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Journal of School Psychology

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https://www.readbyqxmd.com/read/28735610/social-emotional-and-behavioral-screening-a-comparison-of-two-measures-and-two-methods-across-informants
#1
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
#2
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
#3
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
https://www.readbyqxmd.com/read/28735607/similarities-and-dissimilarities-between-teachers-and-students-relationship-views-in-upper-elementary-school-the-role-of-personal-teacher-and-student-attributes
#4
Marjolein Zee, Helma M Y Koomen
The present study aimed to advance insight into similarities and dissimilarities between teachers' and students' views of closeness and conflict in their dyadic relationship, and personal teacher and student attributes that contribute to these views. In total, 464 students (50.2% girls) and 62 teachers (67.5% females) from grades 4 to 6 participated in this study. Teachers filled out questionnaires about their background characteristics, self-efficacy (TSES), and student-teacher relationship perceptions (STRS) and students answered questions about their demographics and the student-teacher relationship quality (SPARTS)...
October 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28735606/effects-of-the-self-regulation-empowerment-program-srep-on-middle-school-students-strategic-skills-self-efficacy-and-mathematics-achievement
#5
Timothy J Cleary, Brittany Velardi, Bracha Schnaidman
The current study examined the effectiveness of an applied self-regulated learning intervention (Self-Regulation Empowerment Program (SREP)) relative to an existing, school-based remedial mathematics intervention for improving the motivation, strategic skills, and mathematics achievement of academically at-risk middle school students. Although significant group differences in student self-regulated learning (SRL) were not observed when using self-report questionnaires, medium to large and statistically significant group differences were observed across several contextualized, situation-specific measures of strategic and regulatory thinking...
October 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28735605/the-role-of-teacher-behavior-in-children-s-relational-aggression-development-a-five-wave-longitudinal-study
#6
Tessa Weyns, Karine Verschueren, Geertje Leflot, Patrick Onghena, Sofie Wouters, Hilde Colpin
The present article examined the development of relational aggression in middle childhood and the effects of observed teacher behavior on this development. Relying on social learning theory, we expected that teacher praise would slow down the increase of relational aggression, whereas teacher reprimands would promote the increase of relational aggression. A sample of 570 children (49% boys, Mage=7years and 5months, >95% Belgian) was followed from second to fourth grade. Teacher praise and reprimands were observed at the beginning of second grade...
October 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28735604/measuring-home-environments-across-cultures-invariance-of-the-home-scale-across-eight-international-sites-from-the-mal-ed-study
#7
Paul C Jones, Laura L Pendergast, Barbara A Schaefer, Muneera Rasheed, Erling Svensen, Rebecca Scharf, Rita Shrestha, Angelina Maphula, Reeba Roshan, Zeba Rasmussen, Jessica C Seidman, Laura E Murray-Kolb
The home environment provides the context for much of a child's early development. Examples of important aspects of the home environment include safety, cleanliness, and opportunities for cognitive stimulation. This study sought to examine the psychometric properties of an adapted form of the Home Observation for the Measurement of the Environment (HOME; Caldwell & Bradley, 1984, 2003) across the eight international sites of the MAL-ED project (Dhaka, Bangladesh; Vellore, India; Bhakatapur, Nepal; Naushahro Feroze, Pakistan; Fortaleza, Brazil; Loreto, Peru; Venda, South Africa; Haydom, Tanzania), to identify a factor structure that fit the data at all sites, and to derive a subset of items that could be used to examine home environmental characteristics across sites...
October 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28735603/the-utility-of-single-item-readiness-screeners-in-middle-school
#8
Crystal G Lewis, Keith C Herman, Francis L Huang, Melissa Stormont, Caroline Grossman, Colleen Eddy, Wendy M Reinke
This study examined the benefit of utilizing one-item academic and one-item behavior readiness teacher-rated screeners at the beginning of the school year to predict end-of-school year outcomes for middle school students. The Middle School Academic and Behavior Readiness (M-ABR) screeners were developed to provide an efficient and effective way to assess readiness in students. Participants included 889 students in 62 middle school classrooms in an urban Missouri school district. Concurrent validity with the M-ABR items and other indicators of readiness in the fall were evaluated using Pearson product-moment correlation coefficients, with the academic readiness item having medium to strong correlations with other baseline academic indicators (r=±0...
October 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28633940/mindfulness-based-interventions-with-youth-a-comprehensive-meta-analysis-of-group-design-studies
#9
David A Klingbeil, Tyler L Renshaw, Jessica B Willenbrink, Rebecca A Copek, Kai Tai Chan, Aaron Haddock, Jordan Yassine, Jesse Clifton
The treatment effects of Mindfulness-Based Interventions (MBIs) with youth were synthesized from 76 studies involving 6121 participants. A total of 885 effect sizes were aggregated using meta-regression with robust variance estimation. Overall, MBIs were associated with small treatment effects in studies using pre-post (g=0.305, SE=0.039) and controlled designs (g=0.322, SE=0.040). Treatment effects were measured after a follow-up period in 24 studies (n=1963). Results demonstrated that treatment effects were larger at follow-up than post-treatment in pre-post (g=0...
August 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28633939/a-comparison-of-problem-identification-interviews-conducted-face-to-face-and-via-videoconferencing-using-the-consultation-analysis-record
#10
Aaron J Fischer, Melissa A Collier-Meek, Bradley Bloomfield, William P Erchul, Frank M Gresham
School psychologists who experience challenges delivering face-to-face consultation may utilize videoconferencing to facilitate their consultation activities. Videoconferencing has been found to be an effective method of service delivery in related fields and emerging research suggests that it may be effective for providing teacher training and support in school settings. In this exploratory investigation, we used the Consultation Analysis Record (Bergan & Tombari, 1975) and its four indices to assess the effectiveness of conducting problem identification interviews via videoconferencing versus face-to-face...
August 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28633938/classroom-relationship-qualities-and-social-cognitive-correlates-of-defending-and-passive-bystanding-in-school-bullying-in-sweden-a-multilevel-analysis
#11
Robert Thornberg, Linda Wänström, Jun Sung Hong, Dorothy L Espelage
Using the social-ecological and social cognitive theories as integrated guiding frameworks, the present study examined whether moral disengagement and defender self-efficacy at the individual level, and moral disengagement, quality of teacher-student relationships and quality of student-student relationships at the classroom level were associated with passive bystanding and defending in bullying situations. Participants were 900 Swedish students from 43 classrooms, ranging in age from 9 to 13years. Multilevel regression analyses revealed that passive reactions by bystanders were associated with greater moral disengagement and less defender self-efficacy...
August 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28633937/our-teacher-likes-you-so-i-like-you-a-social-network-approach-to-social-referencing
#12
Marloes M H G Hendrickx, Tim Mainhard, Henrike J Boor-Klip, Mieke Brekelmans
A teacher is a social referent for peer liking and disliking when students adjust their evaluations of a peer based on their perceptions of teacher liking and disliking for this peer. The present study investigated social referencing as an intra-individual process that occurs over time, using stochastic actor-oriented modeling with RSiena. The co-evolution of peer-perceived teacher liking and disliking networks with peer liking and disliking networks was analyzed in 52 fifth-grade classes in the Netherlands, with 1370 students (Mage=10...
August 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28633936/additional-comparisons-of-randomization-test-procedures-for-single-case-multiple-baseline-designs-alternative-effect-types
#13
Joel R Levin, John M Ferron, Boris S Gafurov
A number of randomization statistical procedures have been developed to analyze the results from single-case multiple-baseline intervention investigations. In a previous simulation study, comparisons of the various procedures revealed distinct differences among them in their ability to detect immediate abrupt intervention effects of moderate size, with some procedures (typically those with randomized intervention start points) exhibiting power that was both respectable and superior to other procedures (typically those with single fixed intervention start points)...
August 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28633935/teacher-student-relationship-quality-and-academic-achievement-in-elementary-school-a-longitudinal-examination-of-gender-differences
#14
Daniel B Hajovsky, Benjamin A Mason, Luke A McCune
Multiple group longitudinal cross-lagged panel models were implemented to understand the directional influences between teacher-student closeness and conflict and measured math and reading achievement across elementary grades and gender groups using the National Institute of Child Health and Human Development longitudinal sample (N=1133). Specifically, after testing multiple group longitudinal measurement invariance to ensure consistent measurement across genders and time, and tests of equivalence of the latent parameters, we were interested in whether longitudinal changes in teacher-rated closeness and conflict explained longitudinal changes in achievement, and vice versa, and whether those longitudinal influences varied by gender...
August 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28633934/the-impact-of-ordinate-scaling-on-the-visual-analysis-of-single-case-data
#15
Evan H Dart, Keith C Radley
Visual analysis is the primary method for detecting the presence of treatment effects in graphically displayed single-case data and it is often referred to as the "gold standard." Although researchers have developed standards for the application of visual analysis (e.g., Horner et al., 2005), over- and underestimation of effect size magnitude is not uncommon among analysts. Several characteristics have been identified as potential contributors to these errors; however, researchers have largely focused on characteristics of the data itself (e...
August 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28633933/trajectories-of-self-evaluation-bias-in-primary-and-secondary-school-parental-antecedents-and-academic-consequences
#16
Arielle Bonneville-Roussy, Thérèse Bouffard, Carole Vezeau
Using a longitudinal approach spanning nine years of children's formal education, this study investigated the developmental trajectories of self-evaluation bias of academic competence. The study also examined how parenting styles were associated with the trajectories of bias in mid-primary school, and how those trajectories predicted academic outcomes at the end of secondary school and the beginning of college. A total of 711 children in 4th and 5th grades (mean age=10.71years old; 358 girls) participated in this study...
August 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28646977/the-efficacy-of-conjoint-behavioral-consultation-in-the-home-setting-outcomes-and-mechanisms-in-rural-communities
#17
Susan M Sheridan, Amanda L Witte, Shannon R Holmes, ChaoRong Wu, Sonya A Bhatia, Samantha R Angell
This study reports the results of a randomized controlled trial examining the effect of Conjoint Behavioral Consultation (CBC), a family-school partnership intervention, on children's behaviors, parents' skills, and parent-teacher relationships in rural community and town settings. Participants were 267 children, 267 parents, and 152 teachers in 45 Midwestern schools. Using an Intent to Treat approach and data analyzed within a multilevel modeling framework, CBC yielded promising results for some but not all outcomes...
June 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28646976/promoting-parent-academic-expectations-predicts-improved-school-outcomes-for-low-income-children-entering-kindergarten
#18
John E Loughlin-Presnal, Karen L Bierman
This study explored patterns of change in the REDI (Research-based Developmentally Informed) Parent program (REDI-P), designed to help parents support child learning at the transition into kindergarten. Participants were 200 prekindergarten children attending Head Start (55% European-American, 26% African American, 19% Latino, 56% male, Mage=4.45years, SD=0.29) and their primary caregivers, who were randomized to a 16-session home-visiting intervention (REDI-P) or a control group. Extending beyond a prior study documenting intervention effects on parenting behaviors and child kindergarten outcomes, this study assessed the impact of REDI-P on parent academic expectations, and then explored the degree to which intervention gains in three areas of parenting (parent-child interactive reading, parent-child conversations, parent academic expectations) predicted child outcomes in kindergarten (controlling for baseline values and a set of child and family characteristics)...
June 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28646975/impact-of-incredible-years%C3%A2-on-teacher-perceptions-of-parental-involvement-a-latent-transition-analysis
#19
Aaron M Thompson, Keith C Herman, Melissa A Stormont, Wendy M Reinke, Carolyn Webster-Stratton
The purpose of the present study was to examine the impact of the Incredible Years® Teacher Classroom Management (IY TCM) training on teacher perceptions of parental involvement. A cluster randomized design was used to assign 42 classroom teachers to either an IY TCM training (n=19) or a control condition (n=23). Teachers rated parental involvement (i.e., bonding with teacher, parental involvement at school) for the families of 805 low income students (IY TCM=504, control=301). A latent profile transition analysis framework was used to model the effect of IY TCM on teacher perceptions of parental involvement from pre to posttest...
June 2017: Journal of School Psychology
https://www.readbyqxmd.com/read/28646974/testing-the-feasibility-of-a-briefer-school-based-preventive-intervention-with-aggressive-children-a-hybrid-intervention-with-face-to-face-and-internet-components
#20
John E Lochman, Caroline L Boxmeyer, Shannon Jones, Lixin Qu, David Ewoldsen, W Michael Nelson
This study describes the results from a feasibility study of an innovative indicated prevention intervention with hybrid face-to-face and web-based components for preadolescent youth. This intervention includes a considerably briefer set of face-to-face sessions from the evidence-based Coping Power program and a carefully integrated internet component with practice and teaching activities and cartoon videos for children and for parents. The Coping Power - Internet Enhanced (CP-IE) program introduces a set of cognitive-behavioral skills in 12 small group sessions for children delivered during the school day and 7 group sessions for parents...
June 2017: Journal of School Psychology
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