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School Psychology Quarterly

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https://www.readbyqxmd.com/read/28956936/teacher-child-dependency-and-teacher-sensitivity-predict-engagement-of-children-with-attachment-problems
#1
Jantine L Spilt, Eleonora Vervoort, Karine Verschueren
It is suggested that dependent teacher-child relationships are associated with emotional insecurity and a lack of autonomous exploration that interferes with children's school development. This might be especially observed among children with attachment problems who may have developed a profound sense of insecurity in relationships with others. In this study, the effects of dependency on children's classroom and peer engagement were examined as well as the protective role of teacher sensitivity. The sample included 85 Belgian children with mild to severe attachment problems and 70 teachers from special education schools...
September 28, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28857591/psychometric-profile-of-an-experimental-emergent-literacy-screener-for-preschoolers
#2
Laura L Bailet, Cynthia Zettler-Greeley, Kandia Lewis
Home literacy activities influence children's emergent literacy progress and readiness for reading instruction. To help parents fulfill this opportunity, we developed a new Emergent Literacy Screener (ELS) and conducted 2 studies of its psychometric properties with independent prekindergarten samples. For Study 1 (n = 812, Mage = 54.4 months, 49.4% male, 46.1% white) exploratory factor analyses (EFA) supported a 5-factor structure. EFA and item calibration supported the removal of 10 items from the original 30 test items...
August 31, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28857590/an-empirical-study-of-multidimensional-fidelity-of-compass-consultation
#3
Venus Wong, Lisa A Ruble, John H McGrew, Yue Yu
Consultation is essential to the daily practice of school psychologists (National Association of School Psychologist, 2010). Successful consultation requires fidelity at both the consultant (implementation) and consultee (intervention) levels. We applied a multidimensional, multilevel conception of fidelity (Dunst, Trivette, & Raab, 2013) to a consultative intervention called the Collaborative Model for Promoting Competence and Success (COMPASS) for students with autism. The study provided 3 main findings. First, multidimensional, multilevel fidelity is a stable construct and increases over time with consultation support...
August 31, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28857589/the-contribution-of-mastery-experiences-performance-feedback-and-task-effort-to-elementary-aged-students-self-efficacy-in-writing
#4
Bridget O Hier, Kristen E Mahony
Although intervention procedures exist for improving elementary-aged students' writing fluency skills, less is known about how their writing self-efficacy develops upon participating in these procedures. In this study, 117 second grade students participated in an evidence-based performance feedback writing intervention. Students reported higher levels of self-efficacy in their writing abilities after participating in the intervention than they did at baseline. Although their experiences with task mastery and positive feedback did not impact their writing self-efficacy, the effort they put forth during the intervention was a significant predictor...
August 31, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28857588/differential-item-functioning-across-race-and-ethnicity-for-the-emotional-and-behavioral-screener
#5
Matthew C Lambert, Stacy-Ann A January, Cynthia J Cress, Michael H Epstein, Douglas Cullinan
The objective of this study was to assess the measurement invariance of items from the Emotional and Behavioral Screener (EBS) across racial and ethnic groups and assess the impact of differential item functioning (DIF) on test scores from the EBS. Participants were 4,856 first-grade students (49% female) who were diverse with regard to race and ethnicity (45% African American, 41% Hispanic/Latino, and 14% Caucasian). Classroom teachers rated each student on the EBS during the fall semester screening window...
August 31, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28857587/factor-structure-and-predictive-validity-of-a-homework-motivation-measure-for-use-with-middle-school-students-with-attention-deficit-hyperactivity-disorder-adhd
#6
Joshua M Langberg, Zoe R Smith, Melissa R Dvorsky, Stephen J Molitor, Elizaveta Bourchtein, Laura D Eddy, Hana-May Eadeh, Lauren E Oddo
Many students with attention-deficit/hyperactivity disorder (ADHD) exhibit deficits in motivation to pursue long-term goals. Students with ADHD have particular difficulty with motivation to complete homework-related tasks and often fail to complete assignments. Although these problems are common and may impact academic performance, no homework-motivation measures have been validated for use with students with ADHD. The primary goal of the present study was to evaluate the factor structure and predictive validity of a homework-motivation measure based upon the expectancy-value theory of achievement motivation...
August 31, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28857586/relations-between-third-grade-teachers-depressive-symptoms-and-their-feedback-to-students-with-implications-for-student-mathematics-achievement
#7
Leigh McLean, Carol McDonald Connor
Recent studies have observed connections among teachers' depressive symptoms and student outcomes; however, the specific mechanisms through which teachers' mental health characteristics operate in the classroom remain largely unknown. The present study used student-level observation methods to examine the relations between third-grade teachers' (N = 32) depressive symptoms and their academic feedback to students (N = 310) and sought to make inferences about how these factors might influence students' mathematics achievement...
August 31, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28816468/student-threat-assessment-as-a-standard-school-safety-practice-results-from-a-statewide-implementation-study
#8
Dewey Cornell, Jennifer L Maeng, Anna Grace Burnette, Yuane Jia, Francis Huang, Timothy Konold, Pooja Datta, Marisa Malone, Patrick Meyer
Threat assessment has been widely endorsed as a school safety practice, but there is little research on its implementation. In 2013, Virginia became the first state to mandate student threat assessment in its public schools. The purpose of this study was to examine the statewide implementation of threat assessment and to identify how threat assessment teams distinguish serious from nonserious threats. The sample consisted of 1,865 threat assessment cases reported by 785 elementary, middle, and high schools...
August 17, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28795830/early-predictors-of-escalating-internalizing-problems-across-middle-childhood
#9
Cen Wang, Kate E Williams, Ameneh Shahaeian, Linda J Harrison
The objective of this study is to examine the trajectory of internalizing problems across middle childhood among a population sample of Australian children, and to understand the timing of explanatory factors related to children's development of internalizing problems, by using multiple-indicator latent growth curve modeling. Participants were children, parents, and teachers in the Longitudinal Study of Australian Children (LSAC) Kindergarten (K) cohort (n = 3,153). Mothers reported on children's internalizing problems at 3 time points (6-7, 8-9, and 10-11 years)...
August 10, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28749159/hierarchical-exploratory-factor-analyses-of-the-woodcock-johnson-iv-full-test-battery-implications-for-chc-application-in-school-psychology
#10
Stefan C Dombrowski, Ryan J McGill, Gary L Canivez
The Woodcock-Johnson (fourth edition; WJ IV; Schrank, McGrew, & Mather, 2014a) was recently redeveloped and retains its linkage to Cattell-Horn-Carroll theory (CHC). Independent reviews (e.g., Canivez, 2017) and investigations (Dombrowski, McGill, & Canivez, 2017) of the structure of the WJ IV full test battery and WJ IV Cognitive have suggested the need for additional factor analytic exploration. Accordingly, the present study used principal axis factoring (PAF) followed by the Schmid and Leiman (SL; Schmid & Leiman, 1957) procedure with the 2 school-aged correlation matrices from the normative sample to determine the degree to which the WJ IV total battery structure could be replicated...
July 27, 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28661165/economic-costs-of-bias-based-bullying
#11
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...
September 2017: School Psychology Quarterly
https://www.readbyqxmd.com/read/28661166/predictors-and-academic-outcomes-associated-with-in-school-suspension
#12
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/28627900/individual-versus-peer-grit-influence-on-later-individual-literacy-achievement-of-dual-language-learners
#13
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
#14
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
#15
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/27428446/learning-disability-identification-consistency-the-impact-of-methodology-and-student-evaluation-data
#16
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
#17
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
#18
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
#19
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/28541081/meta-analysis-of-the-effects-of-academic-interventions-and-modifications-on-student-behavior-outcomes
#20
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
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