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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
Erin Knight, Jan Blacher, Abbey Eisenhower
Relationships between early literacy measures (i.e., curriculum-based measurement) and advanced literacy measures (i.e., reading comprehension) were examined in young children with autism spectrum disorders (ASDs). Participants in this study were 167 children between the ages of 4 and 7 years ( M = 5 years 8 months), who were assessed at 2 time points during 1 school year. Results indicated that, compared to other measures of early literacy skills, curriculum-based measurements (CBMs) accurately assessed skills in students with ASD...
August 13, 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...
August 2, 2018: School Psychology Quarterly
Amanda Venta, Cassandra Bailey, Carla Muñoz, Estrella Godinez, Yessica Colin, Aleyda Arreola, Anna Abate, Joshua Camins, Monico Rivas, Sally Lawlace
Given the high risk of psychopathology among recently immigrated Central American adolescents, the aim of this study was to examine several putative protective factors: parental attachment, peer attachment, and school engagement. Based on prior research with other immigrant groups, parental and peer attachment were expected to correlate with reduced mental health problems, increased prosocial behavior, and increased resilience. However, the current study sought to add to existing data regarding putative protective factors by testing the incremental contribution of school engagement over and above existing support from parents and peers...
July 30, 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...
July 16, 2018: School Psychology Quarterly
Ethan F Villeneuve, Daniel B Hajovsky, Benjamin A Mason, Brittany M Lewno
Individual differences in Cattell-Horn-Carroll (CHC) cognitive abilities are related to individual differences in math problem solving. However, it is less clear whether cognitive abilities are associated with math problem solving directly or indirectly via math component skills and whether these relations differ across grade levels. We used multigroup structural equation models to examine direct and indirect CHC-based cognitive ability relations with math problem solving across six grade-level groups using the Kaufman Assessment Battery for Children, Second Edition and the Kaufman Tests of Educational Achievement, Second Edition co-normed standardization sample data ( N = 2,117)...
July 9, 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...
July 5, 2018: School Psychology Quarterly
Adam J Lekwa, Linda A Reddy, Elisa S Shernoff
We examined the convergent validity of observer ratings of teachers' use of evidence-based instructional and behavior management practices using the Classroom Strategies Assessment System (CSAS; Reddy & Dudek, 2014) with student academic engagement as measured by the Cooperative Learning Observational Code for Kids (CLOCK; Volpe & DiPerna, 2010). This study was conducted with a sample of 107 teachers and 2,000 students in 11 urban elementary schools serving students in a community with high concentrations of poverty...
July 5, 2018: School Psychology Quarterly
Michael D Lyons, Samuel D McQuillin
In the United States, school-based mentoring programs are a large and widely funded form of mentoring. Despite widespread support, meta-analyses indicate that the effects of school-based mentoring programs are small. One hypothesis for these results is that school-based mentors are not able to develop a sufficiently high-quality relationship with mentees to produce the hypothesized positive effects. This study presents a reanalysis of a large randomized controlled trial of school-based mentoring and examines the estimated effect of mentoring as a function of mentee-reported relationship quality using a novel statistical approach...
June 25, 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...
June 21, 2018: School Psychology Quarterly
Glenn D Walters, Dorothy L Espelage
Psychological inertia, the process by which social-cognitive variables help maintain behavioral patterns over time, has been found to explain crime continuity. The present study sought to determine whether psychological inertia can also be used to explain continuity in bullying behavior. A group of 1,161 youth (567 male) from the Illinois Study of Bullying and Sexual Violence were surveyed 3 times over a period of 1 year in an effort to determine which of two dimensions of precriminal cognition-cognitive insensitivity (callous, self-serving) or cognitive impulsivity (reckless, emotional)-mediated the past bullying-future bullying relationship...
June 21, 2018: School Psychology Quarterly
Melissa A Collier-Meek, Lindsay M Fallon, Kaitlin Gould
Collecting treatment integrity data is critical for (a) strengthening internal validity within a research study, (b) determining the impact of an intervention on student outcomes, and (c) assessing the need for implementation supports. Although researchers have noted the increased inclusion of treatment integrity data in published articles, there has been limited attention to how treatment integrity is assessed. The purpose of this study was to review how treatment integrity is typically assessed in single-case design performance feedback articles...
June 21, 2018: School Psychology Quarterly
Gabriele Prati, Cinzia Albanesi, Elvira Cicognani
School sense of community has been associated with lower levels of students' aggressive behaviors. The main aim of the study was to examine whether the magnitude of the influence of school sense of community on students' aggressive behavior is similar or different across schools with different levels of aggressive behaviors. Participants were 1,800 Italian students attending 44 middle and high schools. Using multilevel modeling (a random intercepts and slopes model), we found that the magnitude of the negative relationship between sense of community in the school and students' aggressive behaviors was stronger in schools with high levels of aggressive behavior...
June 18, 2018: School Psychology Quarterly
Janine P Stichter, Melissa J Herzog, Emily Malugen, Alexander M Schoemann
Although some literature reviews cited mixed results for group-based social competence interventions in schools, existing descriptions of intervention efficacy often lack attention on important factors that may moderate differential response. Some studies suggest that individual characteristics such as diagnosis (i.e., specific deficit clusters) or behavioral profiles may be important social outcome moderators. Given the interactive nature of group-based interventions, understanding how individual characteristics combine to influence outcomes for the group as a whole is an important next step...
June 18, 2018: School Psychology Quarterly
Stephen P Kilgus, Michael P Van Wie, James S Sinclair, T Chris Riley-Tillman, Keith C Herman
Research has supported the applied use of Direct Behavior Rating Single-Item Scale (DBR-SIS) targets of "academic engagement" and "disruptive behavior" for a range of purposes, including universal screening and progress monitoring. Though useful in evaluating social behavior and externalizing problems, these targets have limited utility in evaluating emotional behavior and internalizing problems. Thus, the primary purpose of this study was to support the initial development and validation of a novel DBR-SIS target of "unhappy," which was intended to tap into the specific construct of depression...
June 18, 2018: School Psychology Quarterly
Ethan R Van Norman, Peter M Nelson, David C Parker
Student response to instruction is a key piece of information that school psychologists use to make instructional decisions. Curriculum-based measures (CBMs) are the most commonly used and researched family of academic progress-monitoring assessments. There are a variety of reading CBMs that differ in the type and specificity of skills they assess. The purpose of this study was to determine the degree to which the CBM of oral reading (CBM-R) progress-monitoring data differed from nonsense-word fluency (NWF) progress-monitoring data in the presence of a common intervention...
June 7, 2018: School Psychology Quarterly
George G Bear, Chunyan Yang, Dandan Chen, Xianyou He, Jia-Shu Xie, Xishan Huang
OBJECTIVE: The purpose of this study was to examine differences between American and Chinese students in their perceptions of school climate and engagement in school, and in the relation between school climate and engagement. METHOD: Confirmatory factor analyses were used to support the factor structure and measurement invariance of the two measures administered: The Delaware School Climate Survey-Student and the Delaware Student Engagement Scale. Differences in latent means were tested, and differences in relations between variables were examined using multilevel hierarchical linear modeling...
June 2018: School Psychology Quarterly
Nicole Menolascino, Lyndsay N Jenkins
Bullying is a prevalent issue in schools, and the importance of involving bystanders in bullying prevention has been recognized; however, there are few studies that examine personal characteristics that relate to the five steps of Latané and Darley's (1970) Bystander Intervention Model (notice the event, interpret as an emergency, accept responsibility, know what to do, and act). This study examined cognitive and affective empathy and perceived popularity and their relation to each of the five steps of the Bystander Intervention Model in Bullying (Nickerson, Aloe, Livingston, & Feeley, 2014), as well as explored if gender changed those relations...
June 2018: School Psychology Quarterly
Francis L Huang, Crystal Lewis, Daniel R Cohen, Sara Prewett, Keith Herman
Students involved in bullying experience mental health issues and negative psychosocial outcomes. Few studies have investigated how teacher-student relationships (TSRs) may buffer the negative outcomes experienced by students involved in bullying. To investigate the moderating role of TSRs with bullying involvement status and psychosocial outcomes, we used data from 691 middle school students, 85 teachers, and 6 schools in one urban district. We used both student- and teacher-reported outcomes and regression models included baseline measures (i...
June 2018: School Psychology Quarterly
Richard A Fabes, Carol Lynn Martin, Laura D Hanish, Dawn DeLay
Despite the fact that most boys and girls are in classrooms together, there is considerable variation in the degree to which their classrooms reflect gender integration (GI). In some classrooms, boys' and girls' relationships with each other are generally positive and harmonious. However, in other classes, students tend to only work with classmates of the same gender (i.e., gender segregation, GS), and cross-gender interactions seldom occur or, when they do, they may not be positive. As such, the coeducational context of schools provides no assurance that boys and girls work effectively together to learn, solve academic problems, and support one another in their academic efforts...
June 2018: School Psychology Quarterly
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