Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore

ADHD is one of the most prevalent neurodevelopmental disorders, and the numbers only continue to rise. Ontario has implemented play-based FDK in the last decade, thus it is imperative that the perceived effectiveness of the program for children with ADHD is studied. In conducting this study, the researchers present and interprets educators’ perceptions of the FDK program and the perceived effectiveness

This study analyzes the self-perceptions of social competence in children with attention-deficit/hyperactivity disorder (ADHD). It compares two groups of participants, children with ADHD (N = 20) and children without ADHD (N = 20) ages between 8 and 12 years old. Sociometric questionnaires were completed by two groups of participants and 707 peers, as well as a questionnaire that evaluates children’s

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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...

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

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

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...

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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;

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

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

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

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.

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

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

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