-
The retrospective bullying experiences questionnaire (RBEQ): Its psychometric properties in Iranian University students Psychology in the Schools (IF 1.134) Pub Date : 2021-04-12 Seyed Gholamreza Noorazar, Mina Mohebbi, Fatemeh Alizadeh‐Maralani
Examining the long‐term impact of bullying can facilitate using retrospective bullying experiences questionnaire (RBEQ) which provides information regarding bystander, bully and victim through childhood to adolescence. This study aimed to investigate the validity and reliability of this questionnaire in Iranian samples. A total of 92 male and 283 female university students participated in this study
-
Mental health, well‐being, and help‐seeking in schools among black adolescents: The role of discrimination in high‐achieving academic settings Psychology in the Schools (IF 1.134) Pub Date : 2021-04-10 Aijah K. B. Goodwin, Grace L. Chen, Anna C. J. Long
The underrepresentation of Black youth in high‐achieving academic settings places significant importance on examining their daily experiences. This study investigated the relationship between school discrimination, well‐being in academic settings, the risk for anxiety and depression, and school mental health help‐seeking intentions. Participants included 110 Black high school students (66% women; mean
-
Identification of Spanish third graders at risk of math problems: Usefulness of number sense based screening measures Psychology in the Schools (IF 1.134) Pub Date : 2021-04-08 Sara C. de León, Juan E. Jiménez, Eduardo García, Nuria Gutiérrez
This study aimed to explore the utility of a math curriculum‐based measurement (M‐CBM) to identify Spanish‐speaking students at risk of math failure in third grade. The M‐CBM includes a set of number sense based single and composite screening for third graders. The study's sample included 236 Spanish third‐graders from the Canary Islands tested in the fall, winter, and spring. Reliability and validity
-
Teaching in the shadow of terrorism: An attempt of schools' rehabilitation Psychology in the Schools (IF 1.134) Pub Date : 2021-04-08 Ubedullah Memon, Anees J. Ali, Zaib U. Nisa, Ali Raza, Nabeel Nisar
The emergence of terrorism against girls' education continues to prevent a large number of girls from attending school. The imminent fear of terrorist attacks also infiltrates the female teaching fraternity through their perceived job risk, job anxiety, and death sensitivity. This study echoes the female teachers' vulnerability through time‐lagged data gathered from Pakistan's terrorism‐affected areas
-
Adapting strategies to promote implementation reach and equity (ASPIRE) in school mental health services Psychology in the Schools (IF 1.134) Pub Date : 2021-04-08 Larissa M. Gaias, Kimberly T. Arnold, Freda F. Liu, Michael D. Pullmann, Mylien T. Duong, Aaron R. Lyon
Despite evidence that school mental health can enhance access to care for students from marginalized racial/ethnic groups, disparities remain in the appropriateness, quality, effectiveness, and outcomes of school mental health services. Implementation strategies hold some promise for addressing the disparities that emerge as result of inequitable implementation of mental health services. However, without
-
Educational resilience among youth in foster care Psychology in the Schools (IF 1.134) Pub Date : 2021-02-02 Brianne H. Kothari, Bethany Godlewski, Shannon T. Lipscomb, Jamie Jaramillo
Youth in foster care can experience educational success. Yet, studies have tended to focus on their educational challenges and achievement gaps. Compared to their counterparts, youth in foster care lag behind on many academic outcomes. Research is needed to understand the academic and nonacademic indicators of educational resilience (i.e., the increased likelihood of school success despite adverse
-
Relationships between role stress, professional identity, and burnout among contemporary school counselors Psychology in the Schools (IF 1.134) Pub Date : 2021-04-06 Rotem Maor, Alla Hemi
Continuous exposure to stress has psychological and physiological consequences for employees, especially for mental health professionals whose professions are known as demanding and stressful. The current study focuses on the relationship between role stress and burnout in the contemporary school counselors' role. We also aimed to examine whether professional identity might serve as a protective mechanism
-
Parent–Child Connect: A culturally responsive parent training for Asian American parents at school Psychology in the Schools (IF 1.134) Pub Date : 2021-04-06 Cixin Wang, Jia Li, Mazneen Havewala, Qianyu Zhu, Kieu Anh Do, Xiaoping Shao
Compared to their school peers, Asian American youth report more internalizing symptoms, peer victimization, and higher rates of suicide, yet they underutilize mental health services at school. This study investigated the feasibility and effectiveness of a culturally responsive parent training program called Parent–Child Connect for Asian American parents at school. Forty‐eight Asian American parents
-
There's no place like home: Exploring sexual and gender diverse youth's outcomes related to urban/nonurban settings, opted consent procedure, and social support Psychology in the Schools (IF 1.134) Pub Date : 2021-04-05 Sarah Kiperman, Jo Saint
This study uses the minority stress model to examine the relationship between sexual and gender diverse youth's (SGDY's) emotional and peer problem outcomes with their school setting (i.e., attending school in an urban or nonurban setting) and consent type (i.e., parental/guardian or waived consent). The study also explores how social support can alter these relationships as a protective factor. The
-
Teacher empathy and students with problem behaviors: Examining teachers' perceptions, responses, relationships, and burnout Psychology in the Schools (IF 1.134) Pub Date : 2021-04-05 Mackenzie N. Wink, Maria D. LaRusso, Rhiannon L. Smith
Managing students' problem behaviors in the classroom is a difficult challenge for many teachers. A teacher's ability to empathize with students' perspectives and life experiences could impact their approach to the student's problem behaviors; however, few previous studies examine teacher empathy. This study adapted an existing empathy measure to assess educators' cognitive and affective empathy for
-
Do subjective and objective resilience measures assess unique aspects and what is their relationship to adolescent well‐being? Psychology in the Schools (IF 1.134) Pub Date : 2021-04-05 Peta Sigley‐Taylor, Tan‐Chyuan Chin, Dianne A. Vella‐Brodrick
Measurement of resilience is important within schools to support student mental health and well‐being. Resilience is defined as the healthy integration, adaptation, and positive functioning over time in response to the experience of adversity and challenge. This study explored the relationship between a subjective and objective measure of resilience and the respective predictability of psychophysical
-
School climate and bystander responses to bullying Psychology in the Schools (IF 1.134) Pub Date : 2021-03-22 Chiaki Konishi, Shelley Hymel, Tracy K.Y. Wong, Terry Waterhouse
This study examined the association between school climate and bystander responses to bullying. Participants included 26,176 secondary students (grades 8–12; 13,224 girls) from 76 schools across Western Canada, who were asked to complete a self‐reported, district‐wide, school‐based survey. Results from a contextual effects model in a two‐level multilevel modeling framework revealed that certain aspects
-
Self‐esteem as a mediator of parental attachment security and social anxiety Psychology in the Schools (IF 1.134) Pub Date : 2021-03-13 Youngwoon Seon
This study examined the mediating role of self‐esteem on the relationship between parental attachment security and social anxiety in children, separating maternal and paternal attachment. A total of 298 Korean children in 5th and 6th grade participated. Using structural equation modeling, results showed that the research model fit the data well and the mediating effects of self‐esteem were statistically
-
Current status and future directions in assessment of paraprofessional practices Psychology in the Schools (IF 1.134) Pub Date : 2021-01-31 Adam J. Lekwa, Linda A. Reddy
Paraprofessionals have become a significant portion of the educational workforce for students with or at risk for needing, or receiving special educational services. Although best practice and federal legislation require supervision of paraprofessionals by certified professional educators, research indicates that supervision rendered to paraprofessionals is often ad hoc, infrequent, and not based on
-
What do French school staff know about young carers? A qualitative study about their perceptions Psychology in the Schools (IF 1.134) Pub Date : 2021-03-10 Pauline Justin, Géraldine Dorard, Christel Vioulac, Agnes Leu, Aurélie Untas
Young carers (YCs) are children and adolescents who provide a significant help to family member(s) with a disease or a disability. They often remain hidden, especially in France where awareness levels and policy responses regarding YC are just emerging. Several studies show that YC often have difficulties at school because of their situation. However, school staff seems to have difficulties to identify
-
Examining congruence in parent–teacher perceptions of middle school supports for students and families Psychology in the Schools (IF 1.134) Pub Date : 2021-03-10 S. Andrew Garbacz, Rachel T. Santiago, Derek Kosty, Miranda Zahn, Elizabeth A. Stormshak, Keith Smolkowski, John R. Seeley
The purpose of this study was to examine parent–teacher congruent perceptions of middle school structures to support parent monitoring of children's behavior. We examined family educational involvement and school's communication and support to families as predictors of congruence, as well as congruence as a predictor of children following school rules and expectations. Participants were 415 teachers
-
LGBTQ student experiences in schools from 2009–2019: A systematic review of study characteristics and recommendations for prevention and intervention in school psychology journals Psychology in the Schools (IF 1.134) Pub Date : 2021-03-10 Roberto L. Abreu, Lillian Audette, Y'Londa Mitchell, Ina Simpson, Jessica Ward, Lindsay Ackerman, Kirsten A. Gonzalez, Katherine Washington
The present systematic review analyzes ways in which empirical studies in the field of school psychology have studied the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in the past decade (2009–2019). Results from 23 studies revealed an over‐representation of quantitative studies conducted mostly in the United States and an over‐representation of majority White, cisgender
-
Early screening for protective and risk factors—Polish adaptation of the Devereux Early Childhood Assessment Psychology in the Schools (IF 1.134) Pub Date : 2021-03-06 Iwona Sikorska, Magdalena Adamczyk‐Banach, Mateusz Polak
There is a lack of Polish‐language assessment instruments measuring resilience in preschool children. One of the most comprehensive instruments is the Devereux Early Childhood Assessment (DECA): a parent‐ or teacher‐report instrument that measures children's protective and risk factors. It is used to guide resilience training, and to screen for behavioral problems. We validated the Polish adaptation
-
Learning goal orientation and psychological capital among students: A pathway to academic satisfaction and performance Psychology in the Schools (IF 1.134) Pub Date : 2021-03-05 Israel Sánchez‐Cardona, Alberto Ortega‐Maldonado, Marisa Salanova, Isabel M. Martínez
This study explores the mediating role of psychological capital (PsyCap) in the association between learning goal orientation (LGO), academic satisfaction, and performance among college students. We suggest that PsyCap provides positive psychological resources through which learning‐oriented students sustain the effort in academic achievement situations, contributing to academic satisfaction and performance
-
Recruiting and retaining school psychologists: The experiences of district level administrative supervisors Psychology in the Schools (IF 1.134) Pub Date : 2021-03-05 Ellie L. Young, Rachel Butler, Timothy B. Smith, Sterling C. Hilton, Alivia Smith
A shortage of school psychologists has been evident since the profession was initially recognized as a distinct field, and there is insufficient research on what current administrative supervisors are doing to address this problem. This qualitative study examined the perceptions of district level administrative supervisors regarding recruitment and retention of school psychologists. Participants reported
-
A survey of newly enrolled school psychology trainees: Estimates of key role and function Psychology in the Schools (IF 1.134) Pub Date : 2021-03-03 Yaacov Weiner, Elisa S. Shernoff, Ryan J. Kettler
Examining school psychology trainees' perceptions regarding school psychologists' key role and function is important because inaccurate perceptions may lead to unmet professional expectations, reduced job satisfaction, and burnout. One hundred and eighty two first‐year school psychology graduate students enrolled in National Association of School Psychologists (NASP) approved and/or American Psychological
-
Engaged or excluded: LGBTQ youth's participation in school sports and their relationship to psychological well‐being Psychology in the Schools (IF 1.134) Pub Date : 2021-03-02 Caitlin M. Clark, Joseph G. Kosciw
Sports participation has been shown to positively affect youth well‐being. However, research has also shown that sports environments can be unsafe for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. Using data from a large study on school‐related experiences of LGBTQ secondary students who reported on their extracurricular activities in school, (N = 15,813), this study examined LGBTQ
-
Math homework purpose scale: Confirming the factor structure with high school students Psychology in the Schools (IF 1.134) Pub Date : 2021-03-02 Jianzhong Xu
The present investigation aims to test the validity of scores on the math homework purpose scale (MHPS) for high school students. Factorial results found that the MHPS contained three subscales: academic purpose, self‐regulatory purpose, and approval‐seeking purpose. Furthermore, the MHPS had a sufficient level of measurement and latent factor mean invariance across gender and grade level. Additionally
-
Early childhood educators' beliefs about child behavior and adult outcomes related to gender and play Psychology in the Schools (IF 1.134) Pub Date : 2021-03-02 Paul C. McCabe
This study explored the beliefs of early childhood educators about a child's current behavior and potential adult adjustment based on a description of the child's gender and play interests. There were 451 early childhood educators from a US sample who, after reading a brief vignette describing a child's play and behavior, responded to questions related to the child's current and future behavior. Respondents
-
Development of a training and implementation model for school‐based behavioral health interventions Psychology in the Schools (IF 1.134) Pub Date : 2021-02-26 Hayley J. Goldenthal, Tali Raviv, Sybil Baker, Carmen Holley, Faith Summersett Williams, Karen R. Gouze
Despite efforts to embed mental health supports within schools, few models exist to facilitate the implementation of targeted (Tier II) evidence‐based interventions in schools. To address this gap, a collaborative partnership was formed between a pediatric teaching hospital and a large urban public school district. The current exploratory study details the development and implementation of a training
-
Relatıonship bullying in adolescent period with family functionalities and child behaviors Psychology in the Schools (IF 1.134) Pub Date : 2021-02-26 Kezban Bozan, Derya Evgi̇n, Nalan Gördeles Beşer
This descriptive study determined the relationship of peer bullying in the early adolescent period to family functions and children's behavior. The cohort for the research consisted of 320 students and parents who were selected by a simple random method from a middle school. The data were collected using the student and parent questionnaires, Traditional Peer Bullying Scale, Family Assessment Scale
-
Psychometric properties of the Albanian version of Olweus Bullying Questionnaire‐Revised Psychology in the Schools (IF 1.134) Pub Date : 2021-02-13 Teuta Danuza, Robert Masten
The study examined the validity of the scores produced by the Albanian version of the Olweus Bullying Questionnaire‐Revised (OBQ‐R), a self‐reported measure for assessing the phenomena of bullying among school students. A sample of third to ninth grade students (N = 3262) completed the OBQ‐R and the data were analyzed using an exploratory factor analysis, a confirmatory factor analysis, and a measurement
-
Adapting the good behavior game for special education classrooms Psychology in the Schools (IF 1.134) Pub Date : 2021-02-11 Emily A. Groves, Richard J. May, Rachel E. Rees, Jennifer L. Austin
The good behavior game (GBG) is a classroom management intervention that employs a group contingency to support appropriate behavior and reduce classroom disruptions. To date, the majority of GBG research has included participants of typical development in mainstream education classrooms or alternative schools. The current study evaluated the GBG across two classrooms in a special education school
-
Child obesity moderates the association between poverty and academic achievement Psychology in the Schools (IF 1.134) Pub Date : 2021-02-10 Ashley W. Kranjac, Dinko Kranjac
Childhood overweight and obesity are major public health problems in the United States. Children who experience poverty are 1.5 times more likely to suffer with overweight and 1.6 times more likely to have obesity. The extent to which overweight or obesity exacerbates the negative influence of socioeconomic inequality on child academic outcomes has not yet been examined. We estimated the effect of
-
You′re brave, I′ll be your friend: Children's evaluations of peers with cancer Psychology in the Schools (IF 1.134) Pub Date : 2021-02-01 Jane Gradwohl Nash, Nanci Weinberger
The focus of this study was to explore children's evaluations of healthy peers and peers with cancer. A racially and ethnically diverse group of fourth‐ and fifth‐grade children (n = 109) viewed a story about a child engaged in a physically challenging rock climbing tower activity at camp. The way the child (healthy or with cancer) ascended and descended the climbing tower (independently or with assistance)
-
Increasing content accessibility to promote reading comprehension among English learners Psychology in the Schools (IF 1.134) Pub Date : 2021-02-01 Nathan M. Fite, Julie Q. Morrison, Renee O. Hawkins, Christa Newman, Liliana Rojas‐Guyler
This study employed an alternating treatment design with a baseline for three English learners in an urban Midwestern middle school to investigate the utility of a culturally adaptive intervention package called Preview‐Review. Participants were provided with a scripted bilingual preview of conceptual and contextual information relating to the topic and explicit instruction of passage vocabulary using
-
Social and emotional learning during early adolescence: Effectiveness of a classroom‐based SEL program for middle school students Psychology in the Schools (IF 1.134) Pub Date : 2021-02-01 Amy L. Green, Stephen Ferrante, Timothy L. Boaz, Krista Kutash, Brooke Wheeldon‐Reece
Early adolescence and the transition to middle school bring about many challenges for students and negative outcomes are not uncommon, including academic decline and social maladjustment. This developmental period is also marked by increased risk of mental health‐related difficulties. Strengthening students’ social and emotional competencies through the delivery of school‐based Social and Emotional
-
A comprehensive examination of factors impacting collegiate athletes' utilization of psychological assessment and intervention services Psychology in the Schools (IF 1.134) Pub Date : 2020-11-24 Brad Donohue, Elena Gavrilova, Alexandra Danlag, Joanne Perry, Corey Kuhn, Daniel N. Allen, Stephen D. Benning
Although collegiate athletes underutilize mental health programming, investigators have rarely examined factors that may influence their participation in such programs. The current study examined how structured interviews and demographic factors influence collegiate athletes to use psychological programming. Two‐hundred and eighty‐nine collegiate athletes were referred to the study. They were screened
-
Crime Prevention through Environmental Design in schools: Students' perceptions of safety and psychological comfort Psychology in the Schools (IF 1.134) Pub Date : 2020-11-27 Daniel J. Lamoreaux, Michael L. Sulkowski
This study assessed students' preferences and perceptions of physical safety and psychological comfort related to the use of Crime Prevention through Environmental Design (CPTED) in school facilities. Participants included middle and high school students (N = 900; 54% female) from four school districts in the U.S. Southwest. All participants contributed data electronically and a matched‐paired research
-
Increasing joint attention and social play through peer‐mediated intervention: A single case design Psychology in the Schools (IF 1.134) Pub Date : 2020-11-27 Jessie Krier, Katina M. Lambros
This study evaluated the effectiveness of a peer‐mediated intervention on joint attention (JA) and social play skills for students with autism spectrum disorder (ASD) using a multiple baseline design. Peer‐mediated interventions are an evidence‐based practice, but there is limited research on using peers outside of the target student's classroom and using them with severely impacted students. In this
-
Examining the effects of the personal matrix activity with diverse students Psychology in the Schools (IF 1.134) Pub Date : 2020-11-25 Alexandria C. Muldrew, Faith G. Miller
Tier 1 implementation of Positive Behavioral Interventions and Supports (PBIS) focuses on developing, teaching, and reinforcing school‐wide behavioral expectations. Yet, it is unclear whether expectations align with the cultural experiences of students from diverse backgrounds. The Personal Matrix Activity (PMA) provides students with an opportunity to describe behavioral expectations across settings
-
Using structural equation modeling to examine the relationship between Ghanaian teachers' emotional intelligence, job satisfaction, professional identity, and work engagement Psychology in the Schools (IF 1.134) Pub Date : 2020-12-03 Paul K. Butakor, Qi Guo, Atinuke O. Adebanji
The purpose of the study was to examine the causal relationship between teachers' emotional intelligence, job satisfaction, professional identity, and work engagement. And to achieve this purpose, a questionnaire consisting of four scales was administered to 260 teachers selected from the Adentan Municipal in the Greater Accra Region. Exploratory factor analysis, structural equation modeling, and univariate
-
Differential item functioning of the Scales for Assessing Emotional Disturbance‐3 for White and African American students Psychology in the Schools (IF 1.134) Pub Date : 2020-11-30 Matthew C. Lambert, Jodie Martin, Michael H. Epstein, Douglas Cullinan, Antonis Katsiyannis
The present study investigated the psychometric properties of the Scales for Assessing Emotional Disturbance – Third Edition: Rating Scale (SAED‐3 RS), which is designed for use in identifying students with emotional disturbance for special education services. The purposes of this study were to evaluate (a) the measurement invariance of SAED‐3 RS scores between White and African American students and
-
Retention and job satisfaction of school psychologists Psychology in the Schools (IF 1.134) Pub Date : 2020-12-21 Ellie L. Young, Sara E. Moulton, Alexander Julian, Alivia Smith, Rachel Butler
Retention of current school psychologists is a vital strategy for addressing shortages in the field. Understanding what contributes to why school psychologists stay in the field has the potential to influence leaders and administrators to ensure that they are targeting what matters most to school psychologists. Survey results from 134 school psychologists indicated that they stay in the field because
-
Correlates of school bullying victimization among Black/White biracial adolescents: Are they similar to their monoracial Black and White peers? Psychology in the Schools (IF 1.134) Pub Date : 2020-12-12 Jun Sung Hong, Yueqi Yan, A. Antonio Gonzalez‐Prendes, Dorothy L. Espelage, Paula Allen‐Meares
Guided by the social‐ecological perspective, we examined familial, peer, and school‐related predictors of bullying victimization among a large sample of U.S. White, Black, and biracial adolescents. Data were drawn from the Health Behavior in School‐aged Children study, drawn from adolescents who self‐identified as White, Black, or biracial. Of the total sample, 3211 were White, 1188 were Black, and
-
The association between witnessing cyberbullying and depressive symptoms and social anxiety among elementary school students Psychology in the Schools (IF 1.134) Pub Date : 2020-12-15 Diana M. Doumas, Aida Midgett
Cyberbullying is a significant problem among school‐aged youth. Although a growing body of literature has documented the association between cyberbullying victimization and mental health risks, there is limited research examining the impact of witnessing cyberbullying, particularly among elementary school students. To address this gap, we conducted a cross‐sectional study with elementary school students
-
Applying behavioral analytic consultation to schools to assess and treat a student's elopement Psychology in the Schools (IF 1.134) Pub Date : 2021-01-28 Jordan D. Lill, Brenda J. Bassingthwaite, Jessica L. Cox
A team of behavioral consultants applied the Behavioral Analytic Consultation to Schools model while working with educators in a public school setting to evaluate and treat elopement behavior of an 11‐year‐old student with autism spectrum disorder. Assessment conducted by the consultants included interviews, descriptive analysis, preference assessment, trial‐based functional analysis of elopement,
-
A systematic review of the What Works Clearinghouse's behavioral intervention evidence: Does it relate to Black children Psychology in the Schools (IF 1.134) Pub Date : 2021-01-28 Scott L. Graves, Shanye Phillips, Mark Jones, Kyanna Johnson
The What Works Clearinghouse (WWC) is a source that is used to report the empirical evidence for interventions. The purpose of this review was to understand the presence of Black children in research that has been classified as Meeting the Standards With and Without Reservations by the WWC. Results indicated that 16 interventions met the WWC standards with specific outcomes focusing on positive behavioral
-
The effect of family support on student engagement: Towards the prevention of dropouts Psychology in the Schools (IF 1.134) Pub Date : 2021-01-28 Alfonso J. Gil, Ana M. Antelm‐Lanzat, María L. Cacheiro‐González, Eufrasio Pérez‐Navío
The literature on school dropout indicates a set of predictors of dropout. These factors are fundamentally grouped into three dimensions: behavioral, academic, and social. This study aims to analyze the relationships between of dropout. It is proposed that students' socialization abilities in the classroom affect their behavioral engagement, and that family support mediates the relationship between
-
Self‐talk in middle childhood: A mechanism for motivational resilience during learning Psychology in the Schools (IF 1.134) Pub Date : 2021-01-25 Róisín M. Flanagan, Jennifer E. Symonds
All individuals possess an inner voice that helps them to navigate life and its challenges. However, little is known about how children use self‐talk to maintain their momentary engagement during academic tasks. Using qualitative methods, this study investigated how 19 children (aged 8–12 years) from one primary school prospectively used self‐talk to maintain their motivation. Vignettes were used to
-
School‐wide positive behavioral interventions and supports in Dutch elementary schools: Exploring effects Psychology in the Schools (IF 1.134) Pub Date : 2021-01-25 Monique J. M. Nelen, Ron H. J. Scholte, Anita M. Blonk, William M. van der Veld, Wendy B. L. Nelen, Eddie Denessen
In 2009, School‐Wide Positive Behavioral Interventions and Supports (SWPBIS) was introduced in the Netherlands to support schools in creating safe learning environments. In this longitudinal study, we explored effects of SWPBIS on student outcomes in the Netherlands. Fidelity of implementation of SWPBIS has been associated with improved student outcomes. The purpose of this study was to examine the
-
Providing implementation supports to intensify instruction in an autism classroom Psychology in the Schools (IF 1.134) Pub Date : 2021-01-25 Kathleen Dyer, Caroline Redpath
This study evaluated whether an implementation support package using collaborative goal setting, nondirective consultation, feedback, and reinforcement would result in an increase in the implementation of planned speech and language programs in a classroom for students with autism spectrum disorders. Additional measures were collected to assess generalization to other skill‐building programs in the
-
Disparities across race and disability risk: Assessing teacher practices Psychology in the Schools (IF 1.134) Pub Date : 2021-01-25 Ambra L. Green, Amanda A. Olsen, Vandana Nandakumar
This exploratory study occurred in 10 title 1 schools located within a Midwestern state. The sample included 23 general educators and 551 students in second through fifth grade. Fifty‐seven students identified as at risk for an emotional or behavioral disorder represented the targeted sample. The purpose of this study was to determine if teachers' implementation of evidence‐based practices (EBP) occurred
-
Anxiety symptomatology and academic performance in adolescents: The role of parental emotional expressivity during conflict interactions Psychology in the Schools (IF 1.134) Pub Date : 2021-01-22 Neus Zuzama Pons, Josep Roman‐Juan, Aina Fiol‐Veny, Margalida Caimari‐Ferragut, Maria Balle
Research has shown that anxiety in adolescents has a negative impact on a wide range of psychosocial variables, including academic performance. This study explored the role of parental emotional expressivity during conflict interactions with their children as a potential moderator of the relationship between anxiety symptomatology and academic performance in adolescents. The sample consisted of 54
-
Readability of English and Spanish forms of two adaptive behavior rating scales Psychology in the Schools (IF 1.134) Pub Date : 2021-01-21 Garry Wickerd, Sarah Tremblay
Adaptive behavior rating scales are widely used assessments that ask teachers and parents to rate how well students care for themselves, interact with others, and exhibit practical and academic skills. While adaptive rating scales have yielded reliable and valid results, it is unclear how the readability of the rating forms may impact the results, especially for parents who may have lower literacy
-
Implementation of drama therapy services in the North American school system: Responses from the field Psychology in the Schools (IF 1.134) Pub Date : 2021-01-19 Jason S. Frydman, Christine Mayor
Drama therapy is an emerging mental health practice in North American schools. Yet little research has focused directly on the role of drama therapists in schools or their service navigation practices and challenges. From February to July of 2018, drama therapists affiliated with the North American Drama Therapy Association currently working in North American schools were invited to participate in
-
An item analysis of gender differences on the SRSS‐IE in middle school Psychology in the Schools (IF 1.134) Pub Date : 2021-01-15 Sara E. Moulton, Ellie L. Young
This study examined gender differences in the psychometric properties of the Student Risk Screening Scale for Internalizing and Externalizing behaviors (SRSS‐IE) using item response theory methods among a sample of 2,122 middle school students. The SRSS‐IE is a screening instrument used to identify students who are potentially at risk for emotional and behavioral disorders (EBD). Differential item
-
A multilevel model of the association between school climate and racial differences in academic outcomes Psychology in the Schools (IF 1.134) Pub Date : 2021-01-15 Tiffany M. Jones, Charles Fleming
This study examined the relationships between school‐level school climate and race differences in student grades, accounting for school sociodemographic composition. We found that schools with more positive school climates had smaller race differences in student self‐reported grades. The moderating effect of school climate remained after accounting for the sociodemographic composition of the school
-
Psychosocial perceptions and executive functioning: Hope and school belonging predict students' executive functioning Psychology in the Schools (IF 1.134) Pub Date : 2021-01-15 Dante D. Dixson, Stefanie Gill Scalcucci
In a sample of 216 high school students, we explored the relationship between hope and school belonging to executive functioning (EF). This examination was carried out to better understand how these, and potentially other psychosocial factors, relate to the neurocognitive decision‐making process of adolescent students. This study had several findings. First, after controlling for demographics and previous
-
An effective elementary school counselor's support of students with disabilities: A case study Psychology in the Schools (IF 1.134) Pub Date : 2021-01-07 Jessica A. Vilbas, Margaret E. King‐Sears
Using a qualitative single‐case study design, perceptions from multiple stakeholders about how an effective elementary school counselor provides supports for students with disabilities (SWD) were examined. Interviews occurred with a school counselor, a student with a disability, his parent, his general and special educators, and school administrators. Findings are described using an ecological perspective
-
Can abacus course eradicate developmental dyscalculia Psychology in the Schools (IF 1.134) Pub Date : 2020-10-28 Yujie Lu, Mei Ma, Guozhong Chen, Xinlin Zhou
Developmental dyscalculia (DD) is a specific mathematical learning disability, with a prevalence of around 3%–7% in the school‐aged population. It negatively affects individuals, and even the national, development. Previous DD‐intervention programs usually targeted on numerosity, number, simple arithmetic, or even general cognitive ability. The current study investigated the effect that a long‐term
-
Dual factor mental health model: Validation through mixture modeling and cut scores Psychology in the Schools (IF 1.134) Pub Date : 2020-11-14 Andrew J. Thayer, Mollie R. Weeks, Clayton R. Cook
The dual‐factor model (DFM) of mental health affords educators an expanded view of student social–emotional and behavioral functioning and may help identify students in need of school‐based mental health services who would otherwise go unnoticed with traditional screening methods. With a focus on integrating subjective well‐being into the conceptualization of mental health, the DFM may be one paradigm
-
University students' misconceptions about rational numbers: Implications for developmental mathematics and instruction of younger students Psychology in the Schools (IF 1.134) Pub Date : 2020-11-18 Sarah R. Powell, Gena Nelson
To understand misconceptions with rational numbers (i.e., fractions, decimals, and percentages), we administered an assessment of rational numbers to 331 undergraduate students from a 4‐year university. The assessment included 41 items categorized as measuring foundational understanding, calculations, or word problems. We coded each student's response and identified error patterns for items answered
-
Grit, fit, gender, and academic achievement among first‐year college students Psychology in the Schools (IF 1.134) Pub Date : 2020-11-17 Sara S. Whipple, Valentina Dimitrova‐Grajzl
Academic achievement is a known predictor of career trajectory and future earnings. Thus, a great deal of research has been devoted to understanding the variables that impact academic achievement. The purpose of the current study is to extend existing scholarly work by examining the predictive power of both cognitive and noncognitive variables on first‐year academic achievement of students at a military
-
Social support as a source of vitality among college students: The moderating role of social self‐efficacy Psychology in the Schools (IF 1.134) Pub Date : 2020-11-09 Abraham Carmeli, Ann C. Peng, John M. Schaubroeck, Inbar Amir
Whereas social support contributes to individual vitality and academic performance, the theoretical process through which social support promotes performance, and for whom it is most beneficial in this respect, remain open questions. We developed a conceptual model in which social support influences academic performance by promoting vitality, particularly among individuals who are low on social self‐efficacy
Contents have been reproduced by permission of the publishers.