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Journal of School Psychology

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https://www.readbyqxmd.com/read/28164801/beyond-intent-to-treat-itt-a-complier-average-causal-effect-cace-estimation-primer
#1
James L Peugh, Daniel Strotman, Meghan McGrady, Joseph Rausch, Susmita Kashikar-Zuck
Randomized control trials (RCTs) have long been the gold standard for allowing causal inferences to be made regarding the efficacy of a treatment under investigation, but traditional RCT data analysis perspectives do not take into account a common reality: imperfect participant compliance to treatment. Recent advances in both maximum likelihood parameter estimation and mixture modeling methodology have enabled treatment effects to be estimated, in the presence of less than ideal levels of participant compliance, via a Complier Average Causal Effect (CACE) structural equation mixture model...
February 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28164800/measurement-equivalence-a-non-technical-primer-on-categorical-multi-group-confirmatory-factor-analysis-in-school-psychology
#2
Laura L Pendergast, Nathaniel von der Embse, Stephen P Kilgus, Katie R Eklund
Evidence-based interventions (EBIs) have become a central component of school psychology research and practice, but EBIs are dependent upon the availability and use of evidence-based assessments (EBAs) with diverse student populations. Multi-group confirmatory factor analysis (MG-CFA) is an analytical tool that can be used to examine the validity and measurement equivalence/invariance of scores across diverse groups. The objective of this article is to provide a conceptual and procedural overview of categorical MG-CFA, as well as an illustrated example based on data from the Social and Academic Behavior Risk Screener (SABRS) - a tool designed for use in school-based interventions...
February 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28164799/psychometric-and-quantitative-methods-for-school-psychology
#3
(no author information available yet)
No abstract text is available yet for this article.
February 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28164798/introduction-to-bifactor-polytomous-item-response-theory-analysis
#4
Michael D Toland, Isabella Sulis, Francesca Giambona, Mariano Porcu, Jonathan M Campbell
A bifactor item response theory model can be used to aid in the interpretation of the dimensionality of a multifaceted questionnaire that assumes continuous latent variables underlying the propensity to respond to items. This model can be used to describe the locations of people on a general continuous latent variable as well as on continuous orthogonal specific traits that characterize responses to groups of items. The bifactor graded response (bifac-GR) model is presented in contrast to a correlated traits (or multidimensional GR model) and unidimensional GR model...
February 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28164797/an-introduction-to-mixture-item-response-theory-models
#5
R J De Ayala, S Y Santiago
Mixture item response theory (IRT) allows one to address situations that involve a mixture of latent subpopulations that are qualitatively different but within which a measurement model based on a continuous latent variable holds. In this modeling framework, one can characterize students by both their location on a continuous latent variable as well as by their latent class membership. For example, in a study of risky youth behavior this approach would make it possible to estimate an individual's propensity to engage in risky youth behavior (i...
February 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28164796/growth-at-the-journal-of-school-psychology
#6
EDITORIAL
Michelle K Demaray
No abstract text is available yet for this article.
February 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/27923443/child-care-chaos-and-teachers-responsiveness-the-indirect-associations-through-teachers-emotion-regulation-and-coping
#7
Lieny Jeon, Eunhye Hur, Cynthia K Buettner
Teachers in early child-care settings are key contributors to children's development. However, the role of teachers' emotional abilities (i.e., emotion regulation and coping skills) and the role of teacher-perceived environmental chaos in relation to their responsiveness to children are understudied. The current study explored the direct and indirect associations between teachers' perceptions of child-care chaos and their self-reported contingent reactions towards children's negative emotions and challenging social interactions via teachers' emotional regulation and coping strategies...
December 2016: Journal of School Psychology
https://www.readbyqxmd.com/read/27923442/bullying-and-defending-behavior-the-role-of-explicit-and-implicit-moral-cognition
#8
Tiziana Pozzoli, Gianluca Gini, Robert Thornberg
Research on bullying has highlighted the role of morality in explaining the different behavior of students during bullying episodes. However, the research has been limited to the analysis of explicit measures of moral characteristics and moral reasoning, whereas implicit measures have yet to be fully considered. To overcome this limitation, this study investigated the association between bullying and defending, on one hand, and both explicit (moral disengagement, self-importance of moral values) and implicit (immediate affect toward moral stimuli [IAMS]) moral components, on the other hand...
December 2016: Journal of School Psychology
https://www.readbyqxmd.com/read/27923441/she-s-supporting-them-who-s-supporting-her-preschool-center-level-social-emotional-supports-and-teacher-well-being
#9
Katherine M Zinsser, Claire G Christensen, Luz Torres
Preschool teachers across the country have been charged to prepare children socially and emotionally for kindergarten. Teachers working in preschool centers are supporting children's social and emotional learning (SEL) within a rich ecology of emotion and social relationships and the present study considers how the supports implemented for children's SEL at the center-level are associated with teachers' psychological health and workplace experiences. Hierarchical linear models were constructed using data from the Head Start Family and Child Experiences Survey 2009 cohort...
December 2016: Journal of School Psychology
https://www.readbyqxmd.com/read/27923440/parent-administered-computer-assisted-tutoring-targeting-letter-sound-knowledge-evaluation-via-multiple-baseline-across-three-preschool-students
#10
Matthew R DuBois, Robert J Volpe, Matthew K Burns, Jessica A Hoffman
Knowledge of letters sounds has been identified as a primary objective of preschool instruction and intervention. Despite this designation, large disparities exist in the number of letter sounds children know at school entry. Enhancing caregivers' ability to teach their preschool-aged children letter sounds may represent an effective practice for reducing this variability and ensuring that more children are prepared to experience early school success. This study used a non-concurrent multiple-baseline-across-participants design to evaluate the effectiveness of caregivers (N=3) delivering a computer-assisted tutoring program (Tutoring Buddy) targeting letter sound knowledge to their preschool-aged children...
December 2016: Journal of School Psychology
https://www.readbyqxmd.com/read/27923439/repeated-versus-wide-reading-a-randomized-control-design-study-examining-the-impact-of-fluency-interventions-on-underlying-reading-behavior
#11
Scott P Ardoin, Katherine S Binder, Tori E Foster, Andrea M Zawoyski
Repeated readings (RR) has garnered much attention as an evidence based intervention designed to improve all components of reading fluency (rate, accuracy, prosody, and comprehension). Despite this attention, there is not an abundance of research comparing its effectiveness to other potential interventions. The current study presents the findings from a randomized control trial study involving the assignment of 168second grade students to a RR, wide reading (WR), or business as usual condition. Intervention students were provided with 9-10weeks of intervention with sessions occurring four times per week...
December 2016: Journal of School Psychology
https://www.readbyqxmd.com/read/27923438/the-combined-effects-of-teacher-child-and-peer-relationships-on-children-s-social-emotional-adjustment
#12
Cen Wang, Maria Hatzigianni, Ameneh Shahaeian, Elizabeth Murray, Linda J Harrison
Teachers and peers represent two important dimensions of the classroom social ecology that have important implications for children's social-emotional adjustment. This study examined the combined effects of teacher-child relationships (TCR) and peer relationships for 6-7year-old children on their social-emotional adjustment at 8-9years. The sample was comprised of children and their teachers participating in the Longitudinal Study of Australian Children (n=2857). Teachers reported on TCR, peer relationships, and children's emotional well-being, and children provided self-reported self-concept and school liking during a face-to-face interview...
December 2016: Journal of School Psychology
https://www.readbyqxmd.com/read/27586072/beyond-behavior-modification-benefits-of-social-emotional-self-regulation-training-for-preschoolers-with-behavior-problems
#13
Paulo A Graziano, Katie Hart
The current study evaluated the initial efficacy of three intervention programs aimed at improving school readiness in preschool children with externalizing behavior problems (EBP). Participants for this study included 45 preschool children (76% boys; Mage=5.16years; 84% Hispanic/Latino background) with at-risk or clinically elevated levels of EBP. During the summer between preschool and kindergarten, children were randomized to receive three newly developed intervention packages. The first and most cost effective intervention package was an 8-week School Readiness Parenting Program (SRPP)...
October 2016: Journal of School Psychology
https://www.readbyqxmd.com/read/27586071/a-cluster-randomized-controlled-trial-of-the-promoting-alternative-thinking-strategies-paths-curriculum
#14
Neil Humphrey, Alexandra Barlow, Michael Wigelsworth, Ann Lendrum, Kirsty Pert, Craig Joyce, Emma Stephens, Lawrence Wo, Garry Squires, Kevin Woods, Rachel Calam, Alex Turner
This randomized controlled trial (RCT) evaluated the efficacy of the Promoting Alternative Thinking Strategies curriculum (PATHS; Kusche & Greenberg, 1994) as a means to improve children's social-emotional competence (assessed via the Social Skills Improvement System (SSIS); Gresham & Elliot, 2008) and mental health outcomes (assessed via the Strengths and Difficulties Questionnaire (SDQ); Goodman, 1997). Forty-five schools in Greater Manchester, England, were randomly assigned to treatment and control groups...
October 2016: Journal of School Psychology
https://www.readbyqxmd.com/read/27586070/the-socializing-effect-of-classroom-aggression-on-the-development-of-aggression-and-social-rejection-a-two-wave-multilevel-analysis
#15
Helena Rohlf, Barbara Krahé, Robert Busching
The current study examined the moderating effect of classroom aggression on the development of individual aggression and on the path from individual aggression to social rejection over time. The study included 1,284 elementary school children and consisted of two data waves 10months apart. At both time points, teachers assessed the children's physical and relational aggression and their social rejection status. Multi-level analyses revealed that the classroom level of relational aggression moderated the link between individual relational aggression at T1 and T2 (b=-0...
October 2016: Journal of School Psychology
https://www.readbyqxmd.com/read/27586069/how-accurate-are-interpretations-of-curriculum-based-measurement-progress-monitoring-data-visual-analysis-versus-decision-rules
#16
Ethan R Van Norman, Theodore J Christ
Curriculum based measurement of oral reading (CBM-R) is used to monitor the effects of academic interventions for individual students. Decisions to continue, modify, or terminate these interventions are made by interpreting time series CBM-R data. Such interpretation is founded upon visual analysis or the application of decision rules. The purpose of this study was to compare the accuracy of visual analysis and decision rules. Visual analysts interpreted 108 CBM-R progress monitoring graphs one of three ways: (a) without graphic aids, (b) with a goal line, or (c) with a goal line and a trend line...
October 2016: Journal of School Psychology
https://www.readbyqxmd.com/read/27586068/psychometric-defensibility-of-the-social-academic-and-emotional-behavior-risk-screener-saebrs-teacher-rating-scale-and-multiple-gating-procedure-within-elementary-and-middle-school-samples
#17
Stephen P Kilgus, Katie Eklund, Nathaniel P von der Embse, Crystal N Taylor, Wesley A Sims
The primary purposes of this investigation were to (a) continue a line of research examining the psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale (SAEBRS-TRS), and (b) develop and preliminarily evaluate the diagnostic accuracy of a novel multiple gating procedure based on teacher nomination and the SAEBRS-TRS. Two studies were conducted with elementary and middle school student samples across two separate geographic locations. Study 1 (n=864 students) results supported SAEBRS-TRS defensibility, revealing acceptable to optimal levels of internal consistency reliability, concurrent validity, and diagnostic accuracy...
October 2016: Journal of School Psychology
https://www.readbyqxmd.com/read/27586067/examining-the-integrity-of-measurement-of-cognitive-abilities-in-the-prediction-of-achievement-comparisons-and-contrasts-across-variables-from-higher-order-and-bifactor-models
#18
Nicholas F Benson, John H Kranzler, Randy G Floyd
Prior research examining cognitive ability and academic achievement relations have been based on different theoretical models, have employed both latent variables as well as observed variables, and have used a variety of analytic methods. Not surprisingly, results have been inconsistent across studies. The aims of this study were to (a) examine how relations between psychometric g, Cattell-Horn-Carroll (CHC) broad abilities, and academic achievement differ across higher-order and bifactor models; (b) examine how well various types of observed scores corresponded with latent variables; and (c) compare two types of observed scores (i...
October 2016: Journal of School Psychology
https://www.readbyqxmd.com/read/27425567/effects-of-the-maytiv-positive-psychology-school-program-on-early-adolescents-well-being-engagement-and-achievement
#19
Anat Shoshani, Sarit Steinmetz, Yaniv Kanat-Maymon
As positive psychology is a nascent area of research, there are very few empirical studies assessing the impact and sustained effects of positive psychology school interventions. The current study presents a 2-year longitudinal evaluation of the effects of a school-based positive psychology program on students' subjective well-being, school engagement, and academic achievements. The study investigated the effectiveness of the Maytiv school program using a positive psychology-based classroom-level intervention with 2517 seventh- to ninth-grade students in 70 classrooms, from six schools in the center of Israel...
August 2016: Journal of School Psychology
https://www.readbyqxmd.com/read/27425566/reducing-prejudice-and-promoting-positive-intergroup-attitudes-among-elementary-school-children-in-the-context-of-the-israeli-palestinian-conflict
#20
Rony Berger, Joy Benatov, Hisham Abu-Raiya, Carmit T Tadmor
The current investigation tested the efficacy of the Extended Class Exchange Program (ECEP) in reducing prejudicial attitudes. Three hundred and twenty-two 3rd and 4th grade students from both Israeli-Jewish and Israeli-Palestinian schools in the ethnically mixed city of Jaffa were randomly assigned to either intervention or control classes. Members of the intervention classes engaged in ECEP's activities, whereas members of the control classes engaged in a social-emotional learning program. The program's outcomes were measured a week before, immediately after, and 15months following termination...
August 2016: Journal of School Psychology
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