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School Psychology Quarterly

David W Putwain, Ben Aveyard
A well established finding is that the cognitive component of test anxiety (worry) is negatively related to examination performance. The present study examined how 3 self-beliefs (academic buoyancy, perceived control, and test competence) moderated the strength of the relationship between worry and examination performance in a sample of 270 final year secondary school students. Participants completed self-reports of academic buoyancy, perceived control, test competence, and cognitive test anxiety, that were matched with examination grades in English, science, and mathematics...
November 10, 2016: School Psychology Quarterly
Francis L Huang, Katie Eklund, Dewey G Cornell
School climate is widely recognized as an important factor in promoting student academic achievement. The current study investigated the hypothesis that a demanding and supportive school climate, based on authoritative school climate theory, would serve as a protective factor for students living with 1 or no parents at home. Using a statewide sample of 56,508 middle school students from 415 public schools in 1 state, results indicated that student perceptions of disciplinary structure, academic demandingness, and student support all had positive associations with student self-reported grade point average (GPA)...
November 3, 2016: School Psychology Quarterly
Erik J Girvan, Cody Gion, Kent McIntosh, Keith Smolkowski
To improve our understanding of where to target interventions, the study examined the extent to which school discipline disproportionality between African American and White students was attributable to racial disparities in teachers' discretionary versus nondiscretionary decisions. The sample consisted of office discipline referral (ODR) records for 1,154,686 students enrolled in 1,824 U.S. schools. Analyses compared the relative contributions of disproportionality in ODRs for subjectively and objectively defined behaviors to overall disproportionality, controlling for relevant school characteristics...
October 13, 2016: School Psychology Quarterly
Valerie B Shapiro, B K Elizabeth Kim, Jennifer L Robitaille, Paul A LeBuffe
The Devereux Student Strengths Assessment Mini (DESSA-Mini; Naglieri, LeBuffe, & Shapiro, 2011/2014) was designed to overcome practical obstacles to universal prevention screening. This article seeks to determine whether an entirely strength-based, 8-item screening instrument achieves technical accuracy in routine practice. Data come from a district-wide implementation of a new social emotional learning (SEL) initiative designed to promote students' social-emotional competence. All students, kindergarten through Grade 8, were screened using the DESSA-Mini...
October 13, 2016: School Psychology Quarterly
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...
October 13, 2016: School Psychology Quarterly
Ethan R Van Norman, Peter M Nelson, David A Klingbeil
Educators need recommendations to improve screening practices without limiting students' instructional opportunities. Repurposing previous years' state test scores has shown promise in identifying at-risk students within multitiered systems of support. However, researchers have not directly compared the diagnostic accuracy of previous years' state test scores with data collected during fall screening periods to identify at-risk students. In addition, the benefit of using previous state test scores in conjunction with data from a separate measure to identify at-risk students has not been explored...
September 29, 2016: School Psychology Quarterly
Peter M Nelson, Linda A Reddy, Christopher M Dudek, Adam J Lekwa
The present study examined the relationship between student and observer ratings of the class environment. More specifically, class responses on the Responsive Environmental Assessment for Classroom Teaching (REACT; Theodore J. Christ & Colleagues, 2015) were compared with observer ratings on the Classroom Strategies Assessment System-Observer Form (Reddy, Fabiano, & Dudek, 2013). This study included 38 teachers and 582 students from 5 high-poverty schools. Observational data were reported as discrepancy scores, which reflect the difference between the recommended frequency and observed frequency of specific instructional and behavioral management strategies for classroom teachers...
September 29, 2016: School Psychology Quarterly
Samantha Cazzell, Christopher H Skinner, Dennis Ciancio, Kathleen Aspiranti, Tiffany Watson, Kala Taylor, Merilee McCurdy, Amy Skinner
A concurrent multiple-baseline across-tasks design was used to evaluate the effectiveness of a computer flash-card sight-word recognition intervention with elementary-school students with intellectual disability. This intervention allowed the participants to self-determine each response interval and resulted in both participants acquiring previously unknown words across all word sets. Discussion focuses on the need to evaluate and compare computer flash-card sight-word recognition interventions with fixed and self-determined response intervals across students and dependent variables, including rates of inappropriate behavior and self-determination in students with intellectual disability...
September 29, 2016: School Psychology Quarterly
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...
September 29, 2016: School Psychology Quarterly
Anisa N Goforth, Jacqueline A Brown, Greg R Machek, Gyda Swaney
There is a clear underrepresentation of Native Americans in the field of school psychology. There are a number of factors that have led to this underrepresentation, including cultural and historical variables, barriers to accessing higher educational opportunities, and lack of financial support. Given the importance of having diverse perspectives in the field, as well as the need for mental health services and academic supports for Native American children and their families, school psychology trainers should consider actively recruiting and retaining Native American graduate students to doctoral and specialist programs...
September 2016: School Psychology Quarterly
Jamilia J Blake, Scott Graves, Markeda Newell, Shane R Jimerson
Why is there a need to increase the racial/ethnic diversity of faculty in school psychology? Chiefly, school psychologists serve the most racially/ethnically diverse population: children in US schools. Therefore, developing a knowledge base that is inclusive of this wide range of perspective as well as growing a workforce that is reflective of this diversity is essential to effective service delivery. To achieve this goal, school psychology trainers must develop evidence-based, purposeful efforts to recruit and retain racial/ethnic minority students in doctoral programs...
September 2016: School Psychology Quarterly
(no author information available yet)
Reports an error in "A process view on implementing an antibullying curriculum: How teachers differ and what explains the variation" by Anne Haataja, Annarilla Ahtola, Elisa Poskiparta and Christina Salmivalli (, 2015[Dec], Vol 30[4], 564-576). In the article, there was an error in the abstract. The abstract incorrectly stated: "Finally, good lesson preparation and student engagement were associated with a higher levels of implementation throughout the school year (the high group). Neither participation in preimplementation training nor classroom management skills were related to 3 implementation profiles...
September 2016: School Psychology Quarterly
Sherrie L Proctor, Maria Romano
Shortages of school psychologists and the underrepresentation of minorities in school psychology represent longstanding concerns. Scholars recommend that one way to address both issues is to recruit individuals from racially and ethnically diverse backgrounds into school psychology. The purpose of this study was to explore the characteristics and minority focused findings of school psychology recruitment studies conducted from 1994 to 2014. Using an electronic search that included specified databases, subject terms and study inclusion criteria along with a manual search of 10 school psychology focused journals, the review yielded 10 published, peer-reviewed recruitment studies focused primarily on school psychology over the 20-year span...
September 2016: School Psychology Quarterly
Leann V Smith, Jamilia J Blake, Scott L Graves, Jessica Vaughan-Jensen, Ryne Pulido, Courtney Banks
The recruitment of culturally and linguistically diverse students to graduate programs is critical to the overall growth and development of school psychology as a field. Program websites serve as an effective recruitment tool for attracting prospective students, yet there is limited research on how school psychology programs use their websites to recruit diverse students. The purpose of this study was to evaluate whether school psychology program websites include sufficient levels of diversity-related content critical for attracting diverse applicants...
September 2016: School Psychology Quarterly
Ethan R Van Norman
Curriculum-based measurement of oral reading (CBM-R) progress monitoring data is used to measure student response to instruction. Federal legislation permits educators to use CBM-R progress monitoring data as a basis for determining the presence of specific learning disabilities. However, decision making frameworks originally developed for CBM-R progress monitoring data were not intended for such high stakes assessments. Numerous documented issues with trend line estimation undermine the validity of using slope estimates to infer progress...
September 2016: School Psychology Quarterly
Stephen J Molitor, Joshua M Langberg, Elizaveta Bourchtein, Laura D Eddy, Melissa R Dvorsky, Steven W Evans
Students with attention-deficit/hyperactivity disorder (ADHD) often experience a host of negative academic outcomes, and deficits in reading and mathematics abilities contribute to these academic impairments. Students with ADHD may also have difficulties with written expression, but there has been minimal research in this area and it is not clear whether written expression abilities uniquely contribute to the academic functioning of students with ADHD. The current study included a sample of 104 middle school students diagnosed with ADHD (Grades 6-8)...
September 2016: School Psychology Quarterly
William M Furey, Amanda M Marcotte, John M Hintze, Caroline M Shackett
The study presents a critical analysis of written expression curriculum-based measurement (WE-CBM) metrics derived from 3- and 10-min test lengths. Criterion validity and classification accuracy were examined for Total Words Written (TWW), Correct Writing Sequences (CWS), Percent Correct Writing Sequences (%CWS), and Correct Minus Incorrect Writing Sequences (CMIWS). Fourth grade students (n = 109) from 6 schools participated in the study. To assess criterion validity of each metric, total scores from writing tasks were correlated with the state achievement test's composition subtest...
September 2016: School Psychology Quarterly
Stephen P Kilgus, T Chris Riley-Tillman, Janine P Stichter, Alexander M Schoemann, Katie Bellesheim
The purpose of this investigation was to evaluate the reliability of Direct Behavior Ratings-Social Competence (DBR-SC) ratings. Participants included 60 students identified as possessing deficits in social competence, as well as their 23 classroom teachers. Teachers used DBR-SC to complete ratings of 5 student behaviors within the general education setting on a daily basis across approximately 5 months. During this time, each student was assigned to 1 of 2 intervention conditions, including the Social Competence Intervention-Adolescent (SCI-A) and a business-as-usual (BAU) intervention...
September 2016: School Psychology Quarterly
Peter M Nelson, Theodore J Christ
The current study estimated the reliability and agreement of student ratings of the classroom environment obtained using the Responsive Environmental Assessment for Classroom Teaching (REACT; Christ, Nelson, & Demers, 2012; Nelson, Demers, & Christ, 2014). Coefficient alpha, class-level reliability, and class agreement indices were evaluated as each index provides important information for different interpretations and uses of student rating scale data. Data for 84 classes across 29 teachers in a suburban middle school were sampled to derive reliability and agreement indices for the REACT subscales across 4 class sizes: 25, 20, 15, and 10...
September 2016: School Psychology Quarterly
Andrew Schaper, Kent McIntosh, Robert Hoselton
The purpose of this study was to document within-year fidelity growth during installation and initial implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Participants included school teams from schools throughout the United States that were in years 1 to 4 of SWPBIS implementation and routinely evaluated their implementation fidelity. The fidelity outcome was assessed with the Team Implementation Checklist (TIC) and was completed multiple times per year by SWPBIS teams. Results from multilevel fidelity growth models documented within- and between-school variability and growth predictors...
September 2016: School Psychology Quarterly
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