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School Psychology Quarterly

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https://www.readbyqxmd.com/read/28661166/predictors-and-academic-outcomes-associated-with-in-school-suspension
#1
Blaire Cholewa, Michael F Hull, Catherine R Babcock, Alexandre D Smith
The negative consequences associated with out-of-school suspension (OSS) are widely recognized, yet its commonly utilized counterpart, in-school suspension (ISS), has received little attention. This study examined school and student characteristics that predicted ISS and its links to academic outcomes, using the nationally representative High School Longitudinal Study of 2009. The sample included 11,860 public high school students, equating to a nationally representative sample of 2,993,918 students upon the application of primary sampling weights for each student and balanced repeated replicate weights to account for students nested in schools...
June 29, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28661165/economic-costs-of-bias-based-bullying
#2
Laura Baams, Craig A Talmage, Stephen T Russell
Because many school districts receive funding based on student attendance, absenteeism results in a high cost for the public education system. This study shows the direct links between bias-based bullying, school absenteeism because of feeling unsafe at school, and loss of funds for school districts in California. Data from the 2011-2013 California Healthy Kids Survey and the California Department of Education were utilized. Results indicate that annually, California school districts lose an estimated $276 million of unallocated funds because of student absences resulting from feeling unsafe at school...
June 29, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28627900/individual-versus-peer-grit-influence-on-later-individual-literacy-achievement-of-dual-language-learners
#3
Colleen R O'Neal
The objective of this short-term longitudinal study was to examine individual versus classroom peer effects of grit on later individual literacy achievement in elementary school. The dual language learner, largely Latina/o sample included students from the 3rd through the 5th grades. Participants completed a literacy achievement performance task at 3 time points over 4 months, in addition to student-reported grit at the first time point. Classroom peer grit, not individual grit, was a strong, significant predictor of an individual's later literacy achievement, adjusting for previous literacy achievement, age, gender, home language, and classroom clusters...
June 19, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28616994/direct-training-to-improve-educators-treatment-integrity-a-systematic-review-of-single-case-design-studies
#4
Lindsay M Fallon, Kathryn D Kurtz, Marlana R Mueller
In consultation, school psychologists may offer educators direct training to support the implementation of classroom interventions aimed to improve student outcomes. The purpose of this study was to conduct a systematic literature review of single-case design research studies during which educators received direct training to implement a classroom intervention, specifically instructions, modeling, practice, and feedback. Two doctoral students in school psychology screened 228 articles and evaluated 33 studies to determine if direct training is effective and an evidence-based practice per single-case design standards proposed by the What Works Clearinghouse...
June 15, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28604023/concurrent-validity-and-sensitivity-to-change-of-direct-behavior-rating-single-item-scales-dbr-sis-within-an-elementary-sample
#5
Rhonda L Smith, Katie Eklund, Stephen P Kilgus
The purpose of this study was to evaluate the concurrent validity, sensitivity to change, and teacher acceptability of Direct Behavior Rating single-item scales (DBR-SIS), a brief progress monitoring measure designed to assess student behavioral change in response to intervention. Twenty-four elementary teacher-student dyads implemented a daily report card intervention to promote positive student behavior during prespecified classroom activities. During both baseline and intervention, teachers completed DBR-SIS ratings of 2 target behaviors (i...
June 12, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28541081/meta-analysis-of-the-effects-of-academic-interventions-and-modifications-on-student-behavior-outcomes
#6
Kristy Warmbold-Brann, Matthew K Burns, June L Preast, Crystal N Taylor, Lisa N Aguilar
The current study examined the effect of academic interventions and modifications on behavioral outcomes in a meta-analysis of 32 single-case design studies. Academic interventions included modifying task difficulty, providing instruction in reading, mathematics, or writing, and contingent reinforcement for academic performance. There was an overall small to moderate effect (ϕ = .56) on behavioral outcomes, with a stronger effect on increasing time on task (ϕ = .64) than on decreasing disruptive behavior (ϕ = ...
May 25, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28541080/state-special-education-criteria-for-identifying-intellectual-disability-a-review-following-revised-diagnostic-criteria-and-rosa-s-law
#7
Patrick J McNicholas, Randy G Floyd, Isaac L Woods, Leah J Singh, Meredith S Manguno, Kathrin E Maki
Across the last century, the condition known as intellectual disability (ID) has been labeled by assorted terms, its key features have varied, and recommendations for its identification have been divided. In light of recent changes to the diagnostic criteria for ID and to federal legislation, this study was designed to compile and summarize information about the state special education criteria for this condition and its associated assessment process, as they guide school-based and associated practices. Authors independently double-coded components of all ID regulations and guidelines from the 50 United States and the District of Columbia in pairs, which was then checked and corrected for inconsistencies...
May 25, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28459254/bayesian-asymmetric-regression-as-a-means-to-estimate-and-evaluate-oral-reading-fluency-slopes
#8
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/27428446/learning-disability-identification-consistency-the-impact-of-methodology-and-student-evaluation-data
#9
Kathrin E Maki, Matthew K Burns, Amanda Sullivan
Learning disability (LD) identification has long been controversial and has undergone substantive reform. This study examined the consistency of school psychologists' LD identification decisions across three identification methods and across student evaluation data conclusiveness levels. Data were collected from 376 practicing school psychologists from 22 states. Eighty-three percent (n = 313) of participants were female. Ninety-one percent (n = 342) of participants identified as Caucasian, 4% (n = 15) Latino, 1...
June 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/27243239/use-of-direct-behavior-ratings-to-collect-functional-assessment-data
#10
Stephen P Kilgus, Jennifer S Kazmerski, Crystal N Taylor, Nathaniel P von der Embse
The purpose of this investigation was to evaluate the utility of Direct Behavior Rating Single Item Scale (DBR-SIS) methodology in collecting functional behavior assessment data. Specific questions of interest pertained to the evaluation of the accuracy of brief DBR-SIS ratings of behavioral consequences and determination of the type of training necessary to support such accuracy. Undergraduate student participants (N = 213; 62.0% male; 62.4% White) viewed video clips of students in a classroom setting, and then rated both disruptive behavior and 4 consequences of that behavior (i...
June 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/27175733/structural-validity-of-class-k-3-in-primary-grades-testing-alternative-models
#11
Lia E Sandilos, Sarah Wollersheim Shervey, James C DiPerna, Puiwa Lei, Weiyi Cheng
This study examined the internal structure of the Classroom Assessment Scoring System (CLASS; K-3 version). The original CLASS K-3 model (Pianta, La Paro, & Hamre, 2008) and 5 alternative models were tested using confirmatory factor analysis with a sample of first- and second-grade classrooms (N = 141). Findings indicated that a slightly modified version of the original CLASS K-3 3-factor model best fit the current data. Although stable findings emerged across the current and previous studies, particularly in relation to the presence of 3 latent domains, there is also some variability across structures at different grade levels with regard to the bifactor and 3-factor models...
June 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/26928387/classification-accuracy-and-acceptability-of-the-integrated-screening-and-intervention-system-teacher-rating-form
#12
Brian Daniels, Robert J Volpe, Gregory A Fabiano, Amy M Briesch
This study examines the classification accuracy and teacher acceptability of a problem-focused screener for academic and disruptive behavior problems, which is directly linked to evidence-based intervention. Participants included 39 classroom teachers from 2 public school districts in the Northeastern United States. Teacher ratings were obtained for 390 students in Grades K-6. Data from the screening instrument demonstrate favorable classification accuracy, and teacher ratings of feasibility and acceptability support the use of the measure for universal screening in elementary school settings...
June 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28414507/the-distinction-between-exclusivity-and-comorbidity-within-nssi
#13
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
#14
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
#15
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
#16
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
#17
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
#18
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
#19
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
#20
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
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