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Refugee school consultation effects on teacher self-efficacy, self-care, and peer consultation skills. School Psychology (IF 2.945) Pub Date : 2023-11-30 Colleen R O'Neal,Kathleen Khong,John Khong,Su Chen Tan
Guided by a participatory culture-specific consultation model, this study contributes to an understanding of the effectiveness of school consultation with teachers of refugee students. The goal of the present study was to determine the impact of an individual consultation intervention with refugee teachers on their self-efficacy and self-care, in addition to their peer consultation skills. The participants
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Cross-cultural connections: School climate and equity in Germany, Italy, Latvia, and the United States. School Psychology (IF 2.945) Pub Date : 2023-11-16 Sergio Di Sano,Jesslynn Rocha Neves,Gino Casale,Baiba Martinsone,Tamika P La Salle-Finley
In recent decades, much international research has been carried out on school climate and its relationship with learning, socioemotional, and health outcomes (Berkowitz et al., 2017; La Salle, Rocha-Neves, et al., 2021; Pizmony-Levy et al., 2019). Limited research has been carried out to investigate the relationship between school climate and educational inequalities, with particular reference to the
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Teachers' psychological stress and wellbeing during a pandemic: Exploring latent profiles. School Psychology (IF 2.945) Pub Date : 2023-11-16 Cassandra A Gearhart,Christopher J McCarthy,Richard G Lambert
Teacher stress is at an all-time high. The COVID-19 pandemic created unprecedented challenges for teachers, which resulted in a record number of teachers intending to leave the classroom citing stress as a contributing factor. Understanding teachers' positive and negative psychological experiences, or well-being, during the height of the COVID-19 pandemic will inform teacher wellness interventions
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Enhancing accessibility and scalability of school-based programs to improve youth attention and behavior: Open feasibility trial of the remote CLS-R-FUERTE program in Mexico. School Psychology (IF 2.945) Pub Date : 2023-11-16 Lauren M Haack,Linda J Pfiffner,Sabrina M Darrow,Jasmine Lai,Dulce Karely Alcaraz Beltrán,Jassiel Ulises Martinez Beltrán,Elva Moreno Candil,Korinthya Delgado García,María Fernanda Arriaga Guerrero,Dulce Maria Ledesma Saldaña,Maria Elena Urquídez Valdez,Eva Angelina Araujo
Neurodevelopmental disorders of inattention and disruptive behavior, such as attention-deficit/hyperactivity disorder and oppositional defiant disorder, are among the most common youth mental health conditions across cultures. There is a need to develop more accessible school-based intervention and training programs, as well as create a system with clinical research capacity for scalable school clinician
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Are "well" teachers "better" teachers? A look into the relationship between first-year teacher emotion and use of evidence-based instructional strategies. School Psychology (IF 2.945) Pub Date : 2023-11-13 Hannah Mennes,Nathaniel von der Embse,Eunsook Kim,Padmavati Sundar,Daijah Hines,Megan Welliver
Teachers experience significant stress with 93% reported high levels of stress (Herman et al., 2018), and literature examining teacher stress levels during the COVID-19 pandemic reveals that 30 percent of teachers experience significantly high levels of stress (Silva et al., 2021). Low levels of teacher well-being and higher levels of stress have been linked to punitive behavior management (Jennings
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Independent factor structure replication of the SAEBRS teacher and student scales. School Psychology (IF 2.945) Pub Date : 2023-11-13 Thomas J Gross,Susan Keesey
The purpose of this study was to independently assess the best-fitting factor models of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) student and teacher forms. To do this, we used previously published confirmatory factor analysis procedures (see von der Embse, Iaccarino, et al., 2017) in an attempt to replicate the factor structure. Unidimensional, correlated-factors, higher
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Evaluating the effects of the color wheel system on a teacher's repeated directions. School Psychology (IF 2.945) Pub Date : 2023-11-13 Jade Bennett,Christopher H Skinner,Thomas John,Tara C Moore,Mari-Beth Coleman,Merilee McCurdy
Students are less likely to hear and understand teacher-delivered directions or instructions when they are attending to other activities (e.g., a classmate, a previously assigned task). A classroom management system known as the Color Wheel System includes rules and transition procedures designed to increase the probability that students stop their current activities and attend to teachers as they
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Effects of brief mindfulness practice on reading performance among racially minoritized adolescents. School Psychology (IF 2.945) Pub Date : 2023-11-02 Joshua C Felver,Adam J Clawson,Tory L Ash,Qiu Wang
This research evaluated the effects of a year-long mindfulness intervention in a predominately Black student sample in an urban high-poverty middle school. Five English Language Arts classrooms (n = 56) were randomly assigned to brief daily 5-min mindfulness practice or an active control. Students were measured at three time points throughout the school year on standardized curriculum-based measures
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What interventions are cost-effective? A systematic review of cost-effectiveness analyses of school-based programs from 2000 to 2020. School Psychology (IF 2.945) Pub Date : 2023-10-30 Courtenay A Barrett,Shelbie E Spear,Andryce Clinkscales,Lindsay L Wood,Kathrin E Maki
The extent to which evidence-based practices (EBPs) are considered cost-effective influences educators' adoption decisions. However, what it means to be cost-effective and how to interpret cost-effectiveness ratios may be unclear. This systematic review of cost-effectiveness analyses of EBPs in schools illuminates the many sources of variability in published estimates. Studies were limited to peer-reviewed
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Reputable and affordable programs with a strong commitment to diversity: Factors influencing school psychology student admission decisions. School Psychology (IF 2.945) Pub Date : 2023-10-30 Kathleen B Aspiranti,David M Hulac,Joseph H Hammer,Jessica Blake
A current issue in the field of school psychology is the extreme shortage of school psychologists, and this is likely to persist in the future. Effective recruitment into school psychology programs is one of the most important strategies to increase the number of school psychologists. Within the present study, researchers created the Graduate Enrollment Admissions Rating Scale (GEARS), a survey measuring
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Interprofessional collaboration: Ethical considerations for school psychologists. School Psychology (IF 2.945) Pub Date : 2023-10-30 Tiffany Chenneville,Morgan Haskett,Eric Sumpter,Serena Wasilewski
To meet the diverse needs of school-aged children, school psychologists often must collaborate with other professionals within and outside the school setting. Despite potential benefits, challenges exist related to interprofessional collaboration, including ethical challenges. This article explores some of the most salient ethical dilemmas that school psychologists are likely to face when collaborating
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Student-centered instruction can build social-emotional skills and peer relations: Findings from a cluster-randomized trial of technology-supported cooperative learning. School Psychology (IF 2.945) Pub Date : 2023-10-30 Sabina Low,Mark J Van Ryzin
Given the uneven track record of adjunctive social-emotional learning (SEL) programs and waning effects by middle and high school, we propose a more integrative approach to SEL through cooperative learning (CL). CL has demonstrated the ability to improve social-emotional, behavioral, academic, and mental health benefits, but CL lessons are complex and thus can be difficult to design and consistently
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Addressing violence against educators: What do teachers say works? School Psychology (IF 2.945) Pub Date : 2023-10-30 Andrew H Perry,Andrew Martinez,Linda A Reddy,Susan D McMahon,Eric M Anderman,Ron Avi Astor,Dorothy L Espelage,Frank C Worrell
School personnel safety and well-being have received increased attention via national outlets; however, research is limited. The current investigation is the first to examine the reported use and perceived effectiveness of commonly used school-based intervention approaches for addressing school violence, specifically violence against teachers in U.S. schools. A sample of 4,471 prekindergarten-12th
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Associations between interpersonal contexts, positive emotions, and related experiences in school students: A systematic review of experience sampling studies. School Psychology (IF 2.945) Pub Date : 2023-10-30 Martina E Mölsä,Anna K Forsman,Patrik Söderberg
Studies investigating students' social interactions and related experiences have mostly relied on retrospective methodologies-techniques known to be subject to recall bias that threaten ecological validity. This article is the second part of a systematic review of experience sampling studies on students' social interactions. This article focuses on exploring associations between interpersonal contexts
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Teachers survive together: Teacher collegial relationships and well-being during the COVID-19 pandemic. School Psychology (IF 2.945) Pub Date : 2023-10-26 Elizabeth E Blair,Lia E Sandilos,Emmaline Ellis,Sabina Rak Neugebauer
COVID-19 disrupted the ecology of schools and negatively influenced teacher mental health and retention. This mixed-methods study investigates the relationship between teacher well-being and teacher collegial relationships after a year enduring COVID-19 pandemic disruptions. By analyzing data collected through surveys (N = 185) and interviews (N = 27) with U.S. teachers in Spring-Summer 2021, we explore
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Mixed-methods needs assessment for development of school-based mental health implementation science capacity in low- and middle-income countries: Vietnam as a case example. School Psychology (IF 2.945) Pub Date : 2023-10-26 Bahr Weiss,Hoang-Minh Dang,Giang Le,Van Vu,Susan Forman
Worldwide, the majority of youth reside in low- and middle-income countries (LMIC). School-based mental health (SBMH) services are particularly important in LMIC, in part because of LMIC's limited mental health infrastructure. Among the challenges to developing SBMH in LMIC are limited implementation science (IS) capacity, critical for identifying barriers to evidence-based intervention (EBI) use and
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Building theoretical insight through joint displays in mixed methods research. School Psychology (IF 2.945) Pub Date : 2023-10-02 Elizabeth G Creamer
This methodological article expands the conversation about the contribution of joint displays in theoretically driven mixed method research in psychological fields. The author makes a distinction between basic displays that align qualitative and quantitative data or findings side-by-side from more dynamic displays that are used as analytical tools. Highlighting three examples, the article illustrates
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The incremental association of implementation leadership and school personnel burnout beyond transformational leadership. School Psychology (IF 2.945) Pub Date : 2023-09-07 Catherine M Corbin,Aaron R Lyon,Vaughan K Collins,Mark G Ehrhart,Roger Goosey,Jill Locke
Successful implementation of school-wide interventions (i.e., delivered to all students by a wide array of school personnel) is key to promoting students' academic achievement and psychosocial development. Yet, the implementation of school-wide interventions is complex and can be psychologically taxing for implementing personnel. If evidence-based practice and program (EBP) implementation goes unsupported
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Time spent on distance learning moderates changes in teachers' work-related well-being one year after the first school closures. School Psychology (IF 2.945) Pub Date : 2023-09-07 Annalisa Soncini,Emanuele Politi,Maria Cristina Matteucci
It is now well documented that school closures enforced at the beginning of the COVID-19 pandemic impaired teachers' well-being. Yet, only a few studies tracked changes in teachers' well-being during the subsequent phases of the pandemic, phases that were characterized by the discontinuous implementation of in-person teaching and distance learning. To fill this gap, we conducted a follow-up study at
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Interprofessional education on autism and intellectual disabilities: Program description and initial evaluation. School Psychology (IF 2.945) Pub Date : 2023-09-07 Johanna R Price,Karena Cooper-Duffy,Billy T Ogletree,Jonathan M Campbell,Amy J Rose,Machelle Cathey,Kong Chen
Project INTERprofessional Autism Collaborative Training (INTERACT) is an interprofessional education program designed to prepare graduate students in psychology, special education, and speech-language pathology to work with autistic children with moderate to severe intellectual disabilities. The rising prevalence of autism, coupled with increased appreciation for interprofessional approaches to service
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The curative effect of schools: A longitudinal study of the impact of school climate, school identification, and resilience on adolescent mental health. School Psychology (IF 2.945) Pub Date : 2023-09-07 Aseel Sahib,Junwen Chen,Katherine J Reynolds,Diana Cárdenas
Mental illness in adolescents is on the rise, thus it is vital to study factors that can improve youth mental health. The extant theory and research have identified both social (school climate; school identification) and individual (resilience) constructs as protectors of mental health. However, these protective factors remain in silo and require further integration. To address this issue, the present
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A longitudinal examination of parallel growth and reciprocal changes in teacher-student relationships and academic achievement. School Psychology (IF 2.945) Pub Date : 2023-09-07 Daniel B Hajovsky,Steven R Chesnut
There is a compendium of research to support the premise that positive teacher-student relationships (TSR) set the stage for children's success via classroom engagement, social functioning, and academic skills development. Although studies have demonstrated reciprocal associations between TSR and academic achievement, inferences that stem from prior study results are limited due to methodological designs
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Characteristics of school psychology faculty in 2021. School Psychology (IF 2.945) Pub Date : 2023-09-04 Austin H Johnson,Celeste M Malone,Tara C Raines,Tyler A Womack,Bhawandeep K Bains
Although racial, ethnic, and linguistically minoritized school-aged students within the United States are increasing in population, school psychologists have historically been predominantly white, monolingual females. Diversity within the field of school psychology is important for improving students' achievement and postsecondary success, particularly as it relates to underrepresented students. Research
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Importance, quality, and engagement: School mental health providers' perceptions regarding within-district transition care coordination practices. School Psychology (IF 2.945) Pub Date : 2023-09-04 Malena A Nygaard,Tyler L Renshaw,Heather E Ormiston,Jack Komer,Austin Matthews
Although care coordination (CC; i.e., the organization of care activities between professionals to facilitate appropriate service delivery; McDonald et al., 2007) has yet to be studied extensively within schools, preliminary research suggests coordinating school mental health supports can be beneficial (Francis et al., 2021) and that interprofessional and interagency collaboration is warranted to meet
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A social-ecological model of preschoolers' aggressive behavior: An exploratory analysis. School Psychology (IF 2.945) Pub Date : 2023-08-17 Kristin J Perry,Gretchen R Perhamus,Gabriela Memba,Jamie M Ostrov,Dianna Murray-Close
Understanding classroom-level correlates of preschool children's aggressive behavior is critical to identifying multiple avenues for intervention within schools. The present school-based study evaluated the reliability and validity of a classroom-level measure of physical and relational aggression and examined a social-ecological model to test whether individual variables (i.e., temperament), dyadic
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Correlates of social justice values in school psychology graduate students. School Psychology (IF 2.945) Pub Date : 2023-08-17 Celeste M Malone,MyLea Barclift
School psychologists are well-positioned to serve as advocates for marginalized students to address educational inequities and challenge systemic barriers to well-being. However, if they do not personally endorse social justice values, they may be unwilling to take personal and professional risks to engage in social justice work. The purpose of this study was to examine the extent to which personal
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Healthy educators need healthy schools: Supporting educator work-related well-being through multitiered systems of support. School Psychology (IF 2.945) Pub Date : 2023-08-10 Talida M State,Rachel R Ouellette,Imad Zaheer,Miranda R Zahn
The COVID-19 pandemic has amplified preexisting challenges for educators as manifested in high rates of work-related stress and burnout, and educators leaving the profession in higher numbers than ever before. In this article, we highlight the urgency for work-related well-being supports for educators, with a particular focus on system changes. Individual self-care is necessary, yet insufficient. To
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Exploring the interagency collaboration between a pediatric oncology health care setting and community schools. School Psychology (IF 2.945) Pub Date : 2023-08-10 Evan Rooney,Ayanna A Johnson,Sarah Klein,Niki Jurbergs,Anne Duvall,R Elyse Heidelberg,Brian S Potter,Jennifer Harman,Emily K Browne,Anna M Jones,Rachel T Webster
Globally, approximately 400,000 youth are diagnosed with pediatric cancer each year. Treatment-related side effects, psychosocial challenges, and frequent school absences may adversely impact learning and the education experience among these youth. Efforts to enhance interagency collaboration between health care settings and community schools are imperative to facilitate school reintegration. The Standards
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Professional support, efficacy beliefs, and compassion fatigue in principals during the COVID-19 pandemic. School Psychology (IF 2.945) Pub Date : 2023-08-10 Xueqin Lin,Chunyan Yang,Rebecca Cheung
Guided by the social cognitive theory and job demands-resources model, we used multiple regression analyses to examine the concurrent and interactive influences of professional support and efficacy beliefs on compassion fatigue during COVID-19 among 231 school principals in California. Controlling for principals' individual- and school-level demographic factors, professional support and their district
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The importance of treatment integrity: Examining the relationship between dosage and writing intervention outcomes. School Psychology (IF 2.945) Pub Date : 2023-08-10 Samantha C Maguire,Tanya L Eckert
This study explored the relationship between 391 third-grade students' writing productivity and the amount of intervention dosage received over a 6-week period. In addition, the association between gender and the amount of intervention dosage received was examined. Results indicated that intervention dosage had a statistically significant relationship with students' writing productivity at the conclusion
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Violence directed against teachers during the COVID-19 pandemic: A social-ecological analysis of safety and well-being. School Psychology (IF 2.945) Pub Date : 2023-07-27 Linda A Reddy,Andrew Martinez,Andrew H Perry,Susan D McMahon,Dorothy L Espelage,Eric M Anderman,Ron A Astor,Frank C Worrell
Violence against teachers is a public health crisis that has devastating effects on school personnel well-being, health, and retention, as well as students' educational outcomes. In collaboration with national organizations, the American Psychological Association Task Force on Violence against Educators conducted the first national survey on educator victimization that included 4,136 pre-K through
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Patterns of early literacy and word reading skill development across the first 6 months of school and reading instruction. School Psychology (IF 2.945) Pub Date : 2023-07-13 Tracy A Cameron,Jane L D Carroll,Mele Taumoepeau,Elizabeth Schaughency
This study described the growth trajectories of 105 children (n = 55 boys) who had just started primary school in New Zealand (NZ). Children were assessed every fourth school week around 1.5 months after starting school, for five sessions on Dynamic Indicators of Basic Early Literacy Skills first sound fluency (FSF), AIMSweb letter sound fluency (LSF), and a newly created NZ word identification fluency
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Head start classroom demands and resources: Identifying associations with teacher burnout. School Psychology (IF 2.945) Pub Date : 2023-07-13 Lia Sandilos,Priscilla Goble,Pond Ezra,Codie Kane
Theoretical models of job stress suggest that teachers' experience with burnout occurs, in part, because of an imbalance between job demands and the resources available to meet those demands. Using a diverse sample of 230 Head Start educators, the present study explored how school-based demands (i.e., class size, behavioral challenges) and resources (i.e., school social supports) contributed to teachers'
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Middle and high school praise: A systematic review of the literature. School Psychology (IF 2.945) Pub Date : 2023-06-15 Margaret T Floress,Hao-Jan Luh,Laura Heuermann,Alice Granberg,Ashlyn Wingate,Macey Wienstroer,Jade Montgomery
Despite the existing research and evidence for teacher praise, this strategy has been studied less frequently in secondary school settings. To better understand and support teacher praise across all school settings, it is important to understand gaps in the literature, especially related to middle and high school settings. In this review, we examined middle and high school praise research by screening
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Resilience of teachers, students, and their parents under the conditions of martial law. School Psychology (IF 2.945) Pub Date : 2023-06-15 Maksym Halchenko,Alyona Malynoshevska,Nataliia Belska,Maryna Melnyk
The article examines the results of a study of the resilience of teachers, students, and their parents 2 months after the start of a full-scale war in Ukraine. The total number of respondents who took part in the study is 14,556. There are employees of educational institutions (29%), students (22.41%), and parents (48.22%) from all regions of Ukraine among them. A reduced level of resilience of adult
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Guidelines toward more socially just mental health screening in schools. School Psychology (IF 2.945) Pub Date : 2023-06-12 Sarah Kiperman,Kelly Clark,Tyler L Renshaw,Jacqueline R Anderson,Elana Bernstein,Jessica B Willenbrink
Mental health screening is a pivotal practice for promoting the social-emotional-behavioral (SEB) health and well-being of youth in schools. However, some aspects of traditional mental health screening practices may inadvertently perpetuate structural racism and unintentionally facilitate oppression and SEB disparities. We address this issue constructively by presenting an intentional approach to guide
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A bibliometric and content analysis of Best Practices in School Psychology. School Psychology (IF 2.945) Pub Date : 2023-06-12 Randy G Floyd,Sequoya A Fitzpatrick,Patrick J McNicholas,Nikita M Pike
Best Practices in School Psychology is one of the most influential books in school psychology history. Originally published in 1985 by Thomas and Grimes, it was the first book offered by the National Association of School Psychologists. Its six editions have been revised every 5-8 years. Utilizing Publish or Perish as well as cross-referenced tables of contents from Best Practices, a bibliometric analysis
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Single-item principal stress and coping measures: Concurrent and predictive validity and comparisons to teacher measures. School Psychology (IF 2.945) Pub Date : 2023-06-12 James Sebastian,David Aguayo,Wenxi Yang,Wendy M Reinke,Keith C Herman
The present study analyzed concurrent and predictive validity of single-item scales for assessing principal stress and coping. We examined concurrent and prospective relations among stress and coping single-items with principal job satisfaction, overall health, perceptions of school safety, and principal leadership self-efficacy. We also compared principals and teachers on their stress and coping levels
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Longitudinal associations between internalizing behaviors and social skills for autistic students during the early school years. School Psychology (IF 2.945) Pub Date : 2023-05-25 Brittany A Pereira,Narmene Hamsho,Annisha Susilo,Gianna M Famolare,Jan Blacher,Abbey Eisenhower
Autistic students experience greater social difficulties and heightened internalizing behaviors (e.g., anxiety, depression, withdrawal) relative to their nonautistic peers, yet little is known about how these domains influence one another over time. This 1.5-year longitudinal study analyzed the associations between teacher-reported social skills and internalizing behaviors across three time points
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Differential nonlinear relations of language proficiencies to reading and math achievement in Spanish or English. School Psychology (IF 2.945) Pub Date : 2023-05-08 Garret J Hall,Laura Swanlund
We examined whether English language proficiency (ELP) related to interim reading and math performance differently when academic assessments were administered to students in either English or Spanish. We also tested these effects with Spanish language proficiency (SLP) as well as jointly with ELP and SLP. Students from a midwestern suburban school district in Grades 2-8 were included (N = 2,327); 763
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Universal screening in kindergarten: Validity and classification accuracy of Istation's Indicators of Progress-Early Reading. School Psychology (IF 2.945) Pub Date : 2023-05-08 Marianne Rice,Florina Erbeli,Adrea Truckenmiller,Jill Morris
Universal screening in reading is a common, and often required, practice in early elementary school. Computer-adaptive screening tools, such as Istation's Indicators of Progress-Early Reading (ISIP-ER), are often chosen for this purpose in schools. In our present study, we examine the validity evidence between the ISIP-ER in kindergarten and third grade State of Texas Assessments of Academic Readiness
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Identifying profiles of school climate in high schools. School Psychology (IF 2.945) Pub Date : 2023-05-04 Angus Kittelman,Tamika P La Salle,Sterett H Mercer,Kent McIntosh
This cross-sectional study analyzed data from 364,143 students in 492 high schools who completed the Georgia School Climate Survey during the 2017-2018 school year. Through latent profile analysis, we identified that student perceptions of school climate could be classified into three distinct profiles, including positive, moderate, and negative climate. Using multinomial logistic regression, we then
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Publication and characteristics of qualitative research in School Psychology journals between 2006 and 2021. School Psychology (IF 2.945) Pub Date : 2023-05-04 Sujay V Sabnis,Daniel S Newman,Daniel Whitford,Kandace Mossing
To understand the evolution and current status of qualitative research in School Psychology, we reviewed 4,346 articles published across seven school psychology journals between 2006 and 2021. The bibliometric analysis indicates that publication of qualitative research has increased over the years, but remains small (3%) when seen against the total volume of journal publications. Less than 5% of articles
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Best practices for examining and reporting the social consequences of educational measures. School Psychology (IF 2.945) Pub Date : 2023-05-01 Keith C Herman,Wes Bonifay
Despite general agreement about the importance of test score relevance, utility, and consequences, empirical articles rarely examine or report these facets of validity. The purpose of this special issue of School Psychology was to provide empirical examples that examine the social consequences of educational test score use. The goal was to illustrate best practices in social consequence considerations
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Valid outcomes for screening and progress monitoring: Fluency is superior to accuracy in curriculum-based measurement. School Psychology (IF 2.945) Pub Date : 2023-05-01 Amanda M Vanderheyden,Benjamin G Solomon
Curriculum-based measurement (CBM) has conventionally included accuracy criteria with recommended fluency thresholds for instructional decision-making. Some scholars have argued for the use of accuracy to directly determine instructional need (e.g., Szadokierski et al., 2017). However, accuracy and fluency have not been directly examined to determine their separate and joint value for decision-making
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Assessment in action: Toward a more complete and justice-oriented understanding of the social consequences of educational measures. School Psychology (IF 2.945) Pub Date : 2023-05-01 Faith G Miller
The studies in this special issue examine the social consequences of educational measures. In this commentary, I reflect on past and contemporary conceptualizations of the consequences of measurement and discuss advancing a more justice-oriented approach. To this end, it is imperative that we engage a critical lens in order to interrogate and act upon structural issues as they manifest in testing,
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Implications of bias in automated writing quality scores for fair and equitable assessment decisions. School Psychology (IF 2.945) Pub Date : 2023-05-01 Michael Matta,Sterett H Mercer,Milena A Keller-Margulis
Recent advances in automated writing evaluation have enabled educators to use automated writing quality scores to improve assessment feasibility. However, there has been limited investigation of bias for automated writing quality scores with students from diverse racial or ethnic backgrounds. The use of biased scores could contribute to implementing unfair practices with negative consequences on student
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Social consequences of educational measures: A commentary. School Psychology (IF 2.945) Pub Date : 2023-05-01 Keith Smolkowski
This commentary discusses Messick's (1995) unified validity framework, which broadly characterizes the interpretation of test scores in terms of their social consequences. Scores and their interpretation can lead to unintended consequences when they capture only part of the specified construct or characteristics unrelated to the construct. The evaluation of construct underrepresentation and irrelevance
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Examining utility and impact of social, emotional, and behavioral screening to identify and address needs. School Psychology (IF 2.945) Pub Date : 2023-05-01 Joni W Splett,Kristy L Brann,Kathryn M Trainor,Zuchao Shen
Along with increased attention to universal screening for identifying social, emotional, and behavioral (SEB) concerns is the need to ensure the psychometric adequacy of tools available. Nearly all extant tests of universal SEB screening validity focus on traditional inferential forms with little to no study of the consequences of actions following those inferences, or consequential validity proposed
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School-entry skills and early skill trajectories predict reading after 1 year. School Psychology (IF 2.945) Pub Date : 2023-04-13 Tracy A Cameron,Elizabeth Schaughency,Mele Taumoepeau,Craig McPherson,Jane L D Carroll
Oral language and early literacy skills are theorized to provide the foundation for reading acquisition. To understand these relations, methods are needed that depict dynamic skill development in the context of reading acquisition. We modeled contributions of school-entry skills and early skill trajectories to later reading with 105 5-year-old children beginning primary school and formal literacy instruction
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Universal screening for social-emotional and behavioral risk: Differential item functioning on the SAEBRS. School Psychology (IF 2.945) Pub Date : 2023-04-13 Jared T Izumi,Katie Eklund
Universal screening for social-emotional and behavioral (SEB) risk is one strategy for schools to proactively identify students in need of additional supports and services. As schools serve an increasing number of children from racially and culturally diverse backgrounds, further research is needed to examine the differential functioning of brief behavior rating scales. The present study examined differential
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Usability and social consequences of the early identification system as a universal screener for social, emotional, and behavioral risks. School Psychology (IF 2.945) Pub Date : 2023-04-06 Keith C Herman,Wendy M Reinke,Aaron M Thompson,Francis Huang,Sarah Owens
The Early Identification System (EIS) was developed to overcome many of the usability challenges of school-based behavior screeners. Several prior studies have documented the technical adequacy of the EIS. The present study expanded this work by examining the use, relevance, values implications, and social consequence of EIS implementation in a sample of 54 K-12 schools and 23,104 students in the Midwestern
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A longitudinal study of home-based involvement and dyadic adjustment during the transition to early elementary school. School Psychology (IF 2.945) Pub Date : 2023-03-30 Caleb E Flack,S Andrew Garbacz,Elizabeth A Stormshak,Laura Lee McIntyre
Home-based involvement refers to caregivers' active efforts to create learning opportunities for their children at home and in the community. Across child development, home-based involvement is a positive influence on children's social-emotional and academic functioning. Findings have suggested that home-based involvement tends to decline during elementary and middle school, but the extent to which
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Parenting stress and autistic children's emotional problems relate to family-school partnerships and parent mental health. School Psychology (IF 2.945) Pub Date : 2023-03-09 Laura Lee McIntyre,Rachel T Santiago,Marah Sutherland,S Andrew Garbacz
Dimensions of family-school partnerships, including parent-teacher relationship quality and family educational involvement, are associated with positive outcomes for youth. Family-school partnerships are important for autistic youth, who may particularly benefit from cross-setting supports. Coordinated family-school partnerships may help maximize child outcomes. This study investigated the extent to
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Using a person-centered analysis to examine second-grade outcomes of a universal SEL program. School Psychology (IF 2.945) Pub Date : 2023-03-09 Weiyi Cheng,Pui-Wa Lei,James Clyde DiPerna
Effective universal social skills programs are intended to facilitate the development of students' social competencies and enhance classroom learning. As such, the present study sought to provide additional insights and a more nuanced understanding of the impacts of one such universal program, the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007). Using
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The invisible work of persisting: BIWOC students in school psychology doctoral programs. School Psychology (IF 2.945) Pub Date : 2023-03-09 Sujay V Sabnis,Kayla Beard,Marie L Tanaka,Sherrie L Proctor
There are growing calls to diversify the ranks of school psychology practitioners, graduate educators, and researchers by recruiting more students of color in school psychology doctoral programs. Past research on retention across many fields in higher education indicates that Black, Indigenous, and women of color (BIWOC) students entering doctoral programs encounter isolation, lack of support, and
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Women's representation on journal editorial boards in school psychology across 55 years. School Psychology (IF 2.945) Pub Date : 2023-03-06 Sequoya A Fitzpatrick,Randy G Floyd,Emma C Pursley
This study evaluated the inclusion and representation of women serving on school psychology journal editorial boards from 1965 to 2020. A total of 3,267 names were collected from six journals at 5-year increments and coded for gender using a four-step process. Across 55 years, women constituted 38% of editorial boards across these journals. When considering their levels of service, they constituted
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Item response theory analysis of self-reported social-emotional learning competencies in an Australian population cohort aged 11 years. School Psychology (IF 2.945) Pub Date : 2023-03-06 Emma J Carpendale,Melissa J Green,Kate E Williams,Stacy Tzoumakis,Vaughan J Carr,Kristin R Laurens
Childhood social and emotional competencies are recognized as teachable skills affecting well-being and developmental outcomes across the life span. This study sought to develop and validate a brief self-report measure of social-emotional competencies in middle childhood. The study used items from the 2015 Middle Childhood Survey, administered to a representative subsample of the New South Wales Child
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Evaluating components of the active view of reading as intervention targets: Implications for social justice. School Psychology (IF 2.945) Pub Date : 2023-01-01 Matthew K Burns,Nell K Duke,Kelly B Cartwright
Inequality in reading outcomes is perhaps the single greatest social justice issue faced by school psychologists, and school psychologists need a better understanding of reading theory and its application to intervention to better combat the important issue. The present study examined the active view of reading (AVR; Duke & Cartwright, 2021), by computing effect sizes from 333 studies that were reported
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Connecting the science of reading to social justice: Introduction to the special section. School Psychology (IF 2.945) Pub Date : 2023-01-01 Kymyona Burk,Jan Hasbrouck
The science of reading is the consensus of research conducted across multiple disciplines over many years that informs how children learn to read, the types of instructional practices that work best for most students, as well as how to address the needs of students who struggle to learn to read. This body of convergent evidence strongly indicates that approximately 95% of children can be taught to