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Peer Victimization among Black Preschoolers: Roles of Emotion Knowledge, Teacher-Child Relationships, and Gender Journal of Applied School Psychology Pub Date : 2023-12-20 Pamela W. Garner, Kyndra V. Middleton, Julia M. Shadur
This study examined whether varying dimensions of teacher-child relationship quality and gender moderated associations between knowledge of negative emotion-eliciting situations and peer victimizat...
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An Exploration of Staff’s Beliefs about School-Wide Positive Behavior Support: Factor Examination Using the Beliefs about Behavior Survey Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-12-09 Chung-Hau Fan, Chia-Lin Tsai, Yanchen Zhang, Nai-Jiin Yang
The successful implementation of school-wide positive behavior support (SWPBS) relies greatly on staff’s commitment and buy-in, as these factors directly impact the level of their involvement and e...
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Using the Child Behavior Checklist to Screen for PTSD: A Mixed Method Study of Syrian Refugee Youth Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-10-25 Ana d’Abreu, Sarah K. Ura, Katherine E. Fletcher
This study investigated the utility of using an omnibus measure of child functioning, the Child Behavior Checklist (CBCL), to screen for symptoms of PTSD. Although measures to assess trauma symptom...
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Using the Child Behavior Checklist to Screen for PTSD: A Mixed Method Study of Syrian Refugee Youth Journal of Applied School Psychology Pub Date : 2023-10-25 Ana d’Abreu, Sarah K. Ura, Katherine E. Fletcher
This study investigated the utility of using an omnibus measure of child functioning, the Child Behavior Checklist (CBCL), to screen for symptoms of PTSD. Although measures to assess trauma symptom...
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Parental Self-Efficacy: Impact of a School Readiness Summer Parenting Intervention Journal of Applied School Psychology Pub Date : 2023-10-15 Samira Amirazizi, Emily Edelman, Erin Dowdy, Matthew Quirk
This study examined the impact of a virtual parenting intervention designed to support parents of incoming kindergartners (N = 45) by bolstering their parental self-efficacy during the summer of 20...
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Parental Self-Efficacy: Impact of a School Readiness Summer Parenting Intervention Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-10-15 Samira Amirazizi, Emily Edelman, Erin Dowdy, Matthew Quirk
This study examined the impact of a virtual parenting intervention designed to support parents of incoming kindergartners (N = 45) by bolstering their parental self-efficacy during the summer of 20...
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Awareness of Social Media Audiences among Adolescents in a School-Based Intervention Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-10-12 Keeley Hynes, Luke Russell, Daniel G. Lannin, Leandra N. Parris, Ani Yazedjian
The current study investigated adolescents’ (N = 213) decision finding processes and affective reactions to interactions on social media via 29 focus groups. As part of a larger study, adolescents ...
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Evaluating the Practices and Tasks of School Psychologists in School and Non-School Settings Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-10-09 Gary E. Schaffer, Elizabeth M. Power, Amy K. Fisk, Teniell L. Trolian, Jose M. Castillo
Despite school psychologists working in non-school settings since 1896, no studies have investigated the practices that these professionals engage in outside the schools. The purpose of this study ...
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An Exploratory Study of Obsessive-Compulsive Behavior and School Problems Associated with Pediatric Acute-Onset Neuropsychiatric Syndrome (PANS) Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-10-03 Maura A. Miglioretti, Ara J. Schmitt, Kara E. McGoey, M. Tina Benno
Pediatric acute-onset neuropsychiatric syndrome (PANS) is an increasingly studied disorder that has been linked to negative neuropsychiatric outcomes, with the most frequently cited consequence bei...
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The Effect of the Primary Project Program on School Attendance in Early Childhood Journal of Applied School Psychology Pub Date : 2023-08-01 Bohdan S. Lotyczewski, Renae A. Whittington, Lynn Smith, Shelley Sanyshyn, Erinn B. Duprey, Marjorie Allan, Joseph P. McFall, Ann Marie White
Abstract Chronic absenteeism in early childhood is associated with numerous adverse outcomes throughout childhood and adolescence. Interventions are needed to prevent chronic absenteeism and support child development in early education. The present study investigated the effect of Primary Project, a school-based prevention program, on average school attendance among chronically absent students in kindergarten
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The Effect of the Primary Project Program on School Attendance in Early Childhood Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-08-01 Bohdan S. Lotyczewski, Renae A. Whittington, Lynn Smith, Shelley Sanyshyn, Erinn B. Duprey, Marjorie Allan, Joseph P. McFall, Ann Marie White
Chronic absenteeism in early childhood is associated with numerous adverse outcomes throughout childhood and adolescence. Interventions are needed to prevent chronic absenteeism and support child d...
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Considerations for Mental Health Screening and Referrals: Implications from a School-University Case Study Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-07-22 Victor Villarreal
Abstract School-based mental health screening has been identified as a major component of social, emotional, and behavioral multitiered systems of support models, and a promising practice that can be used to address unmet mental health needs of children and adolescents. However, there are frequently noted concerns about the feasibility of implementing school-based screening programs. In this case study
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‘It’s a Process’: Preliminary Educator Perceptions of Tier 2 Implementation Barriers, Facilitators, and Attitudes Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-07-22 Sara C. McDaniel, Carlson Coogler, Kelly Guyotte
Abstract Educational innovations continue to improve schools’ abilities to implement up-to-date, effective, efficient evidence-based practices. Across education, it is important to understand the implementation and contextual elements that are critical to educator acceptability, feasibility, and usability. This preliminary qualitative study seeks to better understand practical and lived challenges
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Considerations for Mental Health Screening and Referrals: Implications from a School-University Case Study Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-07-22 Victor Villarreal
School-based mental health screening has been identified as a major component of social, emotional, and behavioral multitiered systems of support models, and a promising practice that can be used t...
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‘It’s a Process’: Preliminary Educator Perceptions of Tier 2 Implementation Barriers, Facilitators, and Attitudes Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-07-22 Sara C. McDaniel, Carlson Coogler, Kelly Guyotte
Educational innovations continue to improve schools’ abilities to implement up-to-date, effective, efficient evidence-based practices. Across education, it is important to understand the implementa...
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Ethical and Legal Considerations in Balancing Mental Health of Sexual and Gender Minority Students and Parental Consent Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-06-12 Chun Chen, Robby Nadler, Jill D. Sharkey, Chunyan Yang
Navigating the development of attraction ad identity can be particularly stressful for sexual/gender minority (SGM) students—particularly as multiple states have passed legislation targeting SGM ri...
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Ethical and Legal Considerations in Balancing Mental Health of Sexual and Gender Minority Students and Parental Consent Journal of Applied School Psychology Pub Date : 2023-06-12 Chun Chen, Robby Nadler, Jill D. Sharkey, Chunyan Yang
Abstract Navigating the development of attraction ad identity can be particularly stressful for sexual/gender minority (SGM) students—particularly as multiple states have passed legislation targeting SGM rights and culture. School psychologists can mitigate such stress through effective counseling when consent is granted for service provision, but parents who are unsupportive or non-affirming can revoke
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Exploring Judgment and Decision-Making in School Psychology: Setting an Agenda Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-06-08 Adelle K. Sturgell, Ethan R. Van Norman
Problem-solving frameworks have the potential to promote objective data-based decisions that increase the likelihood students are matched to appropriate evidence-based interventions. Unfortunately,...
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LEADERS: A Psychoeducational Support Group for College-Bound High School Students with Autism Spectrum Disorder (ASD) Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-06-08 Kaitlyn Ayala
During life transitions, individuals with autism spectrum disorder (ASD) face unique challenges. When navigating the transition from high school to higher education, individuals with ASD confront i...
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Exploring Judgment and Decision-Making in School Psychology: Setting an Agenda Journal of Applied School Psychology Pub Date : 2023-06-08 Adelle K. Sturgell, Ethan R. Van Norman
Abstract Problem-solving frameworks have the potential to promote objective data-based decisions that increase the likelihood students are matched to appropriate evidence-based interventions. Unfortunately, cognitive biases, heuristics, and fallacies can lead to erroneous conclusions within problem-solving frameworks. Some of these effects have been well-studied within special education and related
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LEADERS: A Psychoeducational Support Group for College-Bound High School Students with Autism Spectrum Disorder (ASD) Journal of Applied School Psychology Pub Date : 2023-06-08 Kaitlyn Ayala
Abstract During life transitions, individuals with autism spectrum disorder (ASD) face unique challenges. When navigating the transition from high school to higher education, individuals with ASD confront increased vulnerability in social situations, decreased likelihood of program completion, and increased risk of mental health problems. To help these individuals successfully navigate this transition
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Systematic Literature Review and Meta-Analysis of Coping Power: Effects and Implications for Implementation Journal of Applied School Psychology Pub Date : 2023-04-10 Sara C. McDaniel, Laci Watkins, Jason C. Chow, Megan Fedewa, Sharon Nemer
Abstract Coping Power (CP) is an evidence-based intervention that reduces externalizing behaviors in students who are identified as aggressive or disruptive. CP is based on a cognitive-behavioral model and involves child-focused group sessions and parent-focused sessions. A large body of research has demonstrated the effectiveness of CP, but to date there has not been a systematic review or meta-analysis
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Systematic Literature Review and Meta-Analysis of Coping Power: Effects and Implications for Implementation Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-04-10 Sara C. McDaniel, Laci Watkins, Jason C. Chow, Megan Fedewa, Sharon Nemer
Coping Power (CP) is an evidence-based intervention that reduces externalizing behaviors in students who are identified as aggressive or disruptive. CP is based on a cognitive-behavioral model and ...
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More than Just a Game: A Guide to Using Randomized Group Contingencies in Schools Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-04-06 Veronica R. DiStasi, Meghan A. Deshais, Jason C. Vladescu, Ruth M. DeBar
Group contingencies are evidence-based behavioral interventions frequently employed in educational settings. Group contingencies are composed of four distinct parameters: (1) a criterion, (2) a rew...
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More than Just a Game: A Guide to Using Randomized Group Contingencies in Schools Journal of Applied School Psychology Pub Date : 2023-04-06 Veronica R. DiStasi, Meghan A. Deshais, Jason C. Vladescu, Ruth M. DeBar
Group contingencies are evidence-based behavioral interventions frequently employed in educational settings. Group contingencies are composed of four distinct parameters: (1) a criterion, (2) a rew...
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Impact of State-Level Changes to School-Based Autism Identification Criteria Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-03-31 Jonathan Safer-Lichtenstein, Jillian Hamilton, Laura Lee McIntyre
Abstract School and medical settings often use different identification criteria for autism spectrum disorder (ASD), a neurodevelopmental disability affecting social-communication, behavioral patterns, and sensory experiences. Further, individual states may use varied definitions for special education eligibility. On January 1, 2019, the State of Oregon began implementing overhauled statewide criteria
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Impact of State-Level Changes to School-Based Autism Identification Criteria Journal of Applied School Psychology Pub Date : 2023-03-31 Jonathan Safer-Lichtenstein, Jillian Hamilton, Laura Lee McIntyre
Abstract School and medical settings often use different identification criteria for autism spectrum disorder (ASD), a neurodevelopmental disability affecting social-communication, behavioral patterns, and sensory experiences. Further, individual states may use varied definitions for special education eligibility. On January 1, 2019, the State of Oregon began implementing overhauled statewide criteria
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A Synthesis of the Effects of the Color Wheel System on Classroom Behaviors Journal of Applied School Psychology Pub Date : 2023-02-25 Kathleen B. Aspiranti, Sara Ebner
Abstract Teachers spend a significant amount of time redirecting students, addressing problem behaviors, and transitioning the class, leading to less instructional time. The Color Wheel System (CWS) is a classroom behavioral management intervention that uses clear, specific rules for different activities. It can be implemented in a variety of classrooms and modified to meet the needs of the teacher
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Innovations in University-School Partnerships to Provide Mental Health Services Journal of Applied School Psychology Pub Date : 2023-02-25 Lyndsay Jenkins, Jennifer Kinney, Sonya Kaminski, James Howell
Abstract A considerable number of children and adolescents suffer from mental health difficulties, yet a much smaller percentage of these students receive mental health services. Given the amount of time that youth spend at school, being able to offer mental health services at school is a logical solution. In this paper we present an innovative idea for increasing mental health services in schools
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A Synthesis of the Effects of the Color Wheel System on Classroom Behaviors Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-02-25 Kathleen B. Aspiranti, Sara Ebner
Teachers spend a significant amount of time redirecting students, addressing problem behaviors, and transitioning the class, leading to less instructional time. The Color Wheel System (CWS) is a cl...
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Innovations in University-School Partnerships to Provide Mental Health Services Journal of Applied School Psychology (IF 1.0) Pub Date : 2023-02-25 Lyndsay Jenkins, Jennifer Kinney, Sonya Kaminski, James Howell
A considerable number of children and adolescents suffer from mental health difficulties, yet a much smaller percentage of these students receive mental health services. Given the amount of time th...
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Gender Differences in Defending Behavior among Elementary School Students Trained in a Bullying Bystander Program: Is Self-Esteem a Moderator? Journal of Applied School Psychology (IF 1.0) Pub Date : 2022-12-01 Diana M. Doumas, Aida Midgett, Matt Peck
Abstract This study evaluated the relationship among use defending behaviors, gender, and self-esteem among students trained in a brief, bystander bullying intervention (N = 93). Students were taught four specific strategies to use to defend targets of bullying. We used hierarchical regression analyses to test a moderator model in which we hypothesized females would report using defending behaviors
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Gender Differences in Defending Behavior among Elementary School Students Trained in a Bullying Bystander Program: Is Self-Esteem a Moderator? Journal of Applied School Psychology Pub Date : 2022-12-01 Diana M. Doumas, Aida Midgett, Matt Peck
Abstract This study evaluated the relationship among use defending behaviors, gender, and self-esteem among students trained in a brief, bystander bullying intervention (N = 93). Students were taught four specific strategies to use to defend targets of bullying. We used hierarchical regression analyses to test a moderator model in which we hypothesized females would report using defending behaviors
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The Jigsaw Method: Reviving a Powerful Positive Intervention Journal of Applied School Psychology (IF 1.0) Pub Date : 2022-09-28 Amanda J. Nalls, Garry Wickerd
Abstract Schools in the United States are becoming more diverse with respect to race, ethnicity, gender, and sexuality, but many minority students experience disconnection from school for a variety of reasons. Longstanding research on the jigsaw method suggests that it has been an effective intervention for increasing interdependence among students and fostering prosocial behaviors that would increase
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The Jigsaw Method: Reviving a Powerful Positive Intervention Journal of Applied School Psychology Pub Date : 2022-09-28 Amanda J. Nalls, Garry Wickerd
Abstract Schools in the United States are becoming more diverse with respect to race, ethnicity, gender, and sexuality, but many minority students experience disconnection from school for a variety of reasons. Longstanding research on the jigsaw method suggests that it has been an effective intervention for increasing interdependence among students and fostering prosocial behaviors that would increase
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Differentiating Academic Behaviors from Academic Skills to Inform Interventions Journal of Applied School Psychology (IF 1.0) Pub Date : 2022-09-21 June L. Preast, Crystal N. Taylor, Kristy L. Brann, Lisa N. Aguilar, Stephen P. Kilgus, Matthew K. Burns
Abstract The purpose of this study was to examine (a) the effect of a reading intervention based on reading need compared to a mismatched behavior intervention and (b) the effect of an academic behavior intervention based on behavior need in comparison to a mismatched reading intervention. Six students took part in the multiple baseline study. Half of the students were selected based on their reading
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Differentiating Academic Behaviors from Academic Skills to Inform Interventions Journal of Applied School Psychology Pub Date : 2022-09-21 June L. Preast, Crystal N. Taylor, Kristy L. Brann, Lisa N. Aguilar, Stephen P. Kilgus, Matthew K. Burns
Abstract The purpose of this study was to examine (a) the effect of a reading intervention based on reading need compared to a mismatched behavior intervention and (b) the effect of an academic behavior intervention based on behavior need in comparison to a mismatched reading intervention. Six students took part in the multiple baseline study. Half of the students were selected based on their reading
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Multi-Tiered Systems of Support: A Pilot Study of Teacher Interpretation and Application of Graphed Behavioral Data Journal of Applied School Psychology (IF 1.0) Pub Date : 2022-08-30 Colleen P. Belmonte-Mulhall, Judith R. Harrison
Abstract Students with or at-risk of High Incidence Disabilities (HID) experience negative short and long-term outcomes. To intervene, many schools have elected to implement evidence-based practices within Multi-Tiered Systems of Support (MTSS), such as Response to Intervention (RTI). MTSS target the academic and behavioral progress of students deemed ‘at risk’ for HID with increasingly intensive interventions
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Multi-Tiered Systems of Support: A Pilot Study of Teacher Interpretation and Application of Graphed Behavioral Data Journal of Applied School Psychology Pub Date : 2022-08-30 Colleen P. Belmonte-Mulhall, Judith R. Harrison
Abstract Students with or at-risk of High Incidence Disabilities (HID) experience negative short and long-term outcomes. To intervene, many schools have elected to implement evidence-based practices within Multi-Tiered Systems of Support (MTSS), such as Response to Intervention (RTI). MTSS target the academic and behavioral progress of students deemed ‘at risk’ for HID with increasingly intensive interventions
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Effects of Incremental Rehearsal on Sight Word and Letter Acquisition among Students with Autism and Cognitive Impairment Journal of Applied School Psychology (IF 1.0) Pub Date : 2022-08-28 Caroline E. Finn, Scott P. Ardoin, Kevin M. Ayres
Abstract Incremental rehearsal (IR) is a flashcard intervention that involves the interspersal of previously mastered targets and immediate error correction. Previous research indicates IR is an effective intervention for teaching discrete skills. Much of existing research, however, was conducted with typically developing students. The current study aimed to extend the literature by being the first
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Effects of Incremental Rehearsal on Sight Word and Letter Acquisition among Students with Autism and Cognitive Impairment Journal of Applied School Psychology Pub Date : 2022-08-28 Caroline E. Finn, Scott P. Ardoin, Kevin M. Ayres
Abstract Incremental rehearsal (IR) is a flashcard intervention that involves the interspersal of previously mastered targets and immediate error correction. Previous research indicates IR is an effective intervention for teaching discrete skills. Much of existing research, however, was conducted with typically developing students. The current study aimed to extend the literature by being the first
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Effects of Mothers’ Parenting Sense of Competence and Child Gender on Academic Readiness in Preschool Children with Symptoms of ADHD Journal of Applied School Psychology (IF 1.0) Pub Date : 2022-06-24 Oana Bucsea, Stacey Kosmerly, Maria A. Rogers
Abstract Children with early symptoms of inattention, hyperactivity, and impulsivity are at risk for poor academic outcomes, but it is unclear how parents mitigate this risk prior to school entry for preschool-aged boys and girls. The current study examined the impact of child gender and mothers’ parenting sense of competence on the relationship between children’s difficulties with inattention, hyperactivity
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Effects of Mothers’ Parenting Sense of Competence and Child Gender on Academic Readiness in Preschool Children with Symptoms of ADHD Journal of Applied School Psychology Pub Date : 2022-06-24 Oana Bucsea, Stacey Kosmerly, Maria A. Rogers
Abstract Children with early symptoms of inattention, hyperactivity, and impulsivity are at risk for poor academic outcomes, but it is unclear how parents mitigate this risk prior to school entry for preschool-aged boys and girls. The current study examined the impact of child gender and mothers’ parenting sense of competence on the relationship between children’s difficulties with inattention, hyperactivity
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Evaluating Strategies to Promote Effective, Multidisciplinary Team Collaboration in School Mental Health Journal of Applied School Psychology (IF 1.0) Pub Date : 2022-05-27 Jill H. Bohnenkamp, Chandni Patel, Elizabeth Connors, Shawn Orenstein, Sabrina Ereshefsky, Nancy Lever, Sharon Hoover
Abstract Multidisciplinary teams of school- and community-employed mental health, health, and educational staff work together in schools to offer a full continuum of mental health promotion, prevention, early intervention, and treatment services and supports. Intentional teaming structures and practices are essential to ensure teams deliver effective, coordinated services and supports. The current
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Evaluating Strategies to Promote Effective, Multidisciplinary Team Collaboration in School Mental Health Journal of Applied School Psychology Pub Date : 2022-05-27 Jill H. Bohnenkamp, Chandni Patel, Elizabeth Connors, Shawn Orenstein, Sabrina Ereshefsky, Nancy Lever, Sharon Hoover
Abstract Multidisciplinary teams of school- and community-employed mental health, health, and educational staff work together in schools to offer a full continuum of mental health promotion, prevention, early intervention, and treatment services and supports. Intentional teaming structures and practices are essential to ensure teams deliver effective, coordinated services and supports. The current
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Applying Peer Tutoring to Spelling with Elementary-Aged Students Journal of Applied School Psychology (IF 1.0) Pub Date : 2022-04-05 Ashlee Lundberg, Shawna Petersen-Brown, Daniel D. Houlihan, Carlos Panahon, Dana Wagner
Abstract Peer tutoring methods were implemented in a 2nd grade classroom using an alternating treatments design with a baseline. In the baseline phase, 18 participants spelled words they had not yet learned. During the treatment phase, teacher-led spelling instruction was alternated each week with peer tutoring for spelling. Peer tutoring for spelling was applied through two activities targeting accuracy
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Applying Peer Tutoring to Spelling with Elementary-Aged Students Journal of Applied School Psychology Pub Date : 2022-04-05 Ashlee Lundberg, Shawna Petersen-Brown, Daniel D. Houlihan, Carlos Panahon, Dana Wagner
Abstract Peer tutoring methods were implemented in a 2nd grade classroom using an alternating treatments design with a baseline. In the baseline phase, 18 participants spelled words they had not yet learned. During the treatment phase, teacher-led spelling instruction was alternated each week with peer tutoring for spelling. Peer tutoring for spelling was applied through two activities targeting accuracy
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Comparing Slope Stability and Validity for General Outcome and Specific Subskill Mastery Measurement Journal of Applied School Psychology (IF 1.0) Pub Date : 2021-12-16 Marissa J. Filderman, Lucy Barnard-Brak
Abstract Progress monitoring data are central to making informed decisions on intervention intensification for struggling learners. The general outcome measure (GOM) of curriculum-based measurement of oral reading fluency (CBM-R) has been found to correlate with high-stakes assessment; however, data are highly variable, resulting in decisions that must be made 15 weeks after implementation of intervention
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Comparing Slope Stability and Validity for General Outcome and Specific Subskill Mastery Measurement Journal of Applied School Psychology Pub Date : 2021-12-16 Marissa J. Filderman, Lucy Barnard-Brak
Abstract Progress monitoring data are central to making informed decisions on intervention intensification for struggling learners. The general outcome measure (GOM) of curriculum-based measurement of oral reading fluency (CBM-R) has been found to correlate with high-stakes assessment; however, data are highly variable, resulting in decisions that must be made 15 weeks after implementation of intervention
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The Effects of a Culturally Adapted Program on ELL Students’ Core SEL Competencies as Measured by a Modified Version of the BERS-2 Journal of Applied School Psychology (IF 1.0) Pub Date : 2021-12-13 Sara Maria Castro Olivo, Sarah Ura, Ana dAbreu
Abstract Culturally and linguistically diverse (CLD) students face more complex social-emotional and socio-cultural challenges than their mainstream peers as part of their development and socialization in U.S. schools. Social-Emotional Learning (SEL) has been found to be beneficial in the academic and social success of all students; however, limited research has been conducted on the effects of SEL
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The Effects of a Culturally Adapted Program on ELL Students’ Core SEL Competencies as Measured by a Modified Version of the BERS-2 Journal of Applied School Psychology Pub Date : 2021-12-13 Sara Maria Castro Olivo, Sarah Ura, Ana dAbreu
Abstract Culturally and linguistically diverse (CLD) students face more complex social-emotional and socio-cultural challenges than their mainstream peers as part of their development and socialization in U.S. schools. Social-Emotional Learning (SEL) has been found to be beneficial in the academic and social success of all students; however, limited research has been conducted on the effects of SEL
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Using a Tablet-Based Intervention to Increase Sight-Phrase Acquisition for an ELL Student Journal of Applied School Psychology (IF 1.0) Pub Date : 2021-12-10 Angela Hilton-Prillhart, Kathleen B. Aspiranti, Mark E. Dula, Sara Ebner
Abstract The process of learning to read is more difficult for English language learners (ELLs) because they are often learning a new language as they are trying to learn to read. Learning irregular/high-frequency words (sight words) may be especially challenging for ELL students. Limited research exists on the effects of interventions designed to help ELL students read phrases containing sight-words
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Using a Tablet-Based Intervention to Increase Sight-Phrase Acquisition for an ELL Student Journal of Applied School Psychology Pub Date : 2021-12-10 Angela Hilton-Prillhart, Kathleen B. Aspiranti, Mark E. Dula, Sara Ebner
Abstract The process of learning to read is more difficult for English language learners (ELLs) because they are often learning a new language as they are trying to learn to read. Learning irregular/high-frequency words (sight words) may be especially challenging for ELL students. Limited research exists on the effects of interventions designed to help ELL students read phrases containing sight-words
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Predictors of Job Burnout in Practicing School Psychologists Journal of Applied School Psychology (IF 1.0) Pub Date : 2021-11-08 Ethan Schilling, Candace Boan-Lenzo, Mickey Randolph
Abstract Job burnout in school psychologists has been recognized as a problem in the field for many years. The contributors to burnout are varied and may include personal as well as professional variables. This research examined the impact the demographic variables of age, years in the field/current job, grade level worked with, type of community worked in, salary, school psychologist-to-student ratios
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Predictors of Job Burnout in Practicing School Psychologists Journal of Applied School Psychology Pub Date : 2021-11-08 Ethan Schilling, Candace Boan-Lenzo, Mickey Randolph
Abstract Job burnout in school psychologists has been recognized as a problem in the field for many years. The contributors to burnout are varied and may include personal as well as professional variables. This research examined the impact the demographic variables of age, years in the field/current job, grade level worked with, type of community worked in, salary, school psychologist-to-student ratios
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Implementation of an Evaluation Mindset in School Crisis Response Journal of Applied School Psychology (IF 1.0) Pub Date : 2021-11-02 Amanda B. Nickerson, Benjamin S. Fernandez, Melinda Cruz, Samantha E. Stanford
Abstract Despite advances in the practice of school crisis preparedness and response, evaluation data are very limited. This article highlights the importance of adopting an evaluation mindset for school crisis teams. Evaluation can be formative, which analyzes interventions as they occur, and summative, to assess overall outcomes. An illustrative example is provided from a large suburban district
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Implementation of an Evaluation Mindset in School Crisis Response Journal of Applied School Psychology Pub Date : 2021-11-02 Amanda B. Nickerson, Benjamin S. Fernandez, Melinda Cruz, Samantha E. Stanford
Abstract Despite advances in the practice of school crisis preparedness and response, evaluation data are very limited. This article highlights the importance of adopting an evaluation mindset for school crisis teams. Evaluation can be formative, which analyzes interventions as they occur, and summative, to assess overall outcomes. An illustrative example is provided from a large suburban district
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Helping School Psychologists and Districts Estimate the Cost of Adopting the Dual Discrepancy/Consistency PSW Method for SLD Identification Journal of Applied School Psychology (IF 1.0) Pub Date : 2021-09-16 Andrew Shanock, Dawn P. Flanagan, Vincent C. Alfonso, Monica McHale-Small
Abstract The objective of this study is to assist school psychologists and school districts in understanding the cost of implementing the Dual Discrepancy/Consistency (DD/C) method, which is the most widely used PSW method of SLD identification. A literature review was conducted to obtain national data on variables needed to estimate the cost of implementing DD/C (e.g., school psychologist to student
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Helping School Psychologists and Districts Estimate the Cost of Adopting the Dual Discrepancy/Consistency PSW Method for SLD Identification Journal of Applied School Psychology Pub Date : 2021-09-16 Andrew Shanock, Dawn P. Flanagan, Vincent C. Alfonso, Monica McHale-Small
Abstract The objective of this study is to assist school psychologists and school districts in understanding the cost of implementing the Dual Discrepancy/Consistency (DD/C) method, which is the most widely used PSW method of SLD identification. A literature review was conducted to obtain national data on variables needed to estimate the cost of implementing DD/C (e.g., school psychologist to student
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Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice Journal of Applied School Psychology (IF 1.0) Pub Date : 2021-09-01 David Furjanic, Irin Mannan, Jillian C. Hamilton, Joseph F. T. Nese, Sean Austin, Sara Izzard, Rhonda N. T. Nese
Abstract Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff input was utilized throughout the iterative