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School Psychology Quarterly

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https://www.readbyqxmd.com/read/29792499/teacher-and-student-race-as-a-predictor-for-negative-feedback-during-instruction
#1
Terrance M Scott, Nicholas Gage, Regina Hirn, HyunSuk Han
There is a long and persistent gap between the academic achievement of White and Black students in America's schools. Further, Black students are suspended from school at a rate that is more than three times greater than White students. While there has been some suggestion that perhaps teacher-student racial matching may be part of a solution, the research does not currently provide adequate support for teacher race alone to be sufficiently effective. This study analyzed 41 Black and White teacher-student dyad mixes in elementary schools and another 41 in a high school to examine how teacher and student race interact in terms of teacher and student behaviors...
May 24, 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29792498/diagnostic-accuracy-of-a-universal-screening-multiple-gating-procedure-a-replication-study
#2
Stephen P Kilgus, Nathaniel P von der Embse, Crystal N Taylor, Michael P Van Wie, Wesley A Sims
The purpose of this diagnostic accuracy study was to evaluate the sensitivity and specificity (among other indicators) of three universal screening approaches, including the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), a SAEBRS-based teacher nomination tool, and a multiple gating procedure (MGP). Each screening approach was compared to the BASC-2 Behavioral and Emotional Screening System (BESS), which served as a criterion indicator of student social-emotional and behavioral risk. All data were collected in a concurrent fashion...
May 24, 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29792497/examining-the-stability-of-social-emotional-and-behavioral-risk-status-implications-for-screening-frequency
#3
Faith G Miller, Sandra M Chafouleas, Megan E Welsh, T Chris Riley-Tillman, Gregory A Fabiano
Responsive service delivery frameworks rely on the use of screening approaches to identify students in need of support and to guide subsequent assessment and intervention efforts. However, limited empirical investigations have been directed to informing how often screening should occur for social, emotional, and behavioral difficulties in school settings. The purpose of the current study was to evaluate the stability of risk status on 3 different screening instruments across 3 administrations across the course of a school year...
May 24, 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29792496/the-big-two-personality-traits-and-adolescents-complete-mental-health-the-mediation-role-of-perceived-school-stress
#4
Lili Tian, Siyi Jiang, E Scott Huebner
Based on Greenspoon and Saklofske's (2001) dual-factor model of mental health, we defined adolescents' mental health as comprised of two distinguishable factors: positive and negative mental health. We tested the direct relations between the Eysenck's (1967) Big Two personality traits (Extraversion and Neuroticism) and positive and negative mental health, and explored the mediation effects of perceived school stress in accounting for the relations. Direct and indirect relations were estimated by using structural equation modeling with data from 1,009 Chinese adolescents in a 3-wave study...
May 24, 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29792495/first-grade-classroom-level-adversity-associations-with-teaching-practices-academic-skills-and-executive-functioning
#5
Tashia Abry, Kristen L Granger, Crystal I Bryce, Michelle Taylor, Jodi Swanson, Robert H Bradley
Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development and a model-building approach, the authors examined direct and indirect associations between first-grade (G1) classroom-level adversity (CLA), G1 teaching practices, and student (N = 1,073; M = 6.64 years; 49% girls; 82% White) academic skills and executive functioning in G1 and third grades (G3). Teachers reported the prevalence of adversity among their students (e.g., poor home/family life, poor academic/social readiness)...
May 24, 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29792494/fostering-youth-self-efficacy-to-address-transgender-and-racial-diversity-issues-the-role-of-gay-straight-alliances
#6
Eddie S K Chong, V Paul Poteat, Hirokazu Yoshikawa, Jerel P Calzo
Gay-Straight Alliances (GSAs) aspire to empower youth to address multiple systems of oppression, including those affecting transgender and racial/ethnic minority youth, yet there is little indication of factors contributing to youths' self-efficacy to do so. We examined individual and group factors predicting self-efficacy to address transgender and racial issues among 295 youth in 33 high school GSAs. Multilevel results indicated that level of GSA engagement, individual and collective involvement in transgender- and race-specific discussions, and in some cases intergroup friendships were associated with each form of self-efficacy...
May 24, 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29792493/does-increased-effort-compensate-for-performance-debilitating-test-anxiety
#7
David W Putwain, Wendy Symes
It is well established that test anxiety is negatively related to examination performance. Based on attentional control theory, the aim of this study was to examine whether increased effort can protect against performance debilitating test anxiety. Four hundred and sixty-six participants (male = 228; 48.9%; White = 346, 74.3%; mean age = 15.7 years) completed self-report measures of test anxiety and effort that were matched to performance on a high-stakes secondary school examination. The worry and bodily symptoms components of test anxiety were negatively, and effort, positively related to examination performance...
May 24, 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29792492/evaluation-of-second-step-on-early-elementary-students-academic-outcomes-a-randomized-controlled-trial
#8
Clayton R Cook, Sabina Low, Joanne Buntain-Ricklefs, Kelly Whitaker, Michael D Pullmann, Jaclyn Lally
Research has consistently linked social-emotional learning to important educational and life outcomes. Early elementary represents an opportune developmental period to proactively support children to acquire social-emotional skills that enable academic success. Using data from a large scale randomized controlled trial, the purpose of this study was to investigate the impact of the 4th edition of Second Step on early elementary students' academic-related outcomes. Participants were Kindergarten to 2nd grade students in 61 schools (310 teachers; 7,419 students) across six school districts in Washington State and Arizona...
May 24, 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29792491/does-oral-language-underpin-the-development-of-later-behavior-problems-a-longitudinal-meta-analysis
#9
Jason C Chow, Erik Ekholm, Heather Coleman
OBJECTIVE: The purpose of this article is to estimate the overall weighted mean effect of the relation between early language skills and later behavior problems in school-aged children. METHOD: A systematic literature search yielded 19,790 unduplicated reports, and a structured search strategy and identification procedure yielded 25 unique data sets, with 114 effect sizes for analysis. Eligible reports were then coded, and effect sizes were extracted and synthesized via robust variance estimation and random-effects meta-analytic techniques...
May 24, 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29629778/teacher-coaching-supported-by-formative-assessment-for-improving-classroom-practices
#10
Gregory A Fabiano, Linda A Reddy, Christopher M Dudek
The present study is a wait-list controlled, randomized study investigating a teacher coaching approach that emphasizes formative assessment and visual performance feedback to enhance elementary school teachers' classroom practices. The coaching model targeted instructional and behavioral management practices as measured by the Classroom Strategies Assessment System (CSAS) Observer and Teacher Forms. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to 1 of 2 conditions: (a) immediate coaching, or (b) waitlist control...
April 9, 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29578734/investigating-the-incremental-validity-of-cognitive-variables-in-early-mathematics-screening
#11
Ben Clarke, Lina Shanley, Derek Kosty, Scott K Baker, Mari Strand Cary, Hank Fien, Keith Smolkowski
The purpose of this study was to investigate the incremental validity of a set of domain general cognitive measures added to a traditional screening battery of early numeracy measures. The sample consisted of 458 kindergarten students of whom 285 were designated as severely at-risk for mathematics difficulty. Hierarchical multiple regression results indicated that Wechsler Abbreviated Scales of Intelligence (WASI) Matrix Reasoning and Vocabulary subtests, and Digit Span Forward and Backward measures explained a small, but unique portion of the variance in kindergarten students' mathematics performance on the Test of Early Mathematics Ability-Third Edition (TEMA-3) when controlling for Early Numeracy Curriculum Based Measurement (EN-CBM) screening measures (RĀ²change = ...
March 26, 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29565608/investigating-the-benefit-of-adding-listening-passage-preview-to-repeated-readings
#12
Laura Sophia Rogers, Scott Patrick Ardoin
Repeated readings (RR) and listening passage preview (LPP) are commonly used reading fluency interventions. However, relatively little is known about the behavioral changes that occur in children's reading in response to these interventions and what reading behavior, if any, students engage in during LPP. As such, in the current study, 57 third-grade students were randomly assigned to either a RR or LPP + RR condition. Intervention effects were evaluated by measuring students' oral reading fluency and eye-movement (EM) behaviors...
March 22, 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29543471/sluggish-cognitive-tempo-and-student-teacher-relationship-quality-short-term-longitudinal-and-concurrent-associations
#13
Alex S Holdaway, Stephen P Becker
Although sluggish cognitive tempo (SCT) is associated with poorer peer functioning, no study has examined SCT in relation to student-teacher relationship quality. The current study examined whether SCT, as rated by both teachers and children, was uniquely associated with poorer student-teacher relationship quality above and beyond child demographics and other mental health symptoms (i.e., attention-deficit/hyperactivity disorder [ADHD], oppositional defiant disorder/conduct disorder [ODD/CD], anxiety/depression)...
March 15, 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29517267/student-teacher-and-classroom-predictors-of-between-teacher-variance-of-students-teacher-rated-behavior
#14
Joni W Splett, Marissa Smith-Millman, Anthony Raborn, Kristy L Brann, Paul D Flaspohler, Melissa A Maras
The current study examined between-teacher variance in teacher ratings of student behavioral and emotional risk to identify student, teacher and classroom characteristics that predict such differences and can be considered in future research and practice. Data were taken from seven elementary schools in one school district implementing universal screening, including 1,241 students rated by 68 teachers. Students were mostly African America (68.5%) with equal gender (female 50.1%) and grade-level distributions...
March 8, 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29629792/screening-for-behavioral-risk-identification-of-high-risk-cut-scores-within-the-social-academic-and-emotional-behavior-risk-screener-saebrs
#15
Stephen P Kilgus, Crystal N Taylor, Nathaniel P von der Embse
The purpose of this study was to support the identification of Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) cut scores that could be used to detect high-risk students. Teachers rated students across two time points (Time 1 n = 1,242 students; Time 2 n = 704) using the SAEBRS and the Behavioral and Emotional Screening System (BESS), the latter of which served as the criterion measure. Exploratory receiver operating characteristic (ROC) curve analyses of Time 1 data detected cut scores evidencing optimal levels of specificity and borderline-to-optimal levels of sensitivity...
March 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29629791/at-what-cost-examining-the-cost-effectiveness-of-a-universal-social-emotional-learning-program
#16
Leah J Hunter, James C DiPerna, Susan Crandall Hart, Max Crowley
Although implementation of universal social-emotional learning programs is becoming more common in schools, few studies have examined the cost-effectiveness of such programs. As such, the purpose of this article is two fold. First, we provide an overview of cost-effectiveness methods for school-based programs, and second, we share results of a cost-effectiveness analysis (CEA) of a universal social-emotional learning (SEL) program, the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007)...
March 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29629790/the-association-between-adverse-childhood-experience-ace-and-school-success-in-elementary-school-children
#17
Christopher Blodgett, Jane D Lanigan
We explored the feasibility of using school personnel as reporters to examine the relationship between the level of adverse childhood experiences (ACEs) exposure in a nonclinical sample of public elementary schoolchildren and academic risk. We selected a random sample of 2,101 children from kindergarten through 6th grade classroom rosters at 10 elementary schools. Students were 50% male, 78% White, and 55% free and reduced meal program participants. School personnel reported their factual knowledge of 10 ACEs and academic risk in a database controlled by the schools...
March 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29629789/bullying-victimization-and-student-engagement-in-elementary-middle-and-high-schools-moderating-role-of-school-climate
#18
Chunyan Yang, Jill D Sharkey, Lauren A Reed, Chun Chen, Erin Dowdy
Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying victimization and student engagement. Participants included 25,896 students in 4th to 12th grades from 114 schools. Results indicated that, after controlling for student and school demographic factors, positive school climate was associated with higher behavioral/cognitive and emotional engagement of students across all grades...
March 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29629788/statewide-implementation-of-an-evidence-based-trauma-intervention-in-schools
#19
Sharon A Hoover, Heather Sapere, Jason M Lang, Erum Nadeem, Kristin L Dean, Pamela Vona
The goal of the current article is to describe the implementation and outcomes of an innovative statewide dissemination approach of the evidence-based trauma intervention Cognitive Behavioral Intervention for Trauma in Schools (CBITS). In the context of a 2-year statewide learning collaborative effort, 73 CBITS groups led by 20 clinicians from 5 different school-based mental health provider organizations served a total of 350 racially and ethnically diverse (66.9% Hispanic, 26.2% Black/African American, 43...
March 2018: School Psychology Quarterly
https://www.readbyqxmd.com/read/29629787/a-systematic-review-of-trauma-screening-measures-for-children-and-adolescents
#20
Katie Eklund, Eric Rossen, Taylor Koriakin, Sandra M Chafouleas, Cody Resnick
Traumatized youth are at an increased risk of a host of negative academic and psychoeducational outcomes. Screening and identification of students who experience potentially traumatic events may help schools provide support to at-risk students. In light of this, the current study examines the availability and use of trauma screening measures to detect early indicators of risk among youth in schools. A systematic review was conducted to identify measures available to screen children and youth for trauma exposure and/or symptoms, as well as the associated psychometric properties to support each instrument's applied use in schools...
March 2018: School Psychology Quarterly
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