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Journal of School Psychology

Zuhal Ülger, Dorothea E Dette-Hagenmeyer, Barbara Reichle, Samuel L Gaertner
To provide information for educators, educational psychologists, school psychologists, and social psychologists, we conducted a quantitative meta-analytic test of n=50 studies dating from 1995 to 2015 that evaluated the effects of in-school interventions on attitudes toward outgroup members (defined as members of different ethnic or religious backgrounds or different age groups, persons with either physical or mental disabilities, or persons with other distinctive features). Overall, the analysis revealed a mean effect size of d+=0...
April 2018: Journal of School Psychology
Paula J Allee-Smith, Myung Hee Im, Jan N Hughes, Nathan H Clemens
Mentoring relationships can have important effects on adolescents' psychosocial and academic outcomes; however, the transactions within mentoring relationships that may account for impact on psychosocial and academic outcomes are not well understood. This study investigated the psychometric properties of the Mentor Support Provisions Scale (MSPS), a tool for assessing the types of support that mentors provide. Exploratory factor analyses and confirmatory factor analyses were used to determine measure dimensionality...
April 2018: Journal of School Psychology
Gianluca Gini, Claudia Marino, Tiziana Pozzoli, Melissa Holt
Negative relationships within the classroom, both with peers and teachers, can be very stressful for adolescents and are often found to be associated with a variety of negative outcomes. In this study, we investigated the concurrent role of peer victimization and perceived teacher unfairness in explaining psychosocial problems in a sample of 1378 Italian students (353 middle school students, Mage =12.61, SD=0.69, and 1025 high school students, Mage =14.92, SD=0.81). Structural equation modeling showed that both peer victimization and perceived teacher unfairness were positively associated with reports of more frequent psychological and somatic problems, and negatively related to satisfaction with friends and sense of safety...
April 2018: Journal of School Psychology
Elizabeth Talbott, George Karabatsos, Jaime L Zurheide
The purpose of this study was to examine similarity within informant ratings of the externalizing behavior of monozygotic (MZ) and dizygotic (DZ) twin pairs. To do this, we conducted a meta-analysis of correlations within ratings completed by mothers, fathers, teachers, and youth. We retrieved n=204 correlations for MZ twins and n=267 correlations for DZ twins from n=54 studies containing n=55 samples. Results indicated that all four informants were significant negative predictors of within-informant correlations in their ratings of MZ, but not DZ twins...
April 2018: Journal of School Psychology
Ethan R Van Norman, Kathrin E Maki, Matthew K Burns, Jennifer J McComas, Lori Helman
Interventionists often monitor the progress of students receiving supplemental interventions with general outcome measures (GOMs) such as curriculum-based measurement of reading (CBM-R). However, some researchers have suggested that interventionists should collect data more closely related to instructional targets, specific subskill mastery measures (SSMMs) because outcomes from GOMs such as CBM-R may not be sufficiently sensitive to gauge intervention effects. In turn, interventionists may prematurely terminate an effective intervention or continue to deliver an ineffective intervention if they do not monitor student progress with the appropriate measure...
April 2018: Journal of School Psychology
Nicole E Smerillo, Arthur J Reynolds, Judy A Temple, Suh-Ruu Ou
Although not as commonly reported as average daily attendance, chronic absence data may be of significant importance for understanding student success. Using data from 1148 participants in the Chicago Longitudinal Study, we assessed the associations of chronic absence in the early middle grades, grades fourth through sixth, with eighth-grade achievement and three measures of high school attainment including four-year graduation by diploma, graduation by diploma by age 21, and any high school completion by age 21...
April 2018: Journal of School Psychology
Mingzhong Wang, Xueli Deng, Xiuxiu Du
This study examined (a) the potential mediating roles of effortful control and classroom engagement in the association between harsh parenting and adolescent academic achievement, and (b) the potential moderating role of gender. Sixth through eighth graders in rural China (n=815, mean age=12.55years) reported on harsh parenting, effortful control, and classroom engagement. Parents also reported on each other's harsh parenting. Academic achievement was assessed by students' test scores and teacher-rated academic performance...
April 2018: Journal of School Psychology
Jan N Hughes, Qian Cao
Using piece-wise longitudinal trajectory analysis, this study investigated trajectories of teacher-reported warmth and conflict in their relationships with students 4years prior to and 3years following the transition to middle school in a sample of 550 academically at-risk and ethnically diverse adolescents. At the transition to middle school, teacher reports of warmth showed a significant drop (shift in intercept), above age-related declines. Both warmth and conflict declined across the middle school years...
April 2018: Journal of School Psychology
Jolien Geerlings, Jochem Thijs, Maykel Verkuyten
Using data of 40 native Dutch teachers and their native majority (n=112) and ethnic minority students (n=180), this study examined to what extent teachers experience differences in self-efficacy in teaching individual majority and minority students. We hypothesized that teachers would feel less self-efficacious in relation to ethnic minority students and that the difference in self-efficacy would be more pronounced when ethnic group differences are more salient (i.e., in the context of behavioral problems, ethnically less diverse classrooms, and for teachers with high ethnic identification)...
April 2018: Journal of School Psychology
Desiree W Murray, David L Rabiner, Laura Kuhn, Yi Pan, Raha Forooz Sabet
The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management Program (IY-TCM) and its effects on early elementary teachers' management strategies, classroom climate, and students' emotion regulation, attention, and academic competence. IY-TCM was implemented in 11 rural and semi-rural schools with K-2 teachers and a diverse student sample. Outcomes were compared for 45 teachers who participated in five full day training workshops and brief classroom consultation and 46 control teachers; these 91 teachers had a total of 1192 students...
April 2018: Journal of School Psychology
Daniel B Hajovsky, Ethan F Villeneuve, Matthew R Reynolds, Christopher R Niileksela, Benjamin A Mason, Nicholas J Shudak
Some studies have demonstrated that the Cattell-Horn-Carroll (CHC) cognitive abilities influence writing; however, little research has investigated whether CHC cognitive abilities influence writing the same way for males and females across grades. We used multiple group structural equation models to investigate whether CHC cognitive ability influences on written expression differed between grades or sex using the Kaufman Assessment Battery for Children, Second Edition and the Kaufman Tests of Educational Achievement, Second Edition co-normed standardization sample data (N=2117)...
April 2018: Journal of School Psychology
Stephanie Secord Fredrick, Michelle K Demaray
The current study investigated the relations among traditional and cyber victimization, depressive symptoms, suicidal ideation, and gender in a school-based sample of 403 9th grade (13 to 16-year-old) adolescents. Path analyses indicated that both traditional victimization and cyber victimization were associated with suicidal ideation indirectly through depressive symptoms. Although there was little evidence of gender differences in the associations among peer victimization and depressive symptoms and suicidal ideation, the relation between depressive symptoms and suicidal ideation was found to be significantly stronger for girls than boys...
April 2018: Journal of School Psychology
Carol McDonald Connor, Michèle M M Mazzocco, Terri Kurz, Elizabeth C Crowe, Elizabeth L Tighe, Taffeta S Wood, Frederick J Morrison
Accumulating evidence suggests that assessment-informed personalized instruction, tailored to students' individual skills and abilities, is more effective than more one-size-fits-all approaches. In this study, we evaluate the efficacy of Individualizing Student Instruction in Mathematics (ISI-Math) compared to Reading (ISI-Reading) where classrooms were randomly assigned to ISI-Math or ISI-Reading. The literature on child characteristics X instruction or skill X treatment interaction effects point to the complexities of tailoring instruction for individual students who present with constellations of skills...
February 2018: Journal of School Psychology
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
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
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
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
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
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
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
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