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Journal of School Psychology

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https://www.readbyqxmd.com/read/29429498/getting%C3%A2-smart-about-implementing-multi-tiered-systems-of-support-to-promote-school-mental-health
#1
Gerald J August, Timothy F Piehler, Faith G Miller
With the growing adoption and implementation of multi-tiered systems of support (MTSS) in school settings, there is increasing need for rigorous evaluations of adaptive-sequential interventions. That is, MTSS specify universal, selected, and indicated interventions to be delivered at each tier of support, yet few investigations have empirically examined the continuum of supports that are provided to students both within and across tiers. This need is compounded by a variety of prevention approaches that have been developed with distinct theoretical foundations (e...
February 2018: Journal of School Psychology
https://www.readbyqxmd.com/read/29429497/personalized-reading-intervention-for-children-with-down-syndrome
#2
Christopher J Lemons, Seth A King, Kimberly A Davidson, Cynthia S Puranik, Stephanie Al Otaiba, Deborah J Fidler
The purpose of this replication study was to evaluate the potential efficacy and feasibility of an early reading intervention for children with Down syndrome. The intervention was developed in alignment with the Down syndrome behavioral phenotype. Six children between the ages of seven and ten years participated in a series of multiple-probe across lessons single-case design studies. Results indicate a functional relation between intervention and reading outcomes for four children. Results were mixed for one participant and no functional relation was demonstrated for another...
February 2018: Journal of School Psychology
https://www.readbyqxmd.com/read/29429496/meta-analysis-of-targeted-small-group-reading-interventions
#3
Matthew S Hall, Matthew K Burns
Small-group reading interventions are commonly used in schools but the components that make them effective are still debated or unknown. The current study meta-analyzed 26 small-group reading intervention studies that resulted in 27 effect sizes. Findings suggested a moderate overall effect for small-group reading interventions (weighted g=0.54). Interventions were more effective if they were targeted to a specific skill (g=0.65), then as part of a comprehensive intervention program that addressed multiple skills (g=0...
February 2018: Journal of School Psychology
https://www.readbyqxmd.com/read/29429495/selecting-effective-intervention-strategies-for-escape-maintained-academic-performance-problems-consider-giving-em-a-break
#4
Maureen A O'Connor, Edward J Daly
This study compared consequence-and antecedent-based strategies to determine which treatments or combination of treatments produced the strongest improvements in math computation fluency with four elementary-aged students whose math computation was under the control of an escape contingency. Functional analyses were conducted to identify elementary-school students whose academic responding was under a negative-reinforcement contingency. A multielement design was then used to examine the impact of four treatments (DNRA, DRA, task choice, and task choice plus DRA) on each student's rate of correct digits per min...
February 2018: Journal of School Psychology
https://www.readbyqxmd.com/read/29429494/advancing-the-science-and-practice-of-precision-education-to-enhance-student-outcomes
#5
REVIEW
Clayton R Cook, Stephen P Kilgus, Matthew K Burns
School psychology research and practice has considerable room for growth to go beyond "did an intervention work?" to "what intervention worked for whom and how did it work?" The latter question reflects a more precise understanding of intervention, and involves strategic efforts to enhance the precision of services students with academic, behavioral, emotional, or physical health problems receive to enhance the degree to which interventions are appropriately tailored to and produce benefit for individual students...
February 2018: Journal of School Psychology
https://www.readbyqxmd.com/read/29429493/a-universal-behavioral-screener-linked-to-personalized-classroom-interventions-psychometric-characteristics-in-a-large-sample-of-german-schoolchildren
#6
Robert J Volpe, Gino Casale, Changiz Mohiyeddini, Michael Grosche, Thomas Hennemann, Amy M Briesch, Brian Daniels
The current study represents the first psychometric evaluation of an American English into German translation of a school-based universal screening measure designed to assess academic and disruptive behavior problems. This initial study examines the factor structure and diagnostic accuracy of the newly translated measure in a large sample of 1009 German schoolchildren attending grades 1-6 in Western Germany. Confirmatory factor analysis supported a two-factor model for both male- and female- students. Configural invariance was supported between male- and female-samples...
February 2018: Journal of School Psychology
https://www.readbyqxmd.com/read/29429492/initial-development-and-evaluation-of-the-student-intervention-matching-sim-form
#7
Faith G Miller, Clayton R Cook, Yanchen Zhang
There is currently a large gap in both research and practice between student identification practices for those at-risk (i.e., universal screening, teacher referral, or extant data as early identification methods) and the selection of appropriate Tier 2 interventions for social, emotional, and behavioral concerns. The purpose of this study was to develop and test the treatment validity of the Student Intervention Matching (SIM) Form, an intervention matching protocol designed for use at Tier 2. To this end, single-case design methodology was employed to systematically evaluate outcomes associated with use of the SIM Form in the intervention selection process...
February 2018: Journal of School Psychology
https://www.readbyqxmd.com/read/29429491/the-journal-of-school-psychology-promoting-science-at-jsp-focus-on-special-content-and-current-status-of-the-journal
#8
EDITORIAL
Michelle K Demaray
No abstract text is available yet for this article.
February 2018: Journal of School Psychology
https://www.readbyqxmd.com/read/29145945/patterns-of-peer-and-teacher-rated-aggression-victimization-and-prosocial-behavior-in-an-urban-predominantly-african-american-preadolescent-sample-associations-with-peer-perceived-characteristics
#9
Amie F Bettencourt, Rashelle Musci, Katherine H Clemans, Jennifer Carinci, Nicholas S Ialongo
This study investigated peer-perceived social/reputational correlates of patterns of aggression, victimization, and prosocial behavior. Participants were a predominantly African-American (i.e., 87%) sample of 320 fourth and fifth graders (45% male, Mean age=10.4years) attending six urban public elementary schools. Using latent profile analysis, profiles of peer-perceived and teacher-perceived aggressive, victimized, and prosocial youth were identified. These latent profiles were then compared on a range of peer-perceived social/reputational characteristics...
December 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/29145944/latent-national-subpopulations-of-early-education-classroom-disengagement-of-children-from-underresourced-families
#10
Paul A McDermott, Michael J Rovine, Marley W Watkins, Jessica L Chao, Clare W Irwin, Roland Reyes
This research examined the latent developmental patterns for early classroom disengagement among children from some of the most underresourced families in the nation. Based on standardized teacher observations from the Head Start Impact Study, a nationally representative sample of children (N=1377) was assessed for manifestations of reticent/withdrawn and low energy behavior over four years spanning prekindergarten through first grade. For each form of disengagement, latent growth mixture modeling revealed three distinct subpopulations of change patterns featuring a dominant class associated with generally good classroom adjustment, a medial class that varied close to the population average over time, and a more extreme class (about 10% of the population) whose adjustment was relatively marginal and sometimes reached problematic levels...
December 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/29145943/possible-economic-benefits-of-full-grade-acceleration
#11
Russell T Warne
Full-grade acceleration is an intervention in which students finish the K-12 curriculum at least one year early, usually due to early entrance to kindergarten, grade skipping, or early graduation from high school. Many studies have shown benefits during childhood for accelerated individuals, but few studies have examined outcomes of acceleration in adulthood. In this study data from five longitudinal datasets were combined to compare adult incomes of accelerated and non-accelerated subjects after controlling for five important childhood covariates...
December 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/29145942/teachers-dispositional-mindfulness-and-the-quality-of-their-relationships-with-children-in-head-start-classrooms
#12
Brandon D Becker, Kathleen C Gallagher, Robert C Whitaker
The quality of teachers' relationships with children is a key predictor of children's later social emotional competence and academic achievement. Interventions to increase mindfulness among teachers have focused primarily on the impacts on teachers' subjective well-being, but not on the quality of their relationships with children. Furthermore, none of these interventions have involved preschool teachers. To consider the potential of mindfulness-based interventions to improve the quality of teachers' relationships with preschool-aged children, we examined data from an online survey of 1001 classroom teachers in 37 Pennsylvania Head Start Programs...
December 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/29145941/an-investigation-of-african-american-and-european-american-students-perception-of-teaching-behavior
#13
Bridget Cauley, Jason C Immekus, Patrick Pössel
Teaching behaviors are associated with a range of student academic and mental health outcomes. Substantial academic, school disciplinary, and mental health disparities across African American and European American students suggest that diverse students may view and interpret teaching behaviors differently. The Teaching Behavior Questionnaire measures students' perceptions of teaching behaviors. The purpose of the current study was to examine the scale's factor structure among European American high school students using exploratory factor analysis and, subsequently, cross-validate using confirmatory factor analysis based on African American student data...
December 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/29145940/happy-classes-make-happy-students-classmates-well-being-predicts-individual-student-well-being
#14
Ronnel B King, Jesus Alfonso Datu
Student well-being has mostly been studied as an individual phenomenon with little research investigating how the well-being of one's classmates could influence a student's well-being. The aim of the current study was to examine how the aggregate well-being of students who comprise a class could predict students' subsequent well-being (Time 2 well-being) after controlling for the effects of prior well-being (Time 1 well-being) as well as key demographic variables such as gender and age. Two studies among Filipino secondary school students were conducted...
December 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/29145939/effect-of-retention-in-elementary-grades-on-dropping-out-of-school-early
#15
Jan N Hughes, Qian Cao, Stephen G West, Paula Allee Smith, Carissa Cerda
This study investigated the effect of grade retention in elementary school on dropping out of school by age 16. Participants were 538 (54% males) ethnically diverse, academically at-risk students recruited from Texas schools into a longitudinal study when they were in first grade (mean age=6.58). Propensity score weighting successfully equated the 171 retained students and the 367 continuously promoted students on 65 covariates assessed in grade 1. Fifty-one students dropped out of school by age 16 and 487 persisted...
December 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/29145938/teacher-factors-contributing-to-dosage-of-the-kiva-anti-bullying-program
#16
Lauren E Swift, Julie A Hubbard, Megan K Bookhout, Stevie N Grassetti, Marissa A Smith, Michael T Morrow
The KiVa Anti-Bullying Program (KiVa) seeks to meet the growing need for anti-bullying programming through a school-based, teacher-led intervention for elementary school children. The goals of this study were to examine how intervention dosage impacts outcomes of KiVa and how teacher factors influence dosage. Participants included 74 teachers and 1409 4th- and 5th-grade students in nine elementary schools. Teachers and students completed data collection at the beginning and end of the school year, including measures of bullying and victimization, correlates of victimization (depression, anxiety, peer rejection, withdrawal, and school avoidance), intervention cognitions/emotions (anti-bullying attitudes, and empathy toward victims), bystander behaviors, and teacher factors thought to relate to dosage (self-efficacy for teaching, professional burnout, perceived principal support, expected effectiveness of KiVa, perceived feasibility of KiVa)...
December 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/29145937/defending-victims-what-does-it-take-to-intervene-in-bullying-and-how-is-it-rewarded-by-peers
#17
Rozemarijn van der Ploeg, Tina Kretschmer, Christina Salmivalli, René Veenstra
Defending is considered important in reducing bullying and victimization in schools. Yet, the prevalence of defending is quite low and there is little insight into aspects that explain why students intervene in bullying situations. The current study used a longitudinal design to simultaneously examine the antecedents and status outcomes of defending behavior. It was expected that affective and social-cognitive factors explain involvement in defending. Moreover, it was proposed that defending would be rewarded with popularity among peers, but only for defenders who were not victimized themselves...
December 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28735610/social-emotional-and-behavioral-screening-a-comparison-of-two-measures-and-two-methods-across-informants
#18
Ryan J Kettler, Kelly A Feeney-Kettler, Leah Dembitzer
The current study is a correlational design comparing a multiple-gate social, emotional, and behavioral (SEB) screening system with a single-gate SEB screening system using a common criterion variable. Teachers and parents of 105 preschool students completed the multiple-gate Preschool Behavior Screening System (PBSS; Feeney-Kettler, Kratochwill, & Kettler, 2009) and the single-gate Behavioral and Emotional Screening System (BESS; Kamphaus & Reynolds, 2007). The measures were evaluated using Cronbach's alpha, Pearson correlations with each other, and conditional probability indices to represent accuracy in predicting scores from the Achenbach System for Empirically Based Assessment (ASEBA; Achenbach & Rescorla, 2000)...
October 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28735609/can-teacher-child-relationships-alter-the-effects-of-early-socioeconomic-status-on-achievement-in-middle-childhood
#19
Meghan P McCormick, Erin E O'Connor, E Parham Horn
Using data from the NICHD SECCYD (N=1053), we used two-level hierarchical linear models with site fixed effects to examine whether teacher-child closeness and conflict moderated associations between two indicators of early socioeconomic status (maternal education and family income) and standardized measures of children's math and reading achievement at 54months, 1st, 3rd, and 5th grades. Children whose mothers had lower levels of education and conflictual relationships with teachers exhibited lower reading achievement, on average, across elementary school...
October 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28735608/school-engagement-trajectories-in-adolescence-the-role-of-peer-likeability-and-popularity
#20
Maaike C Engels, Hilde Colpin, Karla Van Leeuwen, Patricia Bijttebier, Wim Van Den Noortgate, Stephan Claes, Luc Goossens, Karine Verschueren
This accelerated longitudinal study examined how peer status (i.e., peer likeability and popularity) is involved in adolescents' school engagement trajectories. A large sample of students was followed from Grades 7 to 11 (N=1116; Mage=13.79years). Students' school engagement and peer status were assessed using self-reports and peer nominations, respectively. Latent growth curve modeling revealed that different engagement dimensions were differentially associated with peer status. Likeability was positively related to both behavioral and emotional engagement in Grade 7, but not to behavioral and emotional disaffection...
October 2017: Journal of School Psychology
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