 52.9% male) completed a multimeasure questionnaire that tapped the targeted variables at 3 time points, across 18 months. After controlling for gender, age, and family socioeconomic status, the results revealed that (a) academic achievement positively predicted later SWB in school; (b) self-esteem at Time 2 completely mediated the relation between academic achievement at Time 1 and SWB in school at Time 3; and (c) significant bidirectional relations were observed between self-esteem and SWB in school...
November 26, 2018: School Psychology Quarterly
Laura L Pendergast, Barbara A Schaefer, Laura E Murray-Kolb, Erling Svensen, Rita Shrestha, Muneera A Rasheed, Rebecca J Scharf, Margaret Kosek, Angel Orbe Vasquez, Angelina Maphula, Hilda Costa, Zeba A Rasmussen, Aisha Yousafzai, Fahmida Tofail, Jessica C Seidman
The Bayley's Scales of Infant and Toddler Development-Third Edition (Bayley-III) were used to measure the development of 24-month-old children (N = 1,452) in the Interactions of Malnutrition and Enteric Infections: Consequences for Child Health and Development (MAL-ED) study (an international, multisite study on many aspects of child development). This study examined the factor structure and measurement equivalence/invariance of Bayley-III scores across 7 international research sites located in Bangladesh, Brazil, India, Nepal, Pakistan, Peru, and South Africa...
December 2018: School Psychology Quarterly
David A Klingbeil, Tyler L Renshaw
Teachers report high levels of occupational stress, which is associated with teacher turnover and potential negative consequences for students. Mindfulness-based interventions (MBIs) may improve the protective factors that buffer educators against occupational stress. Although previous meta-analytic reviews synthesized the effects of MBIs for healthy and clinical samples of adults, this study was the first to synthesize the effects of MBIs for teachers (grades pre-K through 12). A total of 347 effect sizes from 29 studies (N = 1,493) were synthesized using metaregression with robust variance estimation...
December 2018: School Psychology Quarterly
Crystal I Bryce, Robert H Bradley, Tashia Abry, Jodi Swanson, Marilyn S Thompson
Parents and teachers-primary socializers across elementary grades-offer potentially differential support mechanisms for children's healthy functioning across developmental periods. Utilizing child, parent, teacher, and observational data from the National Institute of Child Health and Human Department Study of Early Child Care and Youth Development (n = 1,031), we employed a longitudinal path model to examine indirect associations between parents' and teachers' academic influences (i.e., direct parental involvement, the student-teacher relationship, instructional support) and achievement (reading and math) through behavioral engagement at 1st and 5th grades...
November 19, 2018: School Psychology Quarterly
Rosanna P Breaux, Joshua M Langberg, Elizaveta Bourchtein, Hana-May Eadeh, Stephen J Molitor, Zoe R Smith
In the present study, we sought to examine response trajectories to brief (11-week) school-based homework interventions and factors that may help schools predict responses. Participants included 222 middle-school students (72% boys; M age = 12.00 years, SD = 1.02) who had been diagnosed with attention-deficit/hyperactivity disorder (ADHD) and had received either a contingency-management or skills-based intervention for homework problems. Both interventions included 16 20-min student meetings with a school counselor and two parent meetings...
October 4, 2018: School Psychology Quarterly
Kevin R Tarlow, Daniel F Brossart
Single-case experimental methods are used across a range of educational and psychological research. Single-case data are analyzed with a variety of methods, but no statistic has demonstrated clear superiority over other methods. The time-series nature of single-case designs requires special consideration for baseline trend and autocorrelation when estimating intervention effect size. However, standard correction methods are limited because they assume precise statistical estimation of trend and autocorrelation...
October 4, 2018: School Psychology Quarterly
Joanne Arciuli, Eric Emerson, Gwynnyth Llewellyn
School satisfaction is a critical aspect of well-being for every child and adolescent. Yet studies have rarely investigated whether school satisfaction varies depending upon participant characteristics and school-related social factors. Here we investigated whether disability and gender moderate adolescents' self-report of school satisfaction. We also explored the role of mediating variables such as teacher support, parent support, and relationships with peers (including friendships and also bullying). Our analysis of data from 3,830 adolescents revealed a significant interaction between disability and gender...
October 4, 2018: School Psychology Quarterly
Lisa Ruble, John H McGrew, Claire Snell-Rood, Medina Adams, Harold Kleinert
Implementation science provides guidance on adapting existing evidence based practices (EBPs) by incorporating implementation concerns from the start. Focus-group methodology was used to understand barriers and facilitators of transition planning and implementation for students with autism spectrum disorder (ASD) who often experience disparate postsecondary outcomes compared to peers. Results were used to modify an evidence-based consultation intervention originally applied to young students with ASD, called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble, Dalrymple, & McGrew, 2012)...
October 4, 2018: School Psychology Quarterly
Stacy-Ann A January, Ethan R Van Norman, Theodore J Christ, Scott P Ardoin, Tanya L Eckert, Mary Jane White
School-based professionals often use curriculum-based measurement of reading (CBM-R) to monitor the progress of students with reading difficulties. Much of the extant CBM-R progress monitoring research has focused on its use for making group-level decisions, and less is known about using CBM-R to make decisions at the individual level. To inform the administration and use of CBM-R progress monitoring data, the current study evaluated the utility of 4 progress monitoring schedules that differed in frequency (once or twice weekly) and density (1 or 3 probes)...
October 4, 2018: School Psychology Quarterly
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