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A call to disrupt hetero- and cisnormativity (HetCisNorms) in school psychology with guidance from the adapting strategies to promote implementation reach and equity (ASPIRE) framework. School Psychology (IF 3.9) Pub Date : 2024-09-19 Sarah Kiperman,Carrie E Lorig,Eileen Cullen
School psychology is informed by norms and beliefs that perpetuate harmful treatment, discrimination, and unchecked microaggressions across research, training, and practice. Hetero- and cisnormativity (HetCisNorms) empower a worldview that is harmful for lesbian, gay, bisexual, transgender, intersex, and queer/questioning (LGBTIQ+) individuals. This review presents what these norms are, how they function
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A review of visual analysis reporting procedures in the functional communication training literature. School Psychology (IF 3.9) Pub Date : 2024-09-19 Katie Wolfe,Meka N McCammon,Lauren M LeJeune,Aaron R Check,Timothy A Slocum
Few guidelines exist for conducting and reporting visual analysis procedures and results in single-case research. Previous research examining how authors describe their analytic procedures and results has found that authors use key terms such as level, trend, and variability infrequently. Additionally, in a previous review, the authors rarely agreed with the original study authors on their conclusions
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Using community collaboration to evaluate the cultural relevance of the Resilience Education Program. School Psychology (IF 3.9) Pub Date : 2024-09-19 Alexandra Barber,Katie Eklund,Madison Weist,Danya Soto,Sahian Cruz,Bri'Anna Collins,Lauren Knuckey
In recent years, greater focus has been paid to the mental health needs of children from minoritized racial backgrounds. The culturally specific needs of these children, however, are often not considered within standard mental health treatments for youth. Oriented in the ecological validity framework (Bernal et al., 1995) and the radical healing framework (French et al., 2020), this study examines
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Factors shaping Black caregivers' interest and participation in a university-church partnership program for youth mental health. School Psychology (IF 3.9) Pub Date : 2024-09-19 Janise S Parker,Natoya Hill Haskins,Alexus McKoy,Jessica Nelms,Danielle Wright,Danielle Swanson,Bryan Wilkins
It is important for researchers to understand the factors that attract marginalized community members to participate in youth service intervention programs, considering their historic mistrust in White-dominated systems (i.e., education and mental health). We employed a hermeneutic phenomenology study to understand 15 Black caregivers' experiences of a university-church partnership program that was
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"They are aware; they choose to ignore it": The state of culturally responsive school practices through the lens of parents. School Psychology (IF 3.9) Pub Date : 2024-09-19 Aijah K B Goodwin,Anna C J Long,Jennifer Vasquez,Sam F Allouche,Kennedi Boatner
There is a continuous push from researchers, accrediting bodies, and national education and behavioral health centers to address the safety, well-being, and success of our diverse student population in U.S. schools. However, several states are introducing or passing bills that ban or restrict culturally responsive practices in schools. The opposing views overshadow the importance of cultural responsiveness
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Development of the Cultural Adaptations Content Checklist: Measuring cultural adaptations to evidence-based psychological interventions for racial and ethnic minoritized youth. School Psychology (IF 3.9) Pub Date : 2024-09-12 Prerna G Arora,Kayla Parr,Kayla Staubi,Aaron Soo Ping Chow,Veronica Coriano,Courtney N Baker
Disparities in mental health need and service use among racial and ethnic minoritized (REM) youth remain a pervasive public health concern in the United States. Cultural adaptations (CAs) have been put forth as a way to increase the cultural and contextual relevance of evidence-based psychological interventions (EBIs) to improve treatment outcomes among REM youth. Currently, no measure of CAs to EBIs
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Depression and anxiety among K-12 teachers in the United States: A systematic review. School Psychology (IF 3.9) Pub Date : 2024-09-12 Stephanie A Hooker,Barbara Olson-Bullis,Al Levin,Jeanette Y Ziegenfuss,Karen L Margolis,Rebecca C Rossom
Teachers experience high levels of stress and burnout; however, it is less clear whether teachers also experience high levels of depression and anxiety. The purpose of this systematic review was to describe the literature examining depression and anxiety among K-12 teachers in the United States, with a focus on (a) identifying factors that may be associated with and (b) describing interventions aimed
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Training school psychologists to conduct culturally informed Functional Behavior Assessment interviews. School Psychology (IF 3.9) Pub Date : 2024-09-12 Margarida Veiga,Lindsay M Fallon,Melissa Collier-Meek,Annisha Susilo,Staci Ballard,Ryan Sunda
Exclusionary discipline is a racialized mechanism through which schools systematically remove racially and ethnically minoritized youth from the learning environment. Although the development of Functional Behavior Assessments (FBAs) and linked behavior support plans have been identified as an alternative practice, school psychologists often do not ask questions about the cultural and contextual factors
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Understanding depression and anxiety rates of school psychology graduate students. School Psychology (IF 3.9) Pub Date : 2024-09-12 David M Hulac,Alexandra M Ryan,April Pratt,Jaden Nyberg,Stephanie Kriescher
School psychology graduate students experience many risk factors for problems with mental health, including high workloads, financial distress, and challenging relationships with faculty that can exacerbate feelings of anxiety and depression. Although there have been studies that have investigated depression and anxiety amongst graduate students in general (Eisenberg et al., 2007) and health service
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Providing LGBTQIA+ affirming mental health services in schools: A cultural adaptation of dialectical behavior therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A). School Psychology (IF 3.9) Pub Date : 2024-09-12 Jillian R Weinberg,Jennifer McGrory Cooper
Despite growing concerns related to the youth mental health crisis and the well-being of sexual and gender minority youth, specifically, most mental health interventions fail to meet the unique needs of this population. Research and clinical guidance have recommended that approaching mental health treatments through a lens of minority stress and intersectionality can be particularly helpful in addressing
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Fix your crown, queen: Evaluating the effects of a culturally enriched social-emotional learning intervention for Black girls. School Psychology (IF 3.9) Pub Date : 2024-09-12 Meagan N Scott,Tai A Collins
Although much of the literature on disproportionality has focused on Black boys, Black girls are suspended at higher rates than girls of any other race due to the misconstrued ideology that Black girls are less innocent and feminine and more adultlike than their White counterparts. Culturally responsive interventions at the student level can support students' social, emotional, and behavioral well-being
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Exploring threats to internal validity of direct assessment in single-case design research. School Psychology (IF 3.9) Pub Date : 2024-09-12 Brian Daniels,Lindsay M Fallon,Andrea Molina Palacios,Margarida B Veiga,Amy L Cook
Single-case design research studies have historically used external observers to collect time series data that may be used to evaluate intervention effectiveness; however, single-case interventions implemented in educational settings may use the person implementing the intervention (e.g., teacher) to collect data in order to maximize feasibility. The implementer's knowledge of intervention goals and
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Exploring a dual-factor mental health screening model with children in grades 5-10. School Psychology (IF 3.9) Pub Date : 2024-09-12 Tyler L Renshaw,Sarah J Bolognino,Kelly N Clark
The dual-factor mental health (DFMH) model posits that mental health comprises two distinct yet interrelated dimensions: psychological distress and psychological well-being. This study used responses to a 10-item measure within a self-report risk survey to explore the prevalence rates and criterion validity of a DFMH screening model based on norm-referenced classifications with a nationally representative
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School readiness profiles: Does the quality of preschool education matter? School Psychology (IF 3.9) Pub Date : 2024-09-12 Marilia Mariano,Erika Felix,Marcos V V Ribeiro,Jacy Perissinoto,Clara Brandão de Ávila,Maria Conceição do Rosário,Thiago M Fidalgo,Rosa Resegue,Zila M Sanchez,Pamela J Surkan,Silvia S Martins,Sheila C Caetano
Studies evaluating school readiness profiles and quality of early education are scarce and have produced inconsistent results. This study aimed to identify school readiness profiles, correlating them with the quality of education, in an epidemiological sample of 722 children (4 and 5 years old; 48.9% female). A four-class latent class analysis model best describes school readiness profiles. Fifty-eight
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Extending the healthy context paradox to nonintervention settings: Escalating problem behaviors among victimized social outliers. School Psychology (IF 3.9) Pub Date : 2024-09-09 Gintautas Katulis,Goda Kaniušonytė,Brett Laursen
It can be risky to be different. The healthy context paradox notes that a reduction in classroom bullying exacerbates problems for those who remain victimized (Huitsing et al., 2019). The present study extends this work by examining the costs associated with being a victimized social outlier [known also as a "social misfit" (Wright et al., 1986)] in (nonintervention) regular classroom settings, to
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School personnel well-being: Advancing measurement, best practices, and policy. Section 2: Role of traumatic experiences in educator well-being. School Psychology (IF 3.9) Pub Date : 2024-09-01 Linda A Reddy,Keith C Herman
The special issue, "School Personnel Well-Being: Advancing Measurement, Best Practices, and Policy," showcases empirical quantitative and qualitative research that presents a range of social-ecological factors that directly and indirectly associate with school personnel well-being, trauma, and safety in prekindergarten through 12th grade schools. This introduction article represents Section 2 of the
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Mindful discipline: A pilot study exploring mindfulness and the reduction of punitive discipline for Black male students. School Psychology (IF 3.9) Pub Date : 2024-07-25 Lindsay E Romano
Racial disparities in school discipline are well known and widely studied. Studies find, for instance, that Black students in secondary grades experience the highest rates of exclusionary punishment compared with their peers (Losen, 2018). Despite what is known about the prevalence and causes of disparities, such as educator bias in discipline decisions, there is surprisingly little evidence about
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Evaluating the correspondence between expert visual analysis and quantitative methods. School Psychology (IF 3.9) Pub Date : 2024-07-25 Alexandra M Pierce,Lisa M H Sanetti,Melissa A Collier-Meek,Austin H Johnson
Visual analysis is the primary methodology used to determine treatment effects from graphed single-case design data. Previous studies have demonstrated mixed findings related to interrater agreement between both expert and novice visual analysts, which represents a critical limitation of visual analysis and supports calls for also presenting statistical analyses (i.e., measures of effect size). However
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Cultural adaptations to social-emotional learning programs: A systematic review. School Psychology (IF 3.9) Pub Date : 2024-07-25 Anna Li,Faith G Miller,Shayna C Williams
Social-emotional learning (SEL) programs offer critical opportunities to promote the development of students' social and emotional competence and well-being. Yet, the landscape of how adaptations are being made to effectively serve all students is unknown. This systematic review examined cultural adaptations to SEL programs and the extent to which they were associated with positive outcomes. Included
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Assessing attention-deficit/hyperactivity disorder-related impairment: Differential item functioning based on child demographic characteristics. School Psychology (IF 3.9) Pub Date : 2024-07-25 Eliana Rosenthal,Qiong Fu,George J DuPaul,Robert Reid,Arthur D Anastopoulos,Thomas J Power
Although numerous studies have examined how child demographic characteristics may impact ratings of attention-deficit/hyperactivity disorder (ADHD) symptoms, there is limited research on how these factors are related to ratings of impairment. This study examined child characteristics (assigned sex, age, race, ethnicity) that may affect parent and teacher ratings of ADHD symptom-related impairments
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Enhancing outcomes: Culturally adapted social-emotional and behavioral interventions for rural black elementary learners at risk. School Psychology (IF 3.9) Pub Date : 2024-07-25 Aaron Rachelle Campbell,Mary Rose Sallese,Mariola Moeyaert,T Elyse Calhoun,Madison H Imler
Educators are responsible for supporting positive school experiences for all students, including those with or at risk for emotional and behavioral disorders (EBD). Students with or at risk for EBD experience multiple negative outcomes impacting their school years, and these negative outcomes extend past graduation. Social and emotional learning programs are being used by schools to build students'
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Supporting implementation of culturally responsive teaching in a therapeutic setting. School Psychology (IF 3.9) Pub Date : 2024-07-25 Lindsay M Fallon,Diana P Laenen,Julia Kausel,Ryan Sunda,Andrea Molina Palacios,Emily Romero
This brief report describes findings from a single case withdrawal design study which explored the impact of training and emailed video prompts to promote a teacher's implementation of a culturally responsive teaching plan in a therapeutic school. Data collectors gathered implementation data as well as observed students' academic engagement and disruptive behavior. The teacher also provided self-report
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Single-case design emphasis in American Psychological Association-accredited school psychology programs. School Psychology (IF 3.9) Pub Date : 2024-07-18 MacKenzie D Sidwell,Landon W Bonner,Kayla Bates-Brantley,Marsha Hasenoehrl,Daniel L Gadke
Single-case design (SCD) is an underutilized research methodology in school psychology literature. Despite its relevance to practitioners and applied intervention researchers alike, the majority of intervention research disseminated in school psychology journals tends to involve group designs, such as the randomized controlled trial. Group designs are useful for answering a wide variety of research
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The effect of the level of data presentation on visual analysts' decisions. School Psychology (IF 3.9) Pub Date : 2024-07-18 Keith C Radley,Evan H Dart
Single-case design (SCD) is frequently utilized in research and applied settings to evaluate the effect of an intervention over time. Once collected, single-case data are typically graphed and analyzed visually in both research and practice contexts. Despite the ubiquity of visual analysis in SCD, this analytic framework has often been critiqued due to findings of limited reliability across visual
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PlanoUp!: A pilot program for the identification and treatment of depression for youth in low-income secondary schools. School Psychology (IF 3.9) Pub Date : 2024-07-01 Jacqueline R Anderson,Karabi Nandy,Nancy J Potter,Jennifer L Hughes,Farra Kahalnik,Ronny Pipes,Jana Hancock,Tracy L Greer,Alexandra Kulikova,Joshua S Elmore,Taryn L Mayes,Madhukar H Trivedi
Rates of depression in youth are continuing to increase at a steady rate, yet these youth often do not receive mental health services (Bertha & Balázs, 2013; Thomas et al., 2011). Schools are an ideal setting to connect youth to mental health services; however, many barriers exist with respect to schools having adequate resources and access to the appropriate levels of services (Duong et al., 2021;
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Improving student outcomes through interprofessional and interagency collaboration. School Psychology (IF 3.9) Pub Date : 2024-07-01 Maryellen Brunson McClain,Jeffrey D Shahidullah,Bryn Harris
The articles in this special issue collectively provide important information about engagement, perceptions, and experiences that enhance our understanding of the current context of educational and health care delivery across systems of care; the importance of perspectives of collaboration and engagement in collaborations; and the direct benefits of interagency collaboration (IAC) on improving mental
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"Let's talk about it": Black youths' perceptions on the development of a school-based social media campaign. School Psychology (IF 3.9) Pub Date : 2024-06-27 Hudson I White,David Aguayo,Asia K Smith,Monique L R Luisi,Lauren Ngowi,Chynna S McCall,Christa Copeland,Mingming Huang,Wendy M Reinke,Clark M Peters,Aaron M Thompson,Keith C Herman
The increase in social media mental health (MH) campaigns provides an opportunity to improve awareness and attitudes toward MH. However, racial disparities remain in these social media campaigns. Black youth who participated in MH social media campaigns reported lower levels of improvement in stigma and help-seeking than their White peers. We employed a youth participatory action research (YPAR) process
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Enhancing interprofessional interagency collaboration for minoritized and low-income children with chronic illnesses. School Psychology (IF 3.9) Pub Date : 2024-06-13 Karen C Stoiber,Christie A Ruehl,Kyle K Landry,Alex A Smith,Cheryl L Brosig
Children with chronic illnesses present unique health, psychosocial, and learning challenges. Due to the complexities surrounding their needs, these children and their families often encounter multilayered barriers when accessing educational services and health care management. Medical-family-school interprofessional interagency collaborations (IIC) are needed to facilitate information sharing across
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A qualitative examination of weapon violence against teachers: A theoretical framework and analysis. School Psychology (IF 3.9) Pub Date : 2024-05-23 Susan D McMahon,Kayleigh E Zinter,Cori L Cafaro,Yesenia Garcia-Murillo,Kailyn Bare,Elena Gonzalez Molina,Dorothy L Espelage,Eric M Anderman,Linda A Reddy
Weapon violence in schools is a pressing concern with serious consequences. In this study, we propose and evaluate a theoretical framework of school-based weapon violence comprised of contributors, triggers, and motivation leading to weapon behaviors, taking into account weapon type, origin, and availability. This framework provides a foundation to investigate the multifaceted nature of weapon violence
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Single-case design effect-size distributions: Association with procedural parameters. School Psychology (IF 3.9) Pub Date : 2024-05-23 Jennifer R Ledford,Paige B Eyler,Sienna A Windsor,Jason C Chow
Visual analysis is historically and conventionally used to draw conclusions about outcomes in single-case studies, but researchers are increasingly using effect sizes to supplement conclusions drawn about functional relations with additional information about magnitude of behavior change. However, there is limited information about the extent to which methodological choices (i.e., design type, measurement
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Meta-analysis of single-case design research: Application of multilevel modeling. School Psychology (IF 3.9) Pub Date : 2024-05-23 Mikyung Shin,Stephanie L Hart,Michelle Simmons
This study describes the benefits and challenges of meta-analyses of single-case design research using multilevel modeling. The researchers illustrate procedures for conducting meta-analyses using four-level multilevel modeling through open-source R code. The demonstration uses data from multiple-baseline or multiple-probe across-participant single-case design studies (n = 21) on word problem instruction
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Examining the impact of design-comparable effect size on the analysis of single-case design in special education. School Psychology (IF 3.9) Pub Date : 2024-05-16 Seth A King,Brendon Nylen,Olivia Enders,Lanqi Wang,Oluwatosin Opeoluwa
Initially excluded from many evaluations of education research, single-case designs have recently received wider acceptance within and beyond special education. The growing approval of single-case design has coincided with an increasing departure from convention, such as the visual analysis of results, and the emphasis on effect sizes comparable with those associated with group designs. The use of
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Relationships between elementary teachers' enjoyment and students' engagement across content areas and among student groups. School Psychology (IF 3.9) Pub Date : 2024-05-16 Leigh McLean,Paul Espinoza,Jayley Janssen,Manuela Jimenez,Sarah Lindstrom Johnson
We explored associations among teachers' self-reported enjoyment for teaching mathematics, science, and English language arts and their students' self-reported behavioral engagement in each content area, and how these associations varied depending on student sex and socioeconomic status. Participants included 33 fourth-grade teachers and 443 students from 14 schools in the Southwestern United States
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Associations among educators' beliefs, intervention fidelity, and student outcomes in school-wide positive behavior interventions, and supports: A school-level moderated mediation analysis. School Psychology (IF 3.9) Pub Date : 2024-05-02 Yanchen Zhang,Lindsay Fallon,Madeline Larson,Diana Browning Wright,Clayton R Cook,Aaron R Lyon
Existing literature has established the effectiveness of school-wide positive behavioral interventions and supports (SWPBIS) for improving school-level student behavioral and academic outcomes. Implementation of SWPBIS in uncontrolled settings is often suboptimal, leading to lackluster outcomes. Researchers have developed and validated several implementation strategies to improve individual-level implementation
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School personnel well-being: Advancing measurement, best practices, and policy-Section 1: The role of context and competence in educator well-being. School Psychology (IF 3.9) Pub Date : 2024-05-01 Keith C Herman,Linda A Reddy
This special issue of School Psychology is focused on promoting scholarship on school personnel well-being and safety as well as systemic factors that can be leveraged to make schools healthier places for all. This includes understanding social-ecological factors related to educator sense of personal safety and wellness, as well as focusing on school psychologists' role in promoting adaptive school
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Training and coaching early childhood teachers to foster social, emotional, and behavioral competence of children in Turkey. School Psychology (IF 3.9) Pub Date : 2024-04-11 Rabia Özen-Uyar,Durmuş Aslan,Wendy M Reinke,Yaşare Aktaş-Arnas
A growing evidence base demonstrates the effectiveness of teacher training and coaching interventions to improve teacher- and child-level outcomes in high-income countries. However, more information is needed to show the benefits of these interventions in low- and middle-income countries (LMICs). To provide an evidence base for LMICs, we conducted a cluster-randomized controlled trial examining the
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Evaluating a gated screening approach for identifying risk in kindergarten mathematics. School Psychology (IF 3.9) Pub Date : 2024-04-11 Gena Nelson,Derek Kosty,Jessica Turtura,Christian T Doabler,Ben Clarke
The purpose of the present study was to examine the diagnostic accuracy of different universal screening approaches for identifying mathematics difficulties in kindergarteners. We used extant data from 2,010 kindergarten students from 23 schools across two states. First, we identified the diagnostic accuracy of two individual screeners: (a) a set of three curriculum-based measures (CBM) and (b) a diagnostic
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Assessing teachers' intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessment. School Psychology (IF 3.9) Pub Date : 2024-04-11 Lisa M H Sanetti,Nedim Yel,Anna C J Long,Melissa A Collier-Meek,Thomas R Kratochwill
Individual-level determinants are hypothesized to enable or prevent successful implementation of evidence-based practices, yet there are limited options for measuring theory-informed, individual-level determinants that influence teachers' and other implementers' delivery of school-based interventions. The goal of this study was to develop a self-report scale that measures variables that have been associated
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Effects of portable interventions on school psychologists' graph-rating inconsistency. School Psychology (IF 3.9) Pub Date : 2024-04-04 Alexander D Latham,David A Klingbeil
The visual analysis of data presented in time-series graphs are common in single-case design (SCD) research and applied practice in school psychology. A growing body of research suggests that visual analysts' ratings are often influenced by construct-irrelevant features including Y-axis truncation and compression of the number of data points per X- to Y-axis ratio. We developed and tested two brief
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Measurement invariance of the inventory of teacher-student relationships among middle and high school students. School Psychology (IF 3.9) Pub Date : 2024-04-04 Emily N Srisarajivakul,Lauren E Fennimore,Kailey B Thornton,Jasmine Blake,Kenneth G Rice,Kris Varjas
Teacher-student relationship quality (TSRQ) predicts academic motivation (Wentzel, 1997), school engagement, and academic achievement (Hughes, 2011). However, TSRQ appears to differ across demographics. For example, boys and racially/ethnically minoritized students consistently have poorer relationships with their teachers than girls and White students (Koomen & Jellesma, 2015; Murray et al., 2008)
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Teacher stress and ideal solutions: A qualitative comparison across elementary and middle school teachers. School Psychology (IF 3.9) Pub Date : 2024-02-26 Mackenzie N Wink,Alexandria J Tomkunas,Maria D LaRusso
Educators' high levels of stress have been well documented in existing literature, though little research has directly looked at comparisons of stress experiences and needs for support based on school level. The present study included 33 teachers (19 elementary and 14 middle school) from one school district who participated in semistructured interviews. Responses to questions regarding their primary
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Trajectories and latent classes of school enjoyment in adolescence: Associations with peer victimization and mental health. School Psychology (IF 3.9) Pub Date : 2024-02-15 Yoshito Kawabata,Masahiro Kinoshita,Ayako Onishi
School enjoyment, as a measure of how much adolescents enjoy or value their school experience, has been extensively studied in Western cultures. However, our knowledge of school enjoyment, and particularly its changes and trajectories among adolescents living in non-Western cultures, is limited. The present study used 3-year longitudinal data to examine changes and trajectories in school enjoyment
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Changes in patterns of peer relationships in primary education classroom networks through cooperative learning. School Psychology (IF 3.9) Pub Date : 2024-02-15 M A Veldman,S Doolaard,R J Bosker,T A B Snijders
We studied the impact of cooperative learning on positive peer relationships, that is, liking to work together, in classroom networks. Cooperative learning was implemented as part of the "Success for All" program. Longitudinal social network analysis was used to investigate the development of structures and patterns of relationships in 16 intervention and 16 control classrooms, including a total of
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Social-emotional functioning among bias-based bullies, victims, and bully-victims. School Psychology (IF 3.9) Pub Date : 2024-02-08 Nicolina V Fusco,Melissa K Holt,Gabriel J Merrin,Jennifer Greif Green
Bias-based harassment in U.S. schools is an increasingly significant concern for students' well-being. Although research on bullying broadly defined has indicated that the ways in which youth are involved in bullying (i.e., as bullies, victims, and bully-victims) are differentially associated with functioning, this study adds to extant research by exploring whether similar patterns emerge for bias-based
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Putting ourselves together: School belonging, parental socialization, and teacher support of Latinx youth. School Psychology (IF 3.9) Pub Date : 2024-02-08 Ana Sofia Ocegueda,Joseph M Barron,Erin M Rodríguez
Limited research has considered how family and school factors combine to support Latinx students' academic achievement in early adolescence. We examined associations between parental academic socialization (PAS), teacher support (TS), school belonging, and achievement outcomes to understand the roles of family and teacher factors in youths' school belonging and achievement. Youth (N = 65, mean age
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Applying the extension for community healthcare outcomes (ECHO) model to promote collaborative and effective school mental health services. School Psychology (IF 3.9) Pub Date : 2024-02-08 Michael D Lyons,Faith Zabek,Tameka O Grimes,Sarah K Downey,Julia V Taylor,Kathryn L Zeanah
School staff increasingly seek to implement evidence-based school mental health services to promote student mental health. However, barriers to accessing programming and support mean that implementing these programs is difficult. Popular strategies to address these challenges, like one time professional development, often fail to be effective or sustainable. This study used mixed methods to evaluate
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Evaluating and comparing three variations of cover, copy, and compare on multiplication fact fluency. School Psychology (IF 3.9) Pub Date : 2024-02-08 Jillian Dawes,Brian C Poncy,Benjamin G Solomon,Gary J Duhon,Christopher H Skinner
A longitudinal randomized design was used with a sample of 57 third-grade students to evaluate and compare the effectiveness of three variations of cover, copy, and compare (CCC; traditional CCC, CCC-answer only, and CCC-paired responding) on multiplication fluency in third-grade students. Traditional CCC requires students to write the problem and answer as a response, CCC-answer only requires students
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Identifying what educators need to support trauma-informed practices in the schools: A community needs assessment. School Psychology (IF 3.9) Pub Date : 2024-02-08 Karina M Aragón,Alice C Mullin,Erika D Felix,Olivia Appel,Jill D Sharkey
Educators are often on the frontline of supporting the well-being of their students. Thus, it is critical to ask teachers what they need in regard to implementing trauma-informed practices in schools (TIPS). This mixed-methods, community-initiated needs assessment explored educators' well-being and use of trauma-informed resources. A random selection of 450 certificated school staff from two school
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Online racial discrimination, centrality, and academic outcomes among Black youth. School Psychology (IF 3.9) Pub Date : 2024-01-01 Sally L Grapin,Carrie Masia Warner,DeVanté J Cunningham,Jessica L Bonumwezi,Farah Mahmud,Nora L Portillo,Danielle Nisenson
Online racial discrimination (ORD) has been found to have deleterious effects on the psychological and academic outcomes of youth of color. Racial centrality (i.e., the extent to which one regards their racial group membership as important to their identity) may be a powerful buffer of these effects and has been identified as an important sociocultural asset for Black youth in particular. This study
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School Psychology annual journal update: Revising open science standards. School Psychology (IF 3.9) Pub Date : 2024-01-01 Robin S Codding
School Psychology is an outlet for research on children, youth, educators, and families that has scientific, practice, and policy implications for education and educational systems. In this editorial, annual updates are provided regarding journal impact, award winners, special topics, and editorial leadership, as well as reflections on how the journal engages in the open science process to promote
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Teacher well-being and organizational citizenship behavior in Arab educational system in Israel: The implications of teacher collective involvement in decision making and organizational commitment. School Psychology (IF 3.9) Pub Date : 2024-01-01 Misaa Nassir,Pascale Benoliel
A gradual transition from a collectivist to a more individualist identity has been noted in the Arab minority with implications for teachers' well-being and organizational citizenship behavior. This study builds on the Job Demands-Control model to investigate the mediating role of teacher organizational commitment in the relationship between the teacher collective involvement in decision making to
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Statement by Division 16 of the American Psychological Association: Safety of Schools (SOS) Task Force. School Psychology (IF 3.9) Pub Date : 2023-12-25 David M Hulac,Tammy Hughes,Enedina Garcia Vazquez,Jessica Peña,Hailey Murray,Séan R Harry,Franci Crepeau-Hobson
This is an official statement of School Psychology, Division 16 of the American Psychological Association, and does not represent the position of the American Psychological Association or any of its other divisions or subunits. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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Two for one: Effectiveness of a mandatory personal and classroom stress management program for preservice teachers. School Psychology (IF 3.9) Pub Date : 2023-12-21 Bilun Naz Böke,Julia Petrovic,Stephanie Zito,Isabel Sadowski,Dana Carsley,Susan Rodger,Nancy L Heath
The present study employed a quasi-experimental design to evaluate the effectiveness and acceptability of a 6-hr mandatory stress management and well-being program for preservice teachers. A program group of 157 preservice teachers (Mage = 22.46 years; 88% women) completed the program as well as baseline, postprogram, and follow-up measures. A comparison group of 63 preservice teachers (Mage = 23.50
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Growth mindset: An umbrella for protecting socially stressed adolescents' life satisfaction. School Psychology (IF 3.9) Pub Date : 2023-12-21 Xu Jiang,Lue Fang,Christian E Mueller
Research suggests that growth mindset shows positive effects on adolescents' academic achievement, especially in overcoming academic-related setbacks. It remains unclear, however, how growth mindset functions in the presence of social stress, a risk factor for adolescent mental health. In the present study, we explored how growth mindset of thoughts-emotions-behaviors predicted dual indicators of adolescents'
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Evaluating the factor structure and measurement invariance of the Academic Competence Evaluation Scales-Short Form. School Psychology (IF 3.9) Pub Date : 2023-12-14 Katherine E Frye,Emily H Winkelman,Christopher J Anthony
The Academic Competence Evaluation Scales-Short Form (ACES-SF) is a brief measure of students' academic skills and academic enablers that is completed by K-12 teachers for screening and intervention planning purposes. This study examined the factor structure and measurement invariance of the ACES-SF using multigroup confirmatory factor analysis to support cross-group comparisons of students' academic
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Conducting school-based research with newcomer immigrant adolescents: Challenges and solutions. School Psychology (IF 3.9) Pub Date : 2023-12-14 Prerna G Arora,Lorey A Wheeler,Karissa Lim,Ana Ledesma
Newcomer immigrant adolescents (NIA) represent a particularly vulnerable group in the United States, facing numerous stressors placing them at risk for social-emotional and academic concerns. Schools play a critical role in supporting NIA in the United States. Despite this, insufficient research addressing the needs of this group within schools has been conducted. Considering the complexity of engaging
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Teacher-directed violence and anxiety and stress: Predicting intentions to transfer and quit. School Psychology (IF 3.9) Pub Date : 2023-12-14 Susan D McMahon,Taylor Swenski,Kailyn Bare,Alberto Valido,Safa Asad,Linda A Reddy,Ron A Astor,Dorothy L Espelage,Eric M Anderman,Andrew Martinez,Frank C Worrell,Marlo Knapp-Fadani
Teacher well-being and experiences of violence have become issues of national concern, and teacher shortages have increased since the onset of COVID-19. In this national study, we examined verbal and physical violence against teachers from multiple aggressors and the role of anxiety and stress in predicting intentions to transfer positions or quit the profession. The majority of the sample of 9,370
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Collaborative mental health for children: Perspectives of school and clinical psychologists. School Psychology (IF 3.9) Pub Date : 2023-12-14 Stephanie D'Costa,Patrice Leverett,Ashley Colson,Andy Garbacz
There is a need for increased collaboration between mental health providers who work with children and youth to increase continuity of care across settings. While schools can be an optimal location for mental health support, school psychologists often have to work with clinical providers given the increases in youth mental health needs and the shortage of school-based providers. This study used an
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Empowerment and silence: A grounded theory exploration among new teachers. School Psychology (IF 3.9) Pub Date : 2023-12-14 Chunyan Yang,Ella Rho,Xueqin Lin,Meg Stomski
Despite the importance of understanding teacher empowerment and silence to help address issues of teacher shortage and well-being and improve school-based consultation, research on the topic has been understudied and undertheorized, particularly for new teachers. To fill this research gap, we carried out a constructivist grounded theory-based qualitative exploration of factors that contribute to new
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Correlates of adverse childhood experiences and secondary traumatic stress in school personnel. School Psychology (IF 3.9) Pub Date : 2023-12-14 Jerica Knox,Qiana Cryer-Coupet,Alexandrea R Golden,Jackie Cerda-Smith,Angela Wiseman,Sarah Barber,Mayra Gaona
While previous research has noted the large numbers of school personnel with exposure to potentially traumatic experiences and its relation to secondary traumatic stress, it is unclear how different patterns of adverse childhood experiences influence secondary traumatic stress. As such, the present study employed latent profile analysis to examine natural groups of adverse childhood experience (ACE)