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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
Terrance M Scott, Nicholas Gage, Regina Hirn, HyunSuk Han
There is a long and persistent gap between the academic achievement of White and Black students in America's schools. Further, Black students are suspended from school at a rate that is more than three times greater than White students. While there has been some suggestion that perhaps teacher-student racial matching may be part of a solution, the research does not currently provide adequate support for teacher race alone to be sufficiently effective. This study analyzed 41 Black and White teacher-student dyad mixes in elementary schools and another 41 in a high school to examine how teacher and student race interact in terms of teacher and student behaviors...
May 24, 2018: School Psychology Quarterly
Stephen P Kilgus, Nathaniel P von der Embse, Crystal N Taylor, Michael P Van Wie, Wesley A Sims
The purpose of this diagnostic accuracy study was to evaluate the sensitivity and specificity (among other indicators) of three universal screening approaches, including the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), a SAEBRS-based teacher nomination tool, and a multiple gating procedure (MGP). Each screening approach was compared to the BASC-2 Behavioral and Emotional Screening System (BESS), which served as a criterion indicator of student social-emotional and behavioral risk. All data were collected in a concurrent fashion...
May 24, 2018: School Psychology Quarterly
Faith G Miller, Sandra M Chafouleas, Megan E Welsh, T Chris Riley-Tillman, Gregory A Fabiano
Responsive service delivery frameworks rely on the use of screening approaches to identify students in need of support and to guide subsequent assessment and intervention efforts. However, limited empirical investigations have been directed to informing how often screening should occur for social, emotional, and behavioral difficulties in school settings. The purpose of the current study was to evaluate the stability of risk status on 3 different screening instruments across 3 administrations across the course of a school year...
May 24, 2018: School Psychology Quarterly
Lili Tian, Siyi Jiang, E Scott Huebner
Based on Greenspoon and Saklofske's (2001) dual-factor model of mental health, we defined adolescents' mental health as comprised of two distinguishable factors: positive and negative mental health. We tested the direct relations between the Eysenck's (1967) Big Two personality traits (Extraversion and Neuroticism) and positive and negative mental health, and explored the mediation effects of perceived school stress in accounting for the relations. Direct and indirect relations were estimated by using structural equation modeling with data from 1,009 Chinese adolescents in a 3-wave study...
May 24, 2018: School Psychology Quarterly
Tashia Abry, Kristen L Granger, Crystal I Bryce, Michelle Taylor, Jodi Swanson, Robert H Bradley
Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development and a model-building approach, the authors examined direct and indirect associations between first-grade (G1) classroom-level adversity (CLA), G1 teaching practices, and student (N = 1,073; M = 6.64 years; 49% girls; 82% White) academic skills and executive functioning in G1 and third grades (G3). Teachers reported the prevalence of adversity among their students (e.g., poor home/family life, poor academic/social readiness)...
May 24, 2018: School Psychology Quarterly
Eddie S K Chong, V Paul Poteat, Hirokazu Yoshikawa, Jerel P Calzo
Gay-Straight Alliances (GSAs) aspire to empower youth to address multiple systems of oppression, including those affecting transgender and racial/ethnic minority youth, yet there is little indication of factors contributing to youths' self-efficacy to do so. We examined individual and group factors predicting self-efficacy to address transgender and racial issues among 295 youth in 33 high school GSAs. Multilevel results indicated that level of GSA engagement, individual and collective involvement in transgender- and race-specific discussions, and in some cases intergroup friendships were associated with each form of self-efficacy...
May 24, 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...
May 24, 2018: School Psychology Quarterly
Clayton R Cook, Sabina Low, Joanne Buntain-Ricklefs, Kelly Whitaker, Michael D Pullmann, Jaclyn Lally
Research has consistently linked social-emotional learning to important educational and life outcomes. Early elementary represents an opportune developmental period to proactively support children to acquire social-emotional skills that enable academic success. Using data from a large scale randomized controlled trial, the purpose of this study was to investigate the impact of the 4th edition of Second Step on early elementary students' academic-related outcomes. Participants were Kindergarten to 2nd grade students in 61 schools (310 teachers; 7,419 students) across six school districts in Washington State and Arizona...
May 24, 2018: School Psychology Quarterly
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