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School Psychology Quarterly

Rosanna P Breaux, Joshua M Langberg, Elizaveta Bourchtein, Hana-May Eadeh, Stephen J Molitor, Zoe R Smith
In the present study, we sought to examine response trajectories to brief (11-week) school-based homework interventions and factors that may help schools predict responses. Participants included 222 middle-school students (72% boys; M age = 12.00 years, SD = 1.02) who had been diagnosed with attention-deficit/hyperactivity disorder (ADHD) and had received either a contingency-management or skills-based intervention for homework problems. Both interventions included 16 20-min student meetings with a school counselor and two parent meetings...
October 4, 2018: School Psychology Quarterly
Kevin R Tarlow, Daniel F Brossart
Single-case experimental methods are used across a range of educational and psychological research. Single-case data are analyzed with a variety of methods, but no statistic has demonstrated clear superiority over other methods. The time-series nature of single-case designs requires special consideration for baseline trend and autocorrelation when estimating intervention effect size. However, standard correction methods are limited because they assume precise statistical estimation of trend and autocorrelation...
October 4, 2018: School Psychology Quarterly
Joanne Arciuli, Eric Emerson, Gwynnyth Llewellyn
School satisfaction is a critical aspect of well-being for every child and adolescent. Yet studies have rarely investigated whether school satisfaction varies depending upon participant characteristics and school-related social factors. Here we investigated whether disability and gender moderate adolescents' self-report of school satisfaction. We also explored the role of mediating variables such as teacher support, parent support, and relationships with peers (including friendships and also bullying). Our analysis of data from 3,830 adolescents revealed a significant interaction between disability and gender...
October 4, 2018: School Psychology Quarterly
Lisa Ruble, John H McGrew, Claire Snell-Rood, Medina Adams, Harold Kleinert
Implementation science provides guidance on adapting existing evidence based practices (EBPs) by incorporating implementation concerns from the start. Focus-group methodology was used to understand barriers and facilitators of transition planning and implementation for students with autism spectrum disorder (ASD) who often experience disparate postsecondary outcomes compared to peers. Results were used to modify an evidence-based consultation intervention originally applied to young students with ASD, called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble, Dalrymple, & McGrew, 2012)...
October 4, 2018: School Psychology Quarterly
Stacy-Ann A January, Ethan R Van Norman, Theodore J Christ, Scott P Ardoin, Tanya L Eckert, Mary Jane White
School-based professionals often use curriculum-based measurement of reading (CBM-R) to monitor the progress of students with reading difficulties. Much of the extant CBM-R progress monitoring research has focused on its use for making group-level decisions, and less is known about using CBM-R to make decisions at the individual level. To inform the administration and use of CBM-R progress monitoring data, the current study evaluated the utility of 4 progress monitoring schedules that differed in frequency (once or twice weekly) and density (1 or 3 probes)...
October 4, 2018: School Psychology Quarterly
Alexandra Irwin, Joyce Li, Wendy Craig, Tom Hollenstein
Emotional reactions to peer victimization may increase risk for subsequent peer victimization. In the present study, we investigated whether shame mediated the development of chronic peer victimization, i.e., young people's experiences of being bullied persistently across time. We used a multiple mediation model to test the indirect effects of Time-1 victimization on Time-3 victimization (1 year later) through 4 Time-2 shame-related variables (characterological, bodily, and behavioral shame; shame proneness) for 396 youth (10-13 years of age)...
October 4, 2018: School Psychology Quarterly
Stephanie Secord Fredrick, Daniel D Drevon, Megan Jervinsky
Universal screening for behavioral/mental health risk is a critical component of multitiered systems of support, allowing for early identification of students in need of prevention and/or intervention services. The Student Risk Screening Scale (SRSS; Drummond, 1994) is one commonly used universal screening tool intended to measure externalizing behavior difficulties. Although the reliability and criterion-related validity of the SRSS has been studied extensively, there are limited data supporting its construct validity...
August 27, 2018: School Psychology Quarterly
Eric M Anderman, Alison C Koenka, Lynley H Anderman, Sungjun Won
Despite prior studies documenting learning difficulties among internationally adopted youth (IAY), none has explored academic motivation within this population. The current study addressed this gap by examining expectancies for success and task values in math and science among internationally adopted, domestically adopted, and nonadopted high-school students. Differences in students' math achievement and parents' beliefs about their ability were also explored. A subsample of 7,420 11th-grade students was selected from the High School Longitudinal Study data set (Ingels et al...
September 2018: School Psychology Quarterly
Nora Gross, Cassandra Lo
Prior research shows that many teachers feel ill-equipped to deal with students experiencing loss, and teachers of Black male adolescents, in particular, sometimes mistake grieving for misbehavior. This multimethod case study investigated the way teachers and their Black male students at a single-sex school related around encounters with loss. We examined students' and teachers' grief experiences through stories that were shared during qualitative interviews and focus group meetings and by observing everyday interactions throughout the school building...
September 2018: School Psychology Quarterly
Benjamin Oosterhoff, Julie B Kaplow, Christopher M Layne
Bereavement due to sudden loss may disrupt positive adjustment among youth, yet few studies have examined the age at which youth are most likely to first encounter sudden loss, the co-occurrence of sudden loss with other traumatic events, and the independent effects of sudden loss on academic functioning. Data were analyzed from the National Comorbidity Survey-Adolescent Supplement (N = 10,148, Mage = 15.18, 51.1% female). Youth reported on whether they had experienced sudden loss (along with 17 other traumatic events), the age at which they had first experienced sudden loss, and multiple indicators of academic functioning...
September 2018: School Psychology Quarterly
Katianne M Howard Sharp, Claire Russell, Madelaine Keim, Maru Barrera, Mary Jo Gilmer, Terrah Foster Akard, Bruce E Compas, Diane L Fairclough, Betty Davies, Nancy Hogan, Tammi Young-Saleme, Kathryn Vannatta, Cynthia A Gerhardt
The objective was to characterize the relation between different sources of school-based social support (friends, peers, and teachers) and bereaved siblings' grief and grief-related growth and to examine whether nonparental sources of social support buffer the effects of low parent support on bereaved siblings. Families (N = 85) were recruited from cancer registries at 3 pediatric institutions 3-12 months after a child's death. Bereaved siblings were 8-18 years old (M = 12.39, SD = 2.65) and majority female (58%) and White (74%)...
September 2018: School Psychology Quarterly
David J Schonfeld, Thomas P Demaria
School psychologists are in a unique position to both identify and work with grieving students; to provide guidance to schools, families, and peers on approaches to support such children and youth; and to offer training to classroom educators so that they are better prepared to support grieving students. Yet, there has been minimal research published on this topic in professional journals. This special section of School Psychology Quarterly is devoted to grief and loss with the hope of beginning to narrow this gap in the literature...
September 2018: School Psychology Quarterly
Francis L Huang
The use of multilevel modeling (MLM) to analyze nested data has grown in popularity over the years in the study of school psychology. However, with the increase in use, several statistical misconceptions about the technique have also proliferated. We discuss some commonly cited myths and golden rules related to the use of MLM, explain their origin, and suggest approaches to dealing with certain issues. Misunderstandings related to the use of the intraclass correlation, design effects, minimum sample size, multilevel factor structures, model R², and the misestimation of standard errors are reviewed...
September 2018: School Psychology Quarterly
Jason C Chow
Children and youth rely on language skills to navigate environments, many of which are multifaceted and complex. In a society in which successful interactions involve language and prosocial behavior, children who struggle with language or classroom behavior are predisposed to failure. The present perspectives article (a) summarizes the comorbidity of and relations between language skills and behavior problems, (b) provides examples of recent descriptive and experimental studies on these relations, (c) overviews current theoretical frameworks for situating empirical research in this area, and (d) recommends directions for future research...
September 2018: School Psychology Quarterly
Evan H Dart, Keith C Radley
Single-case data are frequently used in school psychology. In research, single-case designs allow experimenters to provide rigorous demonstrations of treatment effects on a smaller scale and with more precise measurement than traditional group experimental design. In practice, single-case data are used to evaluate the effects of school-based services to make decisions at the individual level within a multitiered system of support (MTSS). School psychology and related fields (e.g., special education) have worked to increase the rigor of single-case data by developing standards for single-case experimental design and developing robust single-case effect size statistics; however, in practice, single-case data are often collected with less experimental rigor and evaluated using visual analysis of a linear graph as opposed to quantitative effect sizes...
September 2018: School Psychology Quarterly
Jesus Alfonso D Datu, Mantak Yuen, Gaowei Chen
Previous investigations mostly relied on the two-factor model of grit (with perseverance of effort and consistency of interests as major dimensions) which received a number criticisms in the extant literature. Recent studies have provided promising lines of evidence regarding the triarchic model of grit (TMG) which posits three dimensions of grit in a collectivist setting: perseverance of effort, consistency of interests , and adaptability to situations . However, little is known about how this model of grit may be linked to various indicators of positive educational and psychological functioning...
September 2018: School Psychology Quarterly
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...
September 2018: School Psychology Quarterly
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...
September 2018: School Psychology Quarterly
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...
September 2018: School Psychology Quarterly
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...
September 2018: School Psychology Quarterly
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