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School Psychology Quarterly

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https://www.readbyqxmd.com/read/28459254/bayesian-asymmetric-regression-as-a-means-to-estimate-and-evaluate-oral-reading-fluency-slopes
#1
Benjamin G Solomon, Ole J Forsberg
Bayesian techniques have become increasingly present in the social sciences, fueled by advances in computer speed and the development of user-friendly software. In this paper, we forward the use of Bayesian Asymmetric Regression (BAR) to monitor intervention responsiveness when using Curriculum-Based Measurement (CBM) to assess oral reading fluency (ORF). An overview of Bayesian methods and their application to the problem-solving model is first presented, which is further illustrated by a case example. We conclude the paper with a Monte Carlo simulation study demonstrating the validity of BAR, as compared to the current standard of practice for CBM decision-making, ordinary least squares (OLS) regression...
May 1, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28414507/the-distinction-between-exclusivity-and-comorbidity-within-nssi
#2
Shira Goldberg, Moshe Israelashvili
Based on notions posited by problem behavior theory, the primary goal of the current study was to examine the possibility that adolescents who engage in NSSI are not a homogeneous group but are rather divided into 2 subgroups: (a) adolescents who exclusively engage in NSSI, and (b) adolescents who are involved in NSSI alongside other problem behaviors (e.g., drug abuse, unprotected sexual intercourse). Participants were a school sample of 436 adolescents from 6 high schools across Israel, who completed self-report questionnaires during school hours on engagement in NSSI and other problem behaviors, self-esteem, self-criticism, ego clarity, coping strategies, self-efficacy to regulate affect, and sociodemographic information...
April 17, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28414506/social-validity-of-the-social-skills-improvement-system-classwide-intervention-program-ssis-cip-in-the-primary-grades
#3
Sarah Wollersheim Shervey, Lia E Sandilos, James C DiPerna, Pui-Wa Lei
The purpose of this study was to examine the social validity of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) for teachers in the primary grades. Participants included 45 first and second grade teachers who completed a 16-item social validity questionnaire during each year of the SSIS-CIP efficacy trial. Findings indicated that teachers generally perceived the SSIS-CIP as a socially valid and feasible intervention for primary grades; however, teachers' ratings regarding ease of implementation and relevance and sequence demonstrated differences across grade levels in the second year of implementation...
April 17, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28414505/school-response-to-self-injury-concerns-of-mental-health-staff-and-parents
#4
Lauren Kelada, Penelope Hasking, Glenn A Melvin
Nonsuicidal self-injury (NSSI) among adolescents poses a significant problem for schools, adolescents, and their families. However, appropriate guidelines for addressing NSSI, including when to disclose the behavior to parents, are currently lacking. The present study aimed to understand how school mental health staff and parents of secondary school students view NSSI to determine how parent-school communication about NSSI, and responses to NSSI, can be improved. Nineteen school mental health staff participated in interviews and 10 parents of adolescents with a history of NSSI completed open-ended questionnaire items...
April 17, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28414504/the-qualities-of-attachment-with-significant-others-and-self-compassion-protect-adolescents-from-non-suicidal-self-injury
#5
Yongqiang Jiang, Jianing You, Xiaoling Zheng, Min-Pei Lin
Nonsuicidal self-injury (NSSI) is a serious public health problem. Identifying the factors that could help prevent or reduce NSSI is important. The current study examined the protective roles of the perceived qualities of current attachment to significant others (i.e., mothers, fathers, and peers) and self-compassion in adolescent NSSI. The potential mediating effect of self-compassion in the relationships between attachment relationships with mothers, fathers, and peers and adolescent NSSI was also explored...
April 17, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28414503/parents-role-in-early-adolescent-self-injury-an-application-of-self-determination-theory
#6
A Ann Emery, Nancy L Heath, Maria Rogers
OBJECTIVE: We applied self-determination theory to examine a model whereby perceived parental autonomy support directly and indirectly affects nonsuicidal self-injury (NSSI) through difficulties in emotion regulation. METHOD: 639 participants (53% female) with a mean age of 13.38 years (SD = 0.51) completed the How I Deal with Stress Questionnaire as a screener for NSSI, the Perceptions of Parents Scale, and the Difficulties in emotion Regulation Scale. Participants who indicated having ever hurt themselves on purpose without the intent to die (n = 116, 66% female) were classified in the NSSI lifetime group...
April 17, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28383928/effects-of-an-interdependent-group-contingency-on-the-transition-behavior-of-middle-school-students-with-emotional-and-behavioral-disorders
#7
Renee O Hawkins, Todd Haydon, Dacia McCoy, Andrea Howard
An ABAB design was used to evaluate the effectiveness of an interdependent group contingency with randomized components to improve the transition behavior of middle school students identified with emotional and behavioral disorders (EBDs) served in an alternative educational setting. The intervention was implemented by one teacher with three classes of students, and the dependent variable was the percentage of students ready to begin class at the appropriate time. Data revealed significant improvements in student behavior, providing support for implementation of group contingencies for students with EBDs in alternative educational settings and an example of feasible procedures and data collection methods...
April 6, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28368149/identifying-sets-of-maximally-efficient-items-from-the-academic-competence-evaluation-scales-teacher-form
#8
Christopher James Anthony, James Clyde DiPerna
The Academic Competence Evaluation Scales-Teacher Form (ACES-TF; DiPerna & Elliott, 2000) was developed to measure student academic skills and enablers (interpersonal skills, engagement, motivation, and study skills). Although ACES-TF scores have demonstrated psychometric adequacy, the length of the measure may be prohibitive for certain applications in research and practice. Thus, the purpose of this project was to use item response theory to identify sets of maximally efficient items (SMIs) for each subscale of the ACES-TF that could inform the development of an abbreviated version...
April 3, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28358546/assessing-children-s-perceptions-of-academic-interventions-the-kids-intervention-profile
#9
Tanya L Eckert, Bridget O Hier, Narmene F Hamsho, Rigby D Malandrino
The psychometric properties of the Kids Intervention Profile (KIP), a rating scale designed to measure academic intervention acceptability from the perspective of students, were examined as well as the influence of background factors on students' acceptability ratings. Data were extracted from 4 randomized controlled trials investigating the effects of a performance feedback intervention on third-grade students' writing fluency (n = 228). Results indicated that the KIP contains 2 factors (General Intervention Acceptability, Skill Improvement) and has adequate internal consistency and stability across a 3-week period...
March 30, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28358545/multidimensional-assessment-of-self-regulated-learning-with-middle-school-math-students
#10
Gregory L Callan, Timothy J Cleary
This study examined the convergent and predictive validity of self-regulated learning (SRL) measures situated in mathematics. The sample included 100 eighth graders from a diverse, urban school district. Four measurement formats were examined including, 2 broad-based (i.e., self-report questionnaire and teacher ratings) and 2 task-specific measures (i.e., SRL microanalysis and behavioral traces). Convergent validity was examined across task-difficulty, and the predictive validity was examined across 3 mathematics outcomes: 2 measures of mathematical problem solving skill (i...
March 30, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28318284/why-classroom-climate-matters-for-children-high-in-anxious-solitude-a-study-of-differential-susceptibility
#11
Kathleen Hughes, Robert J Coplan
The goal of the current study was to examine the complex links among anxious solitude, classroom climate, engagement, achievement, and gender. In particular, drawing upon the differential susceptibility hypothesis (Belsky, 1997), we investigated if children high in anxious solitude were particularly sensitive and responsive to the classroom environment. Participants were N = 712 children in Grade 3, drawn from the National Institute of Child and Human Development (NICHD) Study of Early Child Care and Youth Development data set...
March 20, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28301179/a-meta-analysis-of-self-monitoring-on-reading-performance-of-k-12-students
#12
Guadalupe Guzman, Taryn S Goldberg, H Lee Swanson
The published single-case design (SCD) research (N = 19 articles) on self-monitoring and reading performance was synthesized. The following inclusion criteria were used: (a) the study must have been peer-reviewed, (b) implemented an intervention targeting student self-monitoring of reading skills, (c) included data on at least 1 reading outcome, (d) included visual representation of the data, and (f) the study must have used an SCD to assess the topic of interest. A total of 67 participants, 45 males and 22 females, ranging in age from 7:8 -18:7 were included in the current meta-analysis...
March 16, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28318294/school-psychology-quarterly-onward-and-upward
#13
Rich Gilman
The title of this editorial reflects the journal's pledge to adhere to the principles and mission of School Psychology Quarterly (the "onward" portion of the title). At the same time, the journal strives to move "upward," as maintaining the status quo is not in the journal's best interest. Changes to the design and structure of the journal (beginning with this issue) are but two of the most visible to enhance its visual "curb appeal" and to expand the scope of papers that would interest a wide group of readers-many of whom may not be aware of the overlap between their research and papers published in the journal...
March 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28080100/metabolic-control-and-academic-achievement-over-time-among-adolescents-with-type-1-diabetes
#14
Joel B Winnick, Cynthia A Berg, Deborah J Wiebe, Barbara A Schaefer, Pui-Wa Lei, Jonathan E Butner
The relation between metabolic control (HbA1c) and achievement (grade point average [GPA]) was examined over a period of 2.5 years (every 6 months) employing a dynamical systems approach that allowed for the examination of whether HbA1c was associated with change in subsequent GPA and vice versa. Metabolic control tends to deteriorate (i.e., with higher HbA1c reflecting poorer metabolic control) during adolescence. It was hypothesized that these higher levels of HbA1c would limit subsequent increases in GPA...
March 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28080099/school-connectedness-and-suicidal-thoughts-and-behaviors-a-systematic-meta-analysis
#15
Marisa E Marraccini, Zoe M F Brier
Among the protective factors associated with reduced risk for suicide, scientific inquiries into school connectedness are especially important considering that schools are ideally situated to provide interventions reaching the vast majority of youth. Although there is a wealth of research that supports the association between school connectedness and reduced self-report of adolescents having a suicidal thought or making a suicide attempt, inconsistencies in the way studies have measured and operationalized school connectedness limit synthesis across findings...
March 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/27845519/emotional-expressivity-and-emotion-regulation-relation-to-academic-functioning-among-elementary-school-children
#16
Kyongboon Kwon, Amanda R Hanrahan, Kevin A Kupzyk
We examined emotional expressivity (i.e., happiness, sadness, and anger) and emotion regulation (regulation of exuberance, sadness, and anger) as they relate to academic functioning (motivation, engagement, and achievement). Also, we tested the premise that emotional expressivity and emotion regulation are indirectly associated with achievement through academic motivation and engagement. Participants included 417 elementary school students (Mage = 10 years; 52% female; 60% Black) and their teachers from a Midwestern metropolitan area...
March 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/27736120/shyness-and-school-adjustment-in-chinese-children-the-roles-of-teachers-and-peers
#17
Robert J Coplan, Junsheng Liu, Jian Cao, Xinyin Chen, Dan Li
Although childhood shyness has been associated with school-adjustment difficulties in contemporary research in China, the conceptual mechanisms that may underlie these relations remain underinvestigated. The goal of this study was to examine a complex theoretical model that explicates the roles of both peer preference and teacher-child relationships in the links between shyness and school adjustment in Chinese children. Participants were N = 1,275 3rd- through 7th-grade students (637 boys, 638 girls; Mage = 10...
March 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/27684536/the-role-of-colorism-in-explaining-african-american-females-suspension-risk
#18
Jamilia J Blake, Verna M Keith, Wen Luo, Huong Le, Phia Salter
African American female students' elevated suspension risk has received national attention. Despite a number of studies documenting racial/ethnic disparities in African American females' school suspension risk, few investigations have attempted to explain why these disparities occur. The purpose of this study was to examine the role of colorism in explaining suspension risk using a nationally representative sample of adolescent females. Controlling for individual- and school-level characteristics associated with school discipline such as student-teacher relationships, prior discipline history, school size and type, the results indicate that colorism was a significant predictor of school suspension risk...
March 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/27441549/improving-teacher-perceptions-of-parent-involvement-patterns-findings-from-a-group-randomized-trial
#19
Keith C Herman, Wendy M Reinke
For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few experimental studies have evaluated programs and practices to promote it. In this group randomized trial, we examined the effects of the Incredible Years Teacher Classroom Management program (IY TCM) on teacher perceptions of contact and comfort with parents...
March 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/27428447/adolescent-controversial-status-brokers-a-double-edged-sword
#20
Sarah Borowski, Janice Zeman, Inga Carboni, Rich Gilman, Todd Thrash
Using a 3-wave longitudinal, multidimensional approach, this study investigated the influence of social network position and social status on the psychosocial outcomes of 440 youth (45.1% girls; Mage = 16.1 years; 90.9% Caucasian) over 26 months, focusing on the controversial status classification (i.e., youth who are highly liked and disliked by their peers). Brokerage (i.e., the degree to which a person has relationships with peers who do not have a direct relationship with each other) was examined in conjunction with sociometric status to explain potential heterogeneity of outcomes for controversial status youth...
March 2017: School Psychology Quarterly
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