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School Psychology Quarterly

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https://www.readbyqxmd.com/read/28221053/evaluating-an-integrated-support-model-for-increasing-treatment-plan-implementation-following-consultation-in-schools
#1
George H Noell, Jennifer R Volz, Marie Y Henderson, Kashunda L Williams
This study examined the percentage of steps implemented from treatment plans following consultation with teachers. Interventions were implemented for 39 elementary school students referred for consultation and treatment for challenging behavior or academic deficits. An integrated support model that included antecedent social influence and planning combined with follow-up performance feedback was compared to weekly structured follow-up interviews. Participating teacher-student dyads were randomly assigned to conditions...
February 20, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28221052/the-association-between-arithmetic-and-reading-performance-in-school-a-meta-analytic-study
#2
Vivian Singer, Kathernie Strasser
Many studies of school achievement find a significant association between reading and arithmetic achievement. The magnitude of the association varies widely across the studies, but the sources of this variation have not been identified. The purpose of this paper is to examine the magnitude and determinants of the relation between arithmetic and reading performance during elementary and middle school years. We meta-analyzed 210 correlations between math and reading measures, coming from 68 independent samples (the overall sample size was 58923 participants)...
February 20, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28165275/strong-schools-against-suicidality-and-self-injury-evaluation-of-a-workshop-for-school-staff
#3
Rebecca Groschwitz, Lara Munz, Joana Straub, Isabelle Bohnacker, Paul L Plener
Nonsuicidal self-injury (NSSI) and suicidality are common among adolescents. School staff are often the first adults to be confronted with those behaviors. However, previous studies have shown a lack of knowledge and confidence in dealing with self-harming behaviors. Objectives of this study were to evaluate a workshop on NSSI and suicidality in adolescence for teachers, school social workers and school psychologists. In total, N = 267 school staff participated in 1 of 16 two-day workshops, which were offered in different cities in southern Germany...
February 6, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28114783/development-and-validity-of-the-rating-scales-of-academic-skills-for-reading-comprehension
#4
Edward S Shapiro, Sarah Gebhardt, Katie Flatley, Kirra B Guard, Qiong Fu, Erin S Leichman, Mary Beth Calhoon, Robin Hojnoski
The development and psychometric qualities of a measure using teacher judgment to rate performance in reading comprehension for narrative text is described-the Rating Scales for Academic Skills-Reading Comprehension Narrative (RSAS-RCN). Sixty-five teachers from the third, fourth, and fifth grades of 8 elementary schools completed the measure on 177 students. Each teacher rated students who had been identified through school-based universal screening to be below the 25th percentile, between the 25th and 74th percentile, and at or above the 75th percentile on national normative standards...
January 23, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28080100/metabolic-control-and-academic-achievement-over-time-among-adolescents-with-type-1-diabetes
#5
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...
January 12, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28080099/school-connectedness-and-suicidal-thoughts-and-behaviors-a-systematic-meta-analysis
#6
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...
January 12, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/27936832/improving-approximate-number-sense-abilities-in-preschoolers-plus-games
#7
Jo Van Herwegen, Hiwet Mariam Costa, Maria Chiara Passolunghi
Previous studies in both typically and atypically developing children have shown that approximate number system (ANS) abilities predict formal mathematical knowledge later on in life. The current study investigated whether playing specially designed training games that targets the ANS system using nonsymbolic stimuli only would improve preschool children's ANS abilities. Thirty-eight preschool children were randomly allocated to either the training or control group. For 5 weeks, 20 preschoolers (9 girls) in the training group played daily games for 10 min that included guessing and comparing numerosities, whereas 18 control children (6 girls) were involved in interactive picture book reading sessions...
December 12, 2016: School Psychology Quarterly
https://www.readbyqxmd.com/read/27929323/accelerating-science-practice-and-policy-relevant-to-school-psychology-internationally-looking-backward-and-moving-forward
#8
Shane R Jimerson
Provides a brief synthesis of the past, present, and forecast for the future of School Psychology Quarterly, highlighting important contributions as an international resource to enrich, invigorate, enhance, advance, and accelerate science, practice, and policy relevant to school psychology internationally. Information highlights (a) the important contributions of those who serve on the editorial board, (b) the value of high quality and timely reviews, (c) publishing manuscripts that address a breadth of important topics relevant to school psychology, (d) international contributions, (e) an overview of special topic sections that have been featured over the years, and (f) contemporary ratings and rankings of School Psychology Quarterly...
December 2016: School Psychology Quarterly
https://www.readbyqxmd.com/read/27929322/using-trial-based-functional-analysis-to-design-effective-interventions-for-students-diagnosed-with-autism-spectrum-disorder
#9
Wallace Larkin, Renee O Hawkins, Tai Collins
Functional behavior assessments and function-based interventions are effective methods for addressing the challenging behaviors of children; however, traditional functional analysis has limitations that impact usability in applied settings. Trial-based functional analysis addresses concerns relating to the length of time, level of expertise required, and the contrived nature of functional analyses conducted in analogue settings. The current study expanded on previous research by assessing the function of challenging behaviors for 3 early childhood education students with autism spectrum disorder through trial-based functional analyses within an educational setting...
December 2016: School Psychology Quarterly
https://www.readbyqxmd.com/read/27929321/social-communication-questionnaire-scoring-procedures-for-autism-spectrum-disorder-and-the-prevalence-of-potential-social-communication-disorder-in-asd
#10
Lucy Barnard-Brak, David M Richman, Steven Randall Chesnut, Todd D Little
In analyzing data from the National Database for Autism Research, we utilized Mokken scaling techniques as a means of creating a more effective and efficient screening procedure for autism spectrum disorder (ASD) via the Social Communication Questionnaire (SCQ). With a sample of 1,040, approximately 80% (n = 827) of the sample were males while approximately 20% (n = 213) were females. In regard to ethnicity, approximately 68% of the sample were White/Caucasian, while 7% were African American, 16% were Hispanic, 4% were Asian, and 1% were Native American or American Indian...
December 2016: School Psychology Quarterly
https://www.readbyqxmd.com/read/27929320/peer-facilitated-discrete-trial-training-for-children-with-autism-spectrum-disorder
#11
K Richard Young, Keith C Radley, William R Jenson, Richard P West, Susan K Clare
In 2 studies, we evaluated the feasibility and efficacy of peer-mediated, school-based discrete trial training (DTT) for students with autism spectrum disorder (ASD). In the first, 6 typically developing elementary-age students were trained to use DTT procedures to teach target academic skills to 3 students with ASD who had been educated in a self-contained setting. A multiple probe-across-tutors design was applied to evaluate the accuracy with which the tutors implemented the DTT protocol. Results of the study indicated that training was effective in increasing the integrity of implementation of the DTT protocol...
December 2016: School Psychology Quarterly
https://www.readbyqxmd.com/read/27929319/effects-of-psychomotor-intervention-program-on-students-with-autism-spectrum-disorder
#12
Sayed ElGarhy, Ting Liu
The purpose of this study was to examine the effects of a psychomotor intervention program (PIP) on body awareness and psychomotor concepts for students with autism spectrum disorder (ASD). Twenty-eight students (23 boys and 5 girls) with ASD participated in this study. Fourteen students with ASD were randomly assigned to the experimental group (12 boys and 2 girls; mean age of 5.48 years), and 14 students were assigned to the control group (11 boys and 3 girls; mean age of 5.2 years). Students in the experimental group were trained with the PIP activities (targeting body awareness, body concepts, space concepts, and time concepts) three times a week for 10 weeks...
December 2016: School Psychology Quarterly
https://www.readbyqxmd.com/read/27929318/family-involvement-and-parent-teacher-relationships-for-students-with-autism-spectrum-disorders
#13
S Andrew Garbacz, Laura Lee McIntyre, Rachel T Santiago
Family educational involvement and parent-teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and parent-teacher relationships. The present study examined child and family variables that may affect family involvement and parent-teacher relationships for families of children with ASD...
December 2016: School Psychology Quarterly
https://www.readbyqxmd.com/read/27929317/informant-discrepancies-in-externalizing-and-internalizing-symptoms-and-adaptive-skills-of-high-functioning-children-with-autism-spectrum-disorder
#14
Christin A McDonald, Christopher Lopata, James P Donnelly, Marcus L Thomeer, Jonathan D Rodgers, Allyson K Jordan
Assessment of clinical symptoms requires information from multiple informants. Discrepancies between informants' ratings can have significant implications in school settings (e.g., access to services, treatment planning, progress monitoring). This study examined parent-teacher discrepancies for ratings of internalizing and externalizing symptoms, and adaptive skills of high-functioning children with autism spectrum disorder. A total of 236 Behavior Assessment System for Children-2nd Edition ratings of children with high-functioning children with autism spectrum disorder from 2 informant groups (parents and teachers) were analyzed...
December 2016: School Psychology Quarterly
https://www.readbyqxmd.com/read/27929316/assessing-understanding-and-supporting-students-with-autism-at-school-contemporary-science-practice-and-policy
#15
Janine P Stichter, T Chris Riley-Tillman, Shane R Jimerson
Over the past 3 decades, there has been an unprecedented increase in students identified as eligible for special education as a result of students meeting criteria for autism spectrum disorder (ASD). The increasing number of students with ASD in the schools presents significant challenges to teachers, school psychologists, and other school professionals working with this population. Although there is considerable research addressing assessment, identification, and support services for children with ASD, there is a need for further research focused on these topics within the school context...
December 2016: School Psychology Quarterly
https://www.readbyqxmd.com/read/26985966/sources-of-self-efficacy-in-academic-contexts-a-longitudinal-perspective
#16
Huy P Phan, Bing H Ngu
The formation of self-efficacy, according to Bandura's (1997) social-cognitive theory, is an important area of inquiry. This theoretical tenet posits the importance of enactive learning experience, followed by lesser influences of vicarious experience, verbal persuasion, and emotional and physiological states. Quantitative research, predominantly, has produced clear and consistent evidence that supports this position. We argue that the elementary school years may indicate differently, whereby children's limited cognitive maturity and learning experiences could compel them to rely on other psychosocial informational sources...
December 2016: School Psychology Quarterly
https://www.readbyqxmd.com/read/26551254/understanding-the-relationship-between-inattention-and-early-literacy-trajectories-in-kindergarten
#17
Julia Ogg, Robert Volpe, Maria Rogers
The purpose of this study was to examine the relationship between inattention, academic enabling behaviors (i.e., motivation, engagement, and interpersonal skills), and early literacy outcomes. Kindergarten students (N = 181; 55.2% male; 62% white) from two research sites (Southeastern U.S. and Eastern Canada) were assessed using the Letter Naming and Letter Sound Fluency AIMSweb Tests of Early Literacy (Shinn & Shinn, 2012) at three points across the school year. Their teachers provided information on the level of attention-deficit/hyperactivity disorder symptoms (ADHD Symptom Checklist-4; Gadow & Sprafkin, 2008) and academic enabling behaviors (Academic Competence Evaluation Scales; DiPerna & Elliott, 2000)...
December 2016: School Psychology Quarterly
https://www.readbyqxmd.com/read/25688808/conjoint-behavioral-consultation-for-children-with-autism-spectrum-disorder
#18
S Andrew Garbacz, Laura Lee McIntyre
The present study examined the efficacy of Conjoint Behavioral Consultation (CBC) for children with Autism Spectrum Disorder (ASD) in early elementary school. In addition, the parent-teacher relationship, parent and teacher competence in problem solving, and CBC acceptability were examined. Participants included 3 children with ASD in early elementary school, and their parents and teachers. Findings suggested (a) CBC was efficacious for treating children's social behavior in classrooms, (b) 2 of 3 parent-teacher dyads reported improvements in the parent-teacher relationship, (c) all parents and teacher reported increases in their problem-solving competences, and (d) CBC was highly acceptable to parents and teachers...
December 2016: School Psychology Quarterly
https://www.readbyqxmd.com/read/27831699/is-perceived-control-a-critical-factor-in-understanding-the-negative-relationship-between-cognitive-test-anxiety-and-examination-performance
#19
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
https://www.readbyqxmd.com/read/27808531/authoritative-school-climate-number-of-parents-at-home-and-academic-achievement
#20
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
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