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Supplemental Material for Evaluating the Correspondence Between Expert Visual Analysis and Quantitative Methods 评估专家视觉分析与定量方法之间对应关系的补充材料
IF 3.9 2区 心理学
School Psychology Pub Date : 2024-07-18 DOI: 10.1037/spq0000644.supp
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引用次数: 0
Supplemental Material for Assessing Attention-Deficit/Hyperactivity Disorder-Related Impairment: Differential Item Functioning Based on Child Demographic Characteristics 注意力缺陷/多动症相关障碍评估补充材料：基于儿童人口统计特征的项目功能差异
IF 3.9 2区 心理学
School Psychology Pub Date : 2024-07-18 DOI: 10.1037/spq0000643.supp
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引用次数: 0
Supplemental Material for Supporting Implementation of Culturally Responsive Teaching in a Therapeutic Setting 支持在治疗环境中实施文化敏感性教学的补充材料
IF 3.9 2区 心理学
School Psychology Pub Date : 2024-07-18 DOI: 10.1037/spq0000638.supp
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引用次数: 0
Supplemental Material for Enhancing Outcomes: Culturally Adapted Social–Emotional and Behavioral Interventions for Rural Black Elementary Learners at Risk 提高成果的补充材料：针对农村高风险黑人小学生的文化适应性社会情感和行为干预措施
IF 3.9 2区 心理学
School Psychology Pub Date : 2024-07-18 DOI: 10.1037/spq0000648.supp
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引用次数: 0
Supplemental Material for Cultural Adaptations to Social–Emotional Learning Programs: A Systematic Review 社会情感学习计划的文化适应性补充材料：系统回顾
IF 3.9 2区 心理学
School Psychology Pub Date : 2024-07-18 DOI: 10.1037/spq0000649.supp
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引用次数: 0
Supplemental Material for Mindful Discipline: A Pilot Study Exploring Mindfulness and the Reduction of Punitive Discipline for Black Male Students 心灵管教》补充材料：探索正念与减少对黑人男生惩罚性管教的试点研究
IF 3.9 2区 心理学
School Psychology Pub Date : 2024-07-18 DOI: 10.1037/spq0000654.supp
{"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}
引用次数: 0
Supplemental Material for Meta-Analysis of Single-Case Design Research: Application of Multilevel Modeling 单例设计研究的元分析补充材料：多层次模型的应用
IF 3 2区 心理学
School Psychology Pub Date : 2024-05-16 DOI: 10.1037/spq0000637.supp
{"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}
引用次数: 0
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 全校积极行为干预和支持中教育工作者的信念、干预的忠实性和学生结果之间的关联》补充材料：学校层面的调节调解分析
IF 3 2区 心理学
School Psychology Pub Date : 2024-04-18 DOI: 10.1037/spq0000615.supp
{"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}
引用次数: 0
Evaluating a gated screening approach for identifying risk in kindergarten mathematics. 评估用于识别幼儿园数学风险的门控筛查方法。
IF 3 2区 心理学
School Psychology Pub Date : 2024-04-11 DOI: 10.1037/spq0000630
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}
引用次数: 0
Training and coaching early childhood teachers to foster social, emotional, and behavioral competence of children in Turkey. 培训和指导土耳其幼儿教师培养儿童的社交、情感和行为能力。
IF 3 2区 心理学
School Psychology Pub Date : 2024-04-11 DOI: 10.1037/spq0000625
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}
引用次数: 0
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