{"title":"Supplemental Material for Evaluating the Correspondence Between Expert Visual Analysis and Quantitative Methods","authors":"","doi":"10.1037/spq0000644.supp","DOIUrl":"https://doi.org/10.1037/spq0000644.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Assessing Attention-Deficit/Hyperactivity Disorder-Related Impairment: Differential Item Functioning Based on Child Demographic Characteristics","authors":"","doi":"10.1037/spq0000643.supp","DOIUrl":"https://doi.org/10.1037/spq0000643.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Supporting Implementation of Culturally Responsive Teaching in a Therapeutic Setting","authors":"","doi":"10.1037/spq0000638.supp","DOIUrl":"https://doi.org/10.1037/spq0000638.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Enhancing Outcomes: Culturally Adapted Social–Emotional and Behavioral Interventions for Rural Black Elementary Learners at Risk","authors":"","doi":"10.1037/spq0000648.supp","DOIUrl":"https://doi.org/10.1037/spq0000648.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Cultural Adaptations to Social–Emotional Learning Programs: A Systematic Review","authors":"","doi":"10.1037/spq0000649.supp","DOIUrl":"https://doi.org/10.1037/spq0000649.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141826625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Mindful Discipline: A Pilot Study Exploring Mindfulness and the Reduction of Punitive Discipline for Black Male Students","authors":"","doi":"10.1037/spq0000654.supp","DOIUrl":"https://doi.org/10.1037/spq0000654.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Meta-Analysis of Single-Case Design Research: Application of Multilevel Modeling","authors":"","doi":"10.1037/spq0000637.supp","DOIUrl":"https://doi.org/10.1037/spq0000637.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140969507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Associations Among Educators’ Beliefs, Intervention Fidelity, and Student Outcomes in School-Wide Positive Behavior Interventions, and Supports: A School-Level Moderated Mediation Analysis","authors":"","doi":"10.1037/spq0000615.supp","DOIUrl":"https://doi.org/10.1037/spq0000615.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140685932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gena Nelson, Derek B. Kosty, Jessica Turtura, Christian T. Doabler, Benjamin Clarke
{"title":"Evaluating a gated screening approach for identifying risk in kindergarten mathematics.","authors":"Gena Nelson, Derek B. Kosty, Jessica Turtura, Christian T. Doabler, Benjamin Clarke","doi":"10.1037/spq0000630","DOIUrl":"https://doi.org/10.1037/spq0000630","url":null,"abstract":"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 measure, the Number Sense Brief (NSB). Then, we determined the diagnostic accuracy of a gated screening approach considering both the CBM and NSB. The criterion measure was a norm-referenced mathematics achievement test. The results indicated that area under the curve values met or exceeded .80 for both individual screeners; however, the number of false positives was high. The gated screening approach yielded fewer false positives at the expense of increasing false negatives. Directions for future research and the practical implications of the results for screening in kindergarten mathematics are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140713940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rabia Özen-Uyar, Durmuş Aslan, W. Reinke, Yaşare Aktaş-Arnas
{"title":"Training and coaching early childhood teachers to foster social, emotional, and behavioral competence of children in Turkey.","authors":"Rabia Özen-Uyar, Durmuş Aslan, W. Reinke, Yaşare Aktaş-Arnas","doi":"10.1037/spq0000625","DOIUrl":"https://doi.org/10.1037/spq0000625","url":null,"abstract":"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 efficacy of a teacher training and coaching intervention for promoting children's social, emotional, and behavioral competence, Reaching Educators and Children (REACH) Classroom Check-Up (CCU), on teachers' behaviors, teacher-child relationship quality, and children's social competence and problem behaviors. Participants included 20 early childhood teachers and 175 children (4-6 year olds) in Turkey. Findings indicate that REACH CCU increased teachers' positive behaviors and teacher behaviors that support social, emotional, and behavioral competence of children, while reducing teachers' negative behaviors. Teachers in REACH CCU demonstrated an increased level of closeness and reduced levels of conflict with children in their classrooms. Furthermore, REACH CCU improved teacher-reported social competence and reduced problem behaviors of children. Results provide evidence that REACH CCU is a promising approach for improving teachers' behaviors, teacher-child relationship quality, and children's social, emotional, and behavioral competence, especially in LMICs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140714576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}