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COVID-19 and Student Well-Being: Stress and Mental Health during Return-to-School Can. J. School Psychol. (IF 0.917) Pub Date : 2021-03-18 Kelly Dean Schwartz, Deinera Exner-Cortens, Carly A. McMorris, Erica Makarenko, Paul Arnold, Marisa Van Bavel, Sarah Williams, Rachel Canfield
Students have been multiply impacted by the COVID-19 pandemic: threats to their own and their family’s health, the closure of schools, and pivoting to online learning in March 2020, a long summer of physical distancing, and then the challenge of returning to school in fall 2020. As damaging as the physical health effects of a global pandemic are, much has been speculated about the “second wave” of
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Implementing Evidence-Based Practices in School Psychology: Excavation by De-Implementing the Disproved Can. J. School Psychol. (IF 0.917) Pub Date : 2021-03-14 Steven R. Shaw
The scientist-practitioner model of practice is the most common approach to the profession of school psychology and embraces evidence-based practices as foundations of clinical practice. The focus on evidence-based practices involves not only using the preponderance of research to determine what works, but also how to implement these practices effectively. An important impediment to implementing innovative
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Muddled Measurement: A Historical Perspective on Questionable Practices in School Psychology’s Assessment of Learning Disabilities Can. J. School Psychol. (IF 0.917) Pub Date : 2021-03-14 Eric Elias
As school psychologists we are well trained with using and interpreting a variety of psychometric instruments, yet there are several studies that indicate that school psychologist’s interpretive practices veer off the intended path. The application of assessment to the process of identification of specific learning disabilities (SLD) has been noted as one of the more problematic areas in psychoeducational
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I Just Have to Try Harder: Examining the Mindsets of Students with LD Can. J. School Psychol. (IF 0.917) Pub Date : 2021-03-04 Lauren D. Goegan, Gabrielle N. Pelletier, Lia M. Daniels
Growth and fixed mindset messaging is gaining popularity. In our pilot study, we examine the mindsets of students with learning disabilities (LD) to determine how their self-beliefs relate to this messaging. Our results demonstrate that students with LD endorse growth mindsets more than fixed mindsets which is consistent with their peers without LD. Moreover, in their comments about being a student
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Mental Health Associations with Academic Performance and Education Behaviors in Canadian Secondary School Students Can. J. School Psychol. (IF 0.917) Pub Date : 2021-02-25 Markus J. Duncan, Karen A. Patte, Scott T. Leatherdale
Course grades, as an indicator of academic performance, are a primary academic concern at the secondary school level and have been associated with various aspects of mental health status. The purpose of this study is to simultaneously assess whether symptoms of mental illness (depression and anxiety) and mental well-being (psychosocial well-being) are associated with self-reported grades (in their
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A Study of Risk Factors Predicting School Disruption in Children and Youth Living in Ontario Can. J. School Psychol. (IF 0.917) Pub Date : 2021-02-19 Li Sun, Valbona Semovski, Shannon L. Stewart
School disruption (SD) places students at risk of early school departure and other negative psychological outcomes. Based on the data derived from a sample of Ontario children and youth, this study aims to identify risk factors associated with SD among 1,241 school-aged students. A logistic regression model revealed that substance use, family functioning, Attention Deficit/Hyperactivity Disorder and
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Accuracy of Automated Written Expression Curriculum-Based Measurement Scoring Can. J. School Psychol. (IF 0.917) Pub Date : 2021-01-19 Sterett H. Mercer, Joanna E. Cannon, Bonita Squires, Yue Guo, Ella Pinco
We examined the extent to which automated written expression curriculum-based measurement (aWE-CBM) can be accurately used to computer score student writing samples for screening and progress monitoring. Students (n = 174) with learning difficulties in Grades 1 to 12 who received 1:1 academic tutoring through a community-based organization completed narrative writing samples in the fall and spring
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Continued Educational Neuromyth Belief in Pre- and In-Service Teachers: A Call for De-Implementation Action for School Psychologists Can. J. School Psychol. (IF 0.917) Pub Date : 2020-12-21 Heather L. Craig, Gabrielle Wilcox, Erica M. Makarenko, Frank P. MacMaster
Despite the breadth and depth of educational neuroscience research and teachers’ interest in neuroscience, teachers often have limited access to reputable sources. As a result, neuromyths–misapplied or over-simplified claims related to brain science–have proliferated. School Psychologists have training in education, applied neuroscience, and evidence-based practices. As such, school psychologists are
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Why Questionable Assessment Practices Remain Popular in School Psychology: Instructional Materials as Pedagogic Vehicles Can. J. School Psychol. (IF 0.917) Pub Date : 2020-12-17 Ryan L. Farmer, Ryan J. McGill, Stefan C. Dombrowski, Gary L. Canivez
Surveys reveal that many school psychologists continue to employ cognitive profile analysis despite the long-standing history of negative research results from this class of practice. This begets the question: why do questionable assessment practices persist in school psychology? To provide insight on this dilemma, this article presents the results of a content analyses of available interpretive resources
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Memory Aids as a Disability-Related Accommodation? Let’s Remember to Recommend Them Appropriately Can. J. School Psychol. (IF 0.917) Pub Date : 2020-12-14 Allyson G. Harrison, Alana Holmes, Bethany Pollock
Memory aids are now frequently provided to elementary and secondary school students to increase their success in achieving provincial curriculum standards. While such an accommodation may meet the immediate goal of improved academic performance it may not be warranted based on an actual long-term memory retrieval impairment and may therefore be inequitable, providing an unfair academic advantage relative
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Contributing to an Evidence-Based Practice in Canadian School Psychology Can. J. School Psychol. (IF 0.917) Pub Date : 2020-12-03 Steven R. Shaw
The Canadian Journal of School Psychology has established itself as one of the leading scholarly journals in the profession of school psychology. In addition to promoting a Canada-wide version of professional school psychology, CJSP will continue to be an international leader for innovation and contributions to creating an evidence-based profession. CJSP will continue to publish the highest quality
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The Efficacy of Comprehensive School Health Course in Changing Pre-Service Teachers’ Attitudes and Reactions Toward Weight-Related Teasing Can. J. School Psychol. (IF 0.917) Pub Date : 2020-11-27 Jessica F. Saunders, Sarah Nutter, Isabel Brun, Deinera Exner-Cortens, Shelly Russell-Mayhew
Teachers view overt expressions of weight stigma, such as weight-related teasing, as troublesome but are often ill-prepared to address instances of weight-related teasing when they arise in the classroom. Comprehensive school health is an emerging framework that aims to better prepare teachers to address issues of health and wellness in the classroom, including weight-related teasing. We examined the
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Reducing Low-Value Practices a Functional-Contextual Consideration to Aid in De-Implementation Efforts Can. J. School Psychol. (IF 0.917) Pub Date : 2020-11-26 Ryan L. Farmer, Imad Zaheer, Gary J. Duhon, Stephanie Ghazal
Through innovation in research and self-correction, it is inevitable that some practices will be replaced or be discredited for one reason or another. De-implementation of discredited and low-value practices is a necessary step for school psychologists’ maintenance of evidence-based practices and to reduce unnecessary costs and risk. However, efforts to clarify de-implementation frameworks and strategies
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Teacher-Student Relationships and High School Drop-out: Applying a Working Alliance Framework Can. J. School Psychol. (IF 0.917) Pub Date : 2020-11-23 Rick N. Noble, Nancy Heath, Amanda Krause, Maria Rogers
Relationships with teachers are a central component of a student’s school environment, and have been shown to be related to school engagement and persistence in secondary school. Working alliance is a conceptualization of professional relationships that emphasizes not only the emotional bond between a professional and their client, but also their collaboration on the goals and tasks of their work together
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Rumination as a Moderating Effect Between Math Computation and Executive Function Skills in Elementary Students Can. J. School Psychol. (IF 0.917) Pub Date : 2020-11-23 Melissa Kang, Anne-Claude Bedard, Rhonda Martinussen
Although students with stronger executive functions (EFs) tend to do better on math computation (MC) assessments than students with weaker EFs, stressful testing situations may lower or affect their mathematical ability. Rumination is one maladaptive coping strategy that can negatively affect EF processes, but little is known about how it impacts the relationship between EFs and MC. This study aimed
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De-Implementing Inappropriate Accommodations Practices Can. J. School Psychol. (IF 0.917) Pub Date : 2020-11-22 Benjamin J. Lovett, Allyson G. Harrison
Educational accommodations, which alter the manner in which instruction or assessments are administered, are often an appropriate part of a student’s academic program. However, accommodations are frequently overused and have significant limitations. De-implementing inappropriate accommodations is a complex task, but one made easier through a clear understanding of the factors that cause and maintain
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Effects of Visual Activity Schedule on Decreasing Transition Latency Can. J. School Psychol. (IF 0.917) Pub Date : 2020-10-14 Rachel B. Pence, R. Allan Allday, Amy D. Spriggs, Justin D. Lane
A visual activity schedule (VAS) was used with a 7-year-old African-American (Non-Hispanic) male at-risk for school failure. An ABAB withdrawal design was used to assess the effectiveness of a VAS on decreasing latency during transitions. Results indicated that a VAS decreased transition latency between activities and reduced teacher prompting associated with the transitions. Limitations of this study
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Peer Pressure and SNS Addiction in Adolescents: The Mediating Role of SNS-Use Motives Can. J. School Psychol. (IF 0.917) Pub Date : 2020-10-09 Seon-Jeong Kim, Young-Jin Lim
The present research was carried out to clarify relationships between peer pressure, social networking site (SNS) addiction, and SNS-use motives in Korean adolescents. Adolescent SNS users (N = 300, 52.70% female) completed self-report measures of peer pressure, SNS addiction, and SNS-use motives. Findings indicated that adolescents reporting more peer pressure had higher levels of SNS addiction. Moreover
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ADHD in Adolescents: Commentary on the Special Issue of Ripple Effects in Self-Perceptions and Social Relationships Can. J. School Psychol. (IF 0.917) Pub Date : 2020-09-07 Stephen P. Becker
Adolescence is a developmental period that affords both risk as well as enormous opportunity. Ripple effects can extend far and wide and speak to the nuance and complexity in understanding and treating ADHD during the adolescent period. The studies in this special issue provide novel and important insights into the lives of adolescents with ADHD, and they collectively point to important areas for both
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Friendships of Adolescents With Attention-Deficit/Hyperactivity Disorder Can. J. School Psychol. (IF 0.917) Pub Date : 2020-09-04 Cynthia Maya Beristain, Judith Wiener
The purpose of this study was to determine whether adolescents with and without attention-deficit/hyperactivity disorder (ADHD) differ regarding their friendships. The sample comprised 107 adolescents (59 ADHD, 48 typically developing comparison), ages 13 to 18 years. Adolescents and their parents completed questionnaires that measured the number and duration of the adolescents’ friendships, the frequency
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The Role of School Psychologists in Supporting Adolescents With ADHD Can. J. School Psychol. (IF 0.917) Pub Date : 2020-09-04 Judith Wiener
This paper integrates the findings from the four studies in this special issue and discusses the implications for school psychology practice. Our research indicates that adolescents with attention-deficit hyperactivity disorder (ADHD) are typically aware of their difficulties and believe that their problem behaviors are pervasive, uncontrollable, and stigmatizing. They are especially concerned about
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Finding True Friendships: The Friendship Experiences of Adolescents With Attention-Deficit/Hyperactivity Disorder Can. J. School Psychol. (IF 0.917) Pub Date : 2020-09-04 Cynthia Maya Beristain, Judith Wiener
The friendship experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) were explored in this qualitative study. Nine 16- to 18-year old adolescents with ADHD participated in semi-structured interviews that were analyzed using a modified grounded theory framework. They reported chronic peer rejection, loneliness, and conflictual relationships with friends in childhood and early
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Do Adolescents With ADHD Have a Self-Perception Bias for Their ADHD Symptoms and Impairment? Can. J. School Psychol. (IF 0.917) Pub Date : 2020-09-04 Carla Colomer, Judith Wiener, Angela Varma
The purpose of this study was to investigate the self-perception bias (SPB) in adolescents with attention-deficit hyperactivity disorder (ADHD). The SPB was defined as adolescent underestimation of their learning and behavior problems in comparison to parent- or teacher-reports or a standardized achievement test. The sample comprised 74 adolescents, ages 13 to 18 (40 ADHD; 34 comparison). Compared
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The Ripple Effect of ADHD in Adolescents: Self-Perceptions and Social Relationships Can. J. School Psychol. (IF 0.917) Pub Date : 2020-09-04 Judith Wiener
Adolescents with attention-deficit/hyperactivity disorder (ADHD) are highly vulnerable. Although their hyperactive symptoms tend to decrease from childhood through adolescence, their inattentive symptoms remain stable (see Larsson, 2020, for review). Their academic, social, and emotion regulation difficulties persist, and they are at risk for co-occurring oppositional defiant disorder, conduct disorder
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Perceptions of ADHD Symptoms in Adolescents With Attention-Deficit/Hyperactivity Disorder: Attributions and Stigma Can. J. School Psychol. (IF 0.917) Pub Date : 2020-09-04 Angela Varma, Judith Wiener
This study investigated attributions and stigmatization self-perceptions of 40 adolescents with and 34 adolescents without ADHD for their problematic behaviors and ADHD as a disorder. Adolescents identified behaviors that they believed described them, indicated which of these behaviors was most problematic for them, and responded to a questionnaire regarding the extent to which this behavior was internally
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Peer Victimization and Anxiety in Youth: A Moderated Mediation of Peer Perceptions and Social Self-Efficacy Can. J. School Psychol. (IF 0.917) Pub Date : 2020-08-18 Purcell Victoira L., Jac J. W. Andrews, David Nordstokke
The central objective of the study was to investigate a moderated mediation model addressing social cognitive mechanisms that account for the association between peer victimization and anxiety. A sample of 81 youth (M age = 12.78, SD = 0.88) completed questionnaires assessing peer victimization, anxiety, social self-efficacy, and peer perceptions. Reports of peer victimization were associated with
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Determining Growth Sensitivity of Star Math With a Latent Growth Curve Model Can. J. School Psychol. (IF 0.917) Pub Date : 2020-05-21 Kristin N. Johnson, Kenneth L. Thompson, Ryan L. Farmer
Repeated measurements of student ability (i.e., progressing monitoring) is an essential element of informed decision-making when adjusting instruction. An important characteristic of progress monitoring measures is frequent administration to identify areas of concern and to evaluate academic growth. The purpose of this study was to determine if STAR Math is sensitive to small incremental growth across
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Book Review: Introduction to school psychology: Controversies and current practice by Burns, M. K Can. J. School Psychol. (IF 0.917) Pub Date : 2020-05-19 Samantha Tze Sum Wong
The First Edition of the Introduction to School Psychology: Controversies and Current Practice offers a comprehensive and concise overview of legislations, theories, and controversies that are core to the practice of school psychology in the United States. The book consists of five sections on Current Practice, Professional Associations, Theoretical Foundations, Controversies That Shape Practice, and
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Comparing Math LD Diagnostic Rates Obtained Using LDAC and DSM-5 Criteria: Implications for the Field Can. J. School Psychol. (IF 0.917) Pub Date : 2020-05-15 Meadow Schroeder, Michelle A. Drefs, Michael Zwiers
Within the Canadian context, the two major learning disability classification systems are arguably the American Psychiatric Association’s (APA) Diagnostic and Statistical Manual of Mental Disorders and the Learning Disabilities Association (LDAC) of Canada’s Official Definition of Learning Disabilities. Several of the more recent changes to the fifth edition of the DSM contrast with the LDAC definition
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Teachers’ Unpreparedness to Accommodate Student Needs Can. J. School Psychol. (IF 0.917) Pub Date : 2020-05-12 Man-Wai Chu, Heather L. Craig, Lake B. Yeworiew, Yue Xu
Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based accommodations and some teachers did not have access to external
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Together We Can Do So Much: A Systematic Review and Conceptual Framework of Collaboration in Schools Can. J. School Psychol. (IF 0.917) Pub Date : 2020-04-10 Amy-Jane Griffiths, James Alsip, Shelley R. Hart, Rachel L. Round, John Brady
Effective collaboration is associated with positive outcomes for students and is a key component of equitable educational opportunities. There are challenges to effective collaboration, however, as...
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Kinder Than We Might Think: How Adolescents Are Kind Can. J. School Psychol. (IF 0.917) Pub Date : 2019-11-06 John-Tyler Binfet
Educators and parents alike have high expectations that adolescents behave prosocially and, within the context of schools, this is evident in curriculum grounded in social and emotional learning and in kindness-themed school-wide initiatives. Despite this emphasis on kindness, relatively little is empirically known about how adolescents enact kindness. To understand just how adolescents demonstrate
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Explaining the Relationship Between ADHD Symptomatology and Amotivation in the Undergraduate Population: The Role of Basic Psychological Need Frustration Can. J. School Psychol. (IF 0.917) Pub Date : 2019-10-03 Rylee Oram, Maria Rogers, George DuPaul
Recent research has shown that undergraduate students who experience both clinical and subclinical attention-deficit/hyperactivity disorder (ADHD) struggle academically. Furthermore, these students have cited academic amotivation as a factor in their academic difficulties. Self-determination theory (SDT) posits that a lack of motivation—known as amotivation—may be the result of the frustration of the
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Peer-Mediated Pivotal Response Treatment at School for Children With Autism Spectrum Disorder Can. J. School Psychol. (IF 0.917) Pub Date : 2019-08-21 Ainsley M. Boudreau, Joseph M. Lucyshyn, Penny Corkum, Katelyn Meko, Isabel M. Smith
The main objective of the present study was to evaluate the efficacy of peer training in pivotal response treatment (PRT) for children with autism spectrum disorder (ASD) in their first year of sch...
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Associations Between Elementary Students’ Victimization, Peer Belonging, Affect, Physical Activity, and Enjoyment by Gender During Recess Can. J. School Psychol. (IF 0.917) Pub Date : 2019-07-09 Ken R. Lodewyk, Lauren McNamara, Philip Sullivan
School recess scholars have called for more research into collective relations between social, personal, and physical factors on students’ engagement and enjoyment of recess. Overall and by gender, this study serves to investigate a proposed model among 355 elementary school students from victimization to enjoyment through peer belonging, positive affect, and physical activity. Consenting students
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Literature Review of Francophone Psychometric Tests of Creativity: Guiding School Psychologists Can. J. School Psychol. (IF 0.917) Pub Date : 2019-06-27 Philippe Valois, Jacques Forget, Carolanne Ponton
Creativity is viewed as a trait of essential use in many contexts. The need for creative people in different domains implies that school should develop and evaluate creativity in their curriculum. Runco identified more than 80 creativity tests in English. No equivalent compendium exists for creativity tests in French. Thus, francophone students are not well deserved by the current state of creativity’s
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Predictors of Healthy Youth Relationships Program Implementation in a Sample of Canadian Middle School Teachers Can. J. School Psychol. (IF 0.917) Pub Date : 2019-06-19 Deinera Exner-Cortens, Vanja Spiric, Claire Crooks, Maisha Syeda, Lana Wells
Implementation of evidence-based, Tier 1 social-emotional learning (SEL) programming that supports healthy relationships skills is recognized as a key mental health promotion and violence prevention strategy for youth. However, work specifically exploring how to support the high-quality implementation of such programming with Canadian teachers and schools is just beginning to emerge. Drawing on implementation
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Impact of Adverse Childhood Experiences on Language Skills and Promising School Interventions Can. J. School Psychol. (IF 0.917) Pub Date : 2019-06-12 Aviva Segal, Delphine Collin-Vézina
The influence of adverse childhood experiences (ACEs) on the developing child across several domains of functioning has much theoretical and empirical support. Yet, surprisingly, the impact of ACEs on the development of language skills specifically remains somewhat understudied. The present report provides a brief review of research on ACEs and associated impacts on brain functioning and on language
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Book Review: Essentials of assessment report writing by Schneider, W. J., Lichtenberger, E. O., Mather, N., & Kaufman, N Can. J. School Psychol. (IF 0.917) Pub Date : 2019-05-29 Chloe Lau
The Second Edition of the Essentials of Assessment Report Writing delivered its promise in helping clinicians develop skills and competencies in writing while promoting a common vision of creating a comprehensive, inclusive, and compassionate assessment report for each examinee. Embedded with 11 annotated reports, the book provides practical and clear suggestions for effective assessment report writing
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Registered Reports, Replication, and the Canadian Journal of School Psychology: Improving the Evidence in Evidence-Based School Psychology Can. J. School Psychol. (IF 0.917) Pub Date : 2019-04-17 Steven R. Shaw, Joseph S. D’Intino, Ekaterina Lysenko
The Canadian Journal of School Psychology (CJSP) is offering scholars the opportunity to register research reports and make research protocols publicly available to promote replication, transparency, credibility, and utility for clinical practice. The purpose of this article is to outline the challenges regarding replication, reproducibility, and evidence-based practices, as well as describe the submission
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Usability Testing of the Teacher Help for Learning Disabilities Program: An eHealth Intervention for Teachers Can. J. School Psychol. (IF 0.917) Pub Date : 2019-02-08 Ashton Parker, Sarah Brine, Melissa McGonnell, Annie Baert, Penny Corkum
Use of evidence-based interventions for learning disabilities (LDs) in the classroom is limited by several factors such as teachers’ knowledge of LDs and access to interventions. eHealth interventions (i.e., interventions delivered via the Internet) have the potential to be a powerful tool in overcoming barriers to implementing evidence-based strategies within the classroom. The current article describes
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MindMasters 2: A 3-Month Pilot Study Evaluating Grade 3 Children’s Social and Emotional Skills Can. J. School Psychol. (IF 0.917) Pub Date : 2019-02-07 Alexandre Santos, Corrine Langill
The purpose of this pilot study was to evaluate the preliminary effects of a curriculum resource on elementary school children’s social and emotional skills. In total, 98 Grade 3 children were randomly allocated to either a control or experimental group and evaluated before and after a 3-month implementation period. Experimental group showed improved prosocial behaviors (p < .01), concern for others
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A Preliminary Randomized Controlled Evaluation of a Universal Healthy Relationships Promotion Program for Youth Can. J. School Psychol. (IF 0.917) Pub Date : 2019-01-02 Deinera Exner-Cortens, David Wolfe, Claire V. Crooks, Debbie Chiodo
Bullying and mental health problems are pressing concerns for adolescents. Given their burden, we need to find efficacious ways to prevent these experiences. However, existing prevention programs tend to be single-issue and may not focus on the universal capacities required to reduce these problems among youth. To this end, we evaluated the universal, small groups Healthy Relationships Plus (HRP) program
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Should I Defend or Should I Go? An Adaptive, Qualitative Examination of the Personal Costs and Benefits Associated With Bullying Intervention Can. J. School Psychol. (IF 0.917) Pub Date : 2018-08-23 Natalie Spadafora, Zopito A. Marini, Anthony A. Volk
Bystanders play a crucial role in encouraging or preventing bullying situations and feature prominently in several international antibullying programs (e.g., KiVa). Despite a surge of recent interest in bystanders, relatively little is known about the functional reasons why individuals choose to engage with or ignore bullying incidents. Given the importance of bystanders’ influence on bullying, we
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Changes in Depression and Positive Mental Health Among Youth in a Healthy Relationships Program Can. J. School Psychol. (IF 0.917) Pub Date : 2018-06-11 Natalia Lapshina, Claire V. Crooks, Amanda Kerry
Mental health promotion programming in schools and community settings is an important part of a comprehensive mental health strategy. The goal of this study was to identify and explore meaningful classes of youth based on their pre- and post-intervention depression symptoms scores with 722 youth involved in a 15-week healthy relationships and mental health promotion program. We utilized latent class
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Peer-Mediated Pivotal Response Treatment for Children With Autism Spectrum Disorder: Provider Perspectives on Acceptability, Feasibility, and Fit at School Can. J. School Psychol. (IF 0.917) Pub Date : 2018-05-29 Ainsley M. Boudreau, Penny Corkum, Isabel M. Smith
Few effective school-based interventions that target social-communication skills are available for students with autism spectrum disorder (ASD). The growing gap between interventions designed for use in research settings and the school environment is concerning for researchers and clinicians alike. Research methods that incorporate relevant stakeholders (e.g., educators, early intervention providers
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Tinfolec: A New French Web-Based Test for Reading Assessment in Primary School Can. J. School Psychol. (IF 0.917) Pub Date : 2018-05-17 Lucie Beauvais, Houria Bouchafa, Caroline Beauvais, Nina Kleinsz, Annie Magnan, Jean Ecalle
The goal of the experiment was to examine the relevance of a new French web-based assessment, Tinfolec (Test INFOrmatisé d’évaluation de la LECture), the aim of which is to evaluate the reading abilities of children in primary grades. The participants were 1,016 children from Grades 2 to 5. They completed the five tasks of Tinfolec designed to assess the efficiency of the two procedures used to identify
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Retrieval Practice and Distributed Practice: The Case of French Canadian Students Can. J. School Psychol. (IF 0.917) Pub Date : 2018-05-15 Mathieu Gagnon, Stéphanie Cormier
Much evidence suggests that long-term retention can be maximized by practicing the recall of information and spreading out one’s learning over time. Nevertheless, previous surveys have shown that undergraduates often ignore the benefits of such strategies and engage in less efficient techniques such as repetitive reading and massed studying. To date, however, this research has focused exclusively on
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The Impact of Sleep Restriction on Daytime Functioning in School-Age Children With and Without ADHD: A Narrative Review of the Literature Can. J. School Psychol. (IF 0.917) Pub Date : 2018-05-08 Fiona Davidson, Benjamin Rusak, Christine Chambers, Penny Corkum
The purpose of this narrative review was to synthesize the existing literature on the impact of sleep on daytime functioning in both typically developing (TD) children and children with attention-deficit/hyperactivity disorder (ADHD). Correlational studies in children suggest that insufficient sleep and impaired daytime functioning are significantly associated; however, this does not address the causal
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Prior Individual Risk Behavior Predicts Subsequent Individual and Peer Risk Behavior: A Longitudinal Examination From Fifth to Ninth Grade Can. J. School Psychol. (IF 0.917) Pub Date : 2018-04-21 Daniel B. Hajovsky, Matthew R. Reynolds
To better understand the longitudinal relations between risk and relationship variables during early to middle adolescence, we employed latent variable cross-lagged panel models using data (N = 1,050) from the National Institute of Child Health and Human Development Study. Results showed self-reported individual risk behavior (β = .77–.88) and mother-reported child-parent relationship quality (CPRQ;
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Developing Proficiency in Standardized Cognitive Assessment Scoring: How Much Is Enough? Can. J. School Psychol. (IF 0.917) Pub Date : 2018-04-09 Damien C. Cormier, Ethan R. Van Norman, Clarissa Cheong, Kathleen E. Kennedy, Okan Bulut, Martin Mrazik
This study aims to systematically evaluate the scoring errors made by psychologists in training, in the hopes of providing strong, empirically based guidelines to training programs. Survival analysis was used to determine the number of attempts required for graduate students to achieve proficiency in scoring standardized record forms from the Wechsler Intelligence Scale for Children, Fourth Edition
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Changes in Bullying in Relation to Friends, Competitiveness, and Self-Worth Can. J. School Psychol. (IF 0.917) Pub Date : 2018-04-09 Chiaki Konishi, Shelley Hymel, Matthew C. Danbrook, Tracy K. Y. Wong
The relationship between social-emotional experiences — number of friends, competitiveness, and self-worth — and changes in bullying behaviour was investigated among students in Grades 5 to 7. This two-wave study included 235 students for the first data collection and 237 students for the second data collection, with a final sample of 227 students who had participated at both time points. Following
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Common Examiner Scoring Errors on Academic Achievement Measures Can. J. School Psychol. (IF 0.917) Pub Date : 2018-04-02 Gina L. Harrison, Lauren D. Goegan, Sarah J. Macoun
This study examined the scoring errors across three widely used achievement tests (Kaufman Test of Educational Achievement–Second Edition [KTEA-2], Woodcock–Johnson Tests of Achievement–Third Edition [WJ-III], and the Wechsler Individual Achievement Test–Third Edition [WIAT-III]) by novice examiners. A total of 114 protocols were evaluated for differences between the measures on the frequency and type
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Lire en Français: Cross-Linguistic Effects of Reading Fluency Interventions in French Immersion Programs Can. J. School Psychol. (IF 0.917) Pub Date : 2018-02-14 Catherine Archambault, Sterett H. Mercer, Michèle P. Cheng, Sonja Saqui
Research on the development of reading skills in bilingual students suggests that reading skills develop interdependently across languages. The current study examined the effects of a French reading fluency intervention on the French and English reading skills of three Grade 3 students attending a French immersion program using a concurrent multiple baseline across participants single-case design.
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CJSP: On Reaffirming a Canadian School Psychology Can. J. School Psychol. (IF 0.917) Pub Date : 2017-12-14 Steven R. Shaw
I am excited and honoured to begin my tenure as editor of the Canadian Journal of School Psychology (CJSP). Following the professionalism, skill, and expertise of Donald Saklofske and Joseph Snyder in this role is a daunting task. Continuing and expanding on their leadership will prove to be a challenge. However, journal editors do not work alone. Don and Joe have agreed to make themselves available
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Analyzing Measurement Invariance of the Students’ Engagement Instrument Brief Version Can. J. School Psychol. (IF 0.917) Pub Date : 2017-11-29 T. E. Virtanen, P. Moreira, H. Ulvseth, H. Andersson, S. Tetler, M. Kuorelahti
The promotion of students’ engagement with school is an internationally acknowledged challenge in education. There is a need to examine the structure of the concept of student engagement and to discover the best practices for fostering it across societies. That is why the cross-cultural invariance testing of students’ engagement measures is highly needed. This study aimed, first, to find the reduced
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Moving Toward More Conclusive Measures of Sociocultural Adaptation for Ethnically Diverse Adolescents in England Can. J. School Psychol. (IF 0.917) Pub Date : 2017-11-24 Anica G. Bowe
This study is part of a larger initiative toward understanding the acculturation of immigrant adolescents using the Longitudinal Study of Young People in England 2004-2010 database. A necessary step in using a database for cross-ethnic comparisons is first to verify whether its items and scales are equivalent. I examined item- and scale-level differential functioning (DF; n = 4,663, six ethnic minority
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A Preliminary Component Analysis of Self-Regulated Strategy Development for Persuasive Writing in Grades 5 to 7 in British Columbia Can. J. School Psychol. (IF 0.917) Pub Date : 2017-11-07 Rhonda Geres-Smith, Sterett H. Mercer, Catherine Archambault, Jamie M. Bartfai
Self-regulated strategy development (SRSD) has extensive evidence of improving student writing; however, few studies have investigated the relative importance of specific self-regulation components in SRSD. Twelve students in Grades 5 to 7 were assigned to one of two, 5-week SRSD conditions for persuasive writing that differed in instruction on the use of self-statements. No differences in outcomes
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Gender and Geographic Predictors of Cyberbullying Victimization, Perpetration, and Coping Modalities Among Youth Can. J. School Psychol. (IF 0.917) Pub Date : 2017-10-12 Scott Ronis, Amanda Slaunwhite
Cyberbullying has become an important public health issue due to documented associations among victimization, perpetration, and greater likelihood of depression, substance abuse, anxiety, insomnia, and school-related problems for adolescents. Less is known, however, about how youth cope with cyberbullying and the types of services and supports they are likely to use based on relevant socioeconomic
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The Who, What, and Where of School Kindness: Exploring Students’ Perspectives Can. J. School Psychol. (IF 0.917) Pub Date : 2017-09-29 John-Tyler Binfet, Holli-Anne Passmore
The aim of this exploratory study was to examine fourth to eighth graders’ conceptualizations of kindness at school (i.e., their definition of kindness, an example of an act of kindness they have done, who they see as the most salient adult agent of kindness, and which location they deem that kindness happens most). To date, kindness research has focused predominantly on assessing the effects of being
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