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Journal of School Psychology

James E Pustejovsky
Methods for meta-analyzing single-case designs (SCDs) are needed to inform evidence-based practice in clinical and school settings and to draw broader and more defensible generalizations in areas where SCDs comprise a large part of the research base. The most widely used outcomes in single-case research are measures of behavior collected using systematic direct observation, which typically take the form of rates or proportions. For studies that use such measures, one simple and intuitive way to quantify effect sizes is in terms of proportionate change from baseline, using an effect size known as the log response ratio...
June 2018: Journal of School Psychology
Gabrielle Garon-Carrier, Michel Boivin, Jean-Pascal Lemelin, Yulia Kovas, Sophie Parent, Jean R Séguin, Frank Vitaro, Richard E Tremblay, Ginette Dionne
Little is known about the development of number knowledge (NK) and the antecedents of low-persistent NK profiles in early childhood. We documented the developmental trajectories of NK across the transition from preschool to elementary school, their predictive validity with respect to later math achievement, and the child and family early-life factors associated with low NK profiles. Children's NK was assessed four times at regular intervals between the ages 4 and 7 years in a large, representative population-based sample...
June 2018: Journal of School Psychology
Glenn D Walters, Dorothy L Espelage
The principal aim of this study was to test one cognitive (i.e., hostility) and two emotional (anger and depression) variables as possible mediators of the well-documented association between bullying victimization and bullying perpetration. Using data from the Illinois Study of Bullying and Sexual Violence (ISBSV), a sample of 718 pre-adolescent/early adolescent children (343 boys and 375 girls) provided self-report data in three waves, with six months between waves. Consistent with predictions, hostility and depression correlated equally well with prior bullying victimization but only hostility successfully mediated the relation between prior bullying victimization and subsequent bullying perpetration...
June 2018: Journal of School Psychology
Faith G Miller, Austin H Johnson, Huihui Yu, Sandra M Chafouleas, D Betsy McCoach, T Chris Riley-Tillman, Gregory A Fabiano, Megan E Welsh
Reliable and valid data form the foundation for evidence-based practices, yet surprisingly few studies on school-based behavioral assessments have been conducted which implemented one of the most fundamental approaches to construct validation, the multitrait-multimethod matrix (MTMM). To this end, the current study examined the reliability and validity of data derived from three commonly utilized school-based behavioral assessment methods: Direct Behavior Rating - Single Item Scales, systematic direct observations, and behavior rating scales on three common constructs of interest: academically engaged, disruptive, and respectful behavior...
June 2018: Journal of School Psychology
Sam Portnow, Jason T Downer, Joshua Brown
The present study uses data from 35 third through fifth-grade urban classrooms and 531 students to examine the extent to which student-level social and emotional skills (e.g., low hostile attribution bias and low aggressive interpersonal negotiation strategies) and emotionally supportive learning environments predict aggressive behavior over the course of a school year. Results of multiple regression analyses indicated that across teacher-reported measures of aggressive behavior, more classroom emotional support over the course of the school year predicted less aggressive behavior in spring, particularly for children whose hostile attribution bias decreased over the course of the year...
June 2018: Journal of School Psychology
Jesus Alfonso D Datu
Different forms of overt discrimination have been consistently linked to maladaptive psychological, physical health, and educational outcomes. However, limited research has been carried out to assess the link of subtle forms of discrimination like everyday discrimination on academic functioning in the school context. The current study addressed this research gap through examining the association of everyday discrimination with negative emotions and academic achievement among Filipino high school students. A cross-sectional study (Study 1) showed that everyday discrimination was positively associated with negative emotions and negatively linked to perceived academic achievement...
June 2018: Journal of School Psychology
Joshua Wilson
The adoption of the Common Core State Standards and its associated assessments has placed increased focus on writing performance. Consequently, weak writers may be at risk of failing Common Core English language arts (ELA) assessments. Thus, the current study sampled a diverse group of third and fourth grade students (n=100 and 130, respectively) who were administered Fall and Spring writing screeners using the procedures of a Direct Assessment of Writing (DAW). Results were used to predict whether students did or did not attain grade-level standards as evaluated by the summative Smarter Balanced ELA assessment...
June 2018: Journal of School Psychology
Rianne J Bosman, Debora L Roorda, Ineke van der Veen, Helma M Y Koomen
The present study used a person-centered approach to identify teacher-student relationship trajectories from kindergarten to sixth grade in a Dutch sample (N = 1300). Teachers reported about relationships with individual students (closeness, conflict, and dependency) in kindergarten, grade 3, and grade 6, and about externalizing behaviors in kindergarten. Students were tested for verbal ability in kindergarten, and completed math and reading tests and questionnaires about task motivation and self-efficacy in sixth grade...
June 2018: Journal of School Psychology
Yoona Kang, Hadley Rahrig, Kristina Eichel, Halsey F Niles, Tomas Rocha, Nathaniel E Lepp, Jonathan Gold, Willoughby B Britton
Mindfulness training has been used to improve emotional wellbeing in early adolescents. However, little is known about treatment outcome moderators, or individual differences that may differentially impact responses to treatment. The current study focused on gender as a potential moderator for affective outcomes in response to school-based mindfulness training. Sixth grade students (N = 100) were randomly assigned to either the six weeks of mindfulness meditation or the active control group as part of a history class curriculum...
June 2018: Journal of School Psychology
Ricardo Cuevas, Nikos Ntoumanis, Juan G Fernandez-Bustos, Kimberley Bartholomew
This study tests an explanatory model based on self-determination theory, which posits that pressure experienced by teachers when they are evaluated based on their students' academic performance will differentially predict teacher adaptive and maladaptive motivation, well-being, and ill-being. A total of 360 Spanish physical education teachers completed a multi-scale inventory. We found support for a structural equation model that showed that perceived pressure predicted teacher autonomous motivation negatively, predicted amotivation positively, and was unrelated to controlled motivation...
June 2018: Journal of School Psychology
Peter M Nelson, Ethan R Van Norman, David C Parker
The current study examined reading skills at two distal time-points for 6828 students who received support from a tier II reading intervention program in the 2015 and 2016 school years. The first follow-up assessment occurred at the end of the year in which intervention was provided and the second assessment occurred at the beginning of the next year. Multilevel models were fit to the data to predict the log odds that a student would meet spring and fall reading benchmarks depending on a variety of student- and school-level predictors...
June 2018: Journal of School Psychology
Stephen P Kilgus, Wes E Bonifay, Nathaniel P von der Embse, Amanda N Allen, Katie Eklund
In accordance with an argument-based approach to validation, the purpose of the current study was to yield evidence relating to Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) score interpretation. Bifactor item response theory analyses were performed to examine SAEBRS item functioning. Structural equation modeling (SEM) was used to simultaneously evaluate intra- and inter-scale relationships, expressed through (a) a measurement model specifying a bifactor structure to SAEBRS items, and (b) a structural model specifying convergent and discriminant relations with an outcome measure (i...
June 2018: Journal of School Psychology
Lindsay M Fallon, Melissa A Collier-Meek, Kathryn D Kurtz, Emily R DeFouw
Teachers struggle to maintain high levels of treatment integrity, which are associated with efficient improvements in student outcomes. To address this challenge, school psychologists can provide implementation support, such as prompts or performance feedback, to increase teachers' treatment integrity when it is low. Implementation prompts are an emerging implementation support having been investigated in one previous study, but are feasible and require little time to provide. Performance feedback is an evidence-based practice, but requires more time for school psychologists to coordinate and deliver...
June 2018: Journal of School Psychology
Scott P Ardoin, Katherine S Binder, Andrea M Zawoyski, Tori E Foster
Repeated reading (RR) procedures are consistent with the procedures recommended by Haring and Eaton's (1978) Instructional Hierarchy (IH) for promoting students' fluent responding to newly learned stimuli. It is therefore not surprising that an extensive body of literature exists, which supports RR as an effective practice for promoting students' reading fluency of practiced passages. Less clear, however, is the extent to which RR helps students read the words practiced in an intervention passage when those same words are presented in a new passage...
June 2018: 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
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