Journal of Applied School Psychology最新文献_第10页

Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis 培养教师提高行为特异性表扬的Meta分析

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Journal of Applied School Psychology Pub Date : 2019-04-24 DOI: 10.1080/15377903.2019.1587802

Kimberly A. Zoder-Martell, Margaret T. Floress, Ronan S. Bernas, Brad A. Dufrene, Samantha L. Foulks

引用次数: 31

Peer Tutoring as a Model for Language and Reading Skills Development for Students who are English Language Learners 同伴辅导是英语学习者语言和阅读技能发展的一种模式

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Journal of Applied School Psychology Pub Date : 2019-04-22 DOI: 10.1080/15377903.2019.1597796

Marcia R. Sytsma, Carlos J. Panahon, D. Houlihan

引用次数: 11

A Comprehensive Training Initiative for Educators to Develop and Implement Effective Anti-Bullying Policies in K–12 Schools 教育工作者制定和实施K-12学校有效反欺凌政策的综合培训倡议

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Journal of Applied School Psychology Pub Date : 2019-04-03 DOI: 10.1080/15377903.2018.1528489

Anne Williford, Paula J. Fite, Kathryn J. DePaolis, John L. Cooley, P. Hawley, Debbie Isen

引用次数: 1

Using teleconsultation to teach expressive number discrimination through stimulus fading and reinforcement 利用远程咨询教授通过刺激消退和强化进行表达数字辨别

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Journal of Applied School Psychology Pub Date : 2019-03-26 DOI: 10.1080/15377903.2019.1587803

A. Fischer, Racheal R. Clark, Bradley S. Bloomfield, Diana C. Askings, W. P. Erchul

引用次数: 4

An Examination of Interventionist Implementation Fidelity and Content Knowledge as Predictors of Math Intervention Effectiveness 作为数学干预效果预测指标的干预者实施保真度和内容知识的检验

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Journal of Applied School Psychology Pub Date : 2019-02-22 DOI: 10.1080/15377903.2019.1568334

Peter M. Nelson, Ethan R. Van Norman, David C. Parker, D. Cormier

{"title":"An Examination of Interventionist Implementation Fidelity and Content Knowledge as Predictors of Math Intervention Effectiveness","authors":"Peter M. Nelson, Ethan R. Van Norman, David C. Parker, D. Cormier","doi":"10.1080/15377903.2019.1568334","DOIUrl":"https://doi.org/10.1080/15377903.2019.1568334","url":null,"abstract":"Abstract Data from a large-scale math intervention program were used to evaluate the degree to which implementation fidelity (IF) and interventionist content knowledge were associated with student outcomes. Data were available for 33 interventionists serving 658 students in Grades 4–6 across one school year. A series of multilevel models were fit to the data to evaluate the impact of procedural IF and interventionists’ math content knowledge on students’ postintervention achievement, controlling for preintervention achievement and intervention dosage. Higher student posttest scores were observed for interventionists with an average fidelity rating of 95% or greater (β = .15); however, no effects on students’ math achievement scores were observed for interventionist content knowledge. Adding IF and a measure of interventionist content knowledge to the model explained a statistically significant amount of variance in growth estimates attributable to interventionists (15%). Results highlight the potential importance of ongoing evaluation and remediation of IF in the context of standardized supplemental intervention in math, while also providing some evidence that higher levels of content knowledge may not translate into greater impact in a standard-protocol intervention setting. Results suggest a need for more research examining characteristics of interventionists and aspects of implementation that may account for variance in student outcomes.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1568334","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47111611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Predicting kindergarten writing achievement using early written expression and behavior screening 运用早期书面表达和行为筛查预测幼儿园写作成绩

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Journal of Applied School Psychology Pub Date : 2019-02-17 DOI: 10.1080/15377903.2019.1568333

Erin K. Reid, Milena A. Keller-Margulis, G. T. Schanding, Tammy D Tolar

{"title":"Predicting kindergarten writing achievement using early written expression and behavior screening","authors":"Erin K. Reid, Milena A. Keller-Margulis, G. T. Schanding, Tammy D Tolar","doi":"10.1080/15377903.2019.1568333","DOIUrl":"https://doi.org/10.1080/15377903.2019.1568333","url":null,"abstract":"Abstract A concerning number of students fail to achieve writing proficiency, yet little attention has been devoted to examining why this occurs. While robust evidence indicates that behavior impacts reading and math achievement, the relationship between behavior and writing skills is unclear, particularly among young students. The authors examined the value of behavior screeners in predicting writing achievement, beyond the variance explained by early writing screeners alone. Additionally, various behavior domains (e.g., emotional, social, hyperactivity/inattention) were compared for their relative utility in predicting writing achievement. Data from a study of 95 kindergarteners were used for the analysis. Hierarchical regression was used to evaluate the added explained variance of the behavior screener and to compare the predictive ability of its domains. Results suggest that while problem behaviors and writing skills are negatively correlated, behavior screening does not improve on the ability of early writing screeners to predict concurrent writing achievement. The refinement of tools that predict writing achievement may improve the early identification of academic difficulties and allow educators to intervene before academic problems become intractable.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1568333","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44777519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Trauma-Informed Knowledge and Practices in School Psychology: A Pilot Study and Review 学校心理学的创伤知识与实践:一项初步研究与回顾

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Journal of Applied School Psychology Pub Date : 2019-01-08 DOI: 10.1080/15377903.2018.1549174

Aaron A. Gubi, J. Strait, Kirby L. Wycoff, V. Vega, Bracha Brauser, Yael Osman

引用次数: 10

Investigating the Effects of Stability Balls on Classwide Student Behavior and Academic Productivity 研究稳定球对班级学生行为和学习效率的影响

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Journal of Applied School Psychology Pub Date : 2019-01-08 DOI: 10.1080/15377903.2018.1549175

Natasha A. Olson, Carlos J. Panahon, Alexandra Hilt-Panahon

引用次数: 2

Is the Role of the School Psychologist in Early Childhood Truly Expanding? A National Survey Examining School Psychologists' Practices and Training Experiences 学校心理学家在幼儿时期的作用真的在扩大吗？全国学校心理学家实践与培训经验调查

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Journal of Applied School Psychology Pub Date : 2019-01-02 DOI: 10.1080/15377903.2018.1462280

Kizzy Albritton, Rachel E. Mathews, Sara G. Boyle

{"title":"Is the Role of the School Psychologist in Early Childhood Truly Expanding? A National Survey Examining School Psychologists' Practices and Training Experiences","authors":"Kizzy Albritton, Rachel E. Mathews, Sara G. Boyle","doi":"10.1080/15377903.2018.1462280","DOIUrl":"https://doi.org/10.1080/15377903.2018.1462280","url":null,"abstract":"ABSTRACT Historically, the role of school psychologists in early childhood settings has been limited to the identification and evaluation of children who may be in need of special education services under Part B of the Individuals with Disabilities Education Act. It has been suggested that the role should reflect a more proactive model; specifically, it should continue to expand to include involvement in school readiness and early intervention for all students. The purpose of this study was to examine the present role of school psychologists in early childhood settings and investigate the graduate-level training provided to school psychology graduate students. Results of the survey found that a significant percentage of school psychologist practitioners continue to spend a substantial portion of their professional time completing special education evaluations. Furthermore, respondents reported minimal to moderate graduate training in the area of early childhood populations. Implications for school psychology practitioners and school psychology graduate training programs are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2018.1462280","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49029463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

Application of a Multitrait-Multimethod Matrix to Social, Emotional, and Behavioral Screening 多特征多方法矩阵在社会、情感和行为筛查中的应用

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Journal of Applied School Psychology Pub Date : 2019-01-02 DOI: 10.1080/15377903.2018.1468843

Kelly A. Feeney-Kettler, Ryan J. Kettler, Leah Dembitzer

{"title":"Application of a Multitrait-Multimethod Matrix to Social, Emotional, and Behavioral Screening","authors":"Kelly A. Feeney-Kettler, Ryan J. Kettler, Leah Dembitzer","doi":"10.1080/15377903.2018.1468843","DOIUrl":"https://doi.org/10.1080/15377903.2018.1468843","url":null,"abstract":"ABSTRACT The authors' purpose was to evaluate the multiple-gate Preschool Behavior Screening System (PBSS) for identifying children's social, emotional, and behavioral (SEB) difficulties. The sample included 122 triads of preschool children between 3 and 5 years old and their parents and teachers. The teacher and parent samples were predominantly women and European American with a substantial African American representation. The design involved numerous indicators of the reliability of scores and the validity of ensuing inferences. Scores from the Behavior Assessment System for Children, Second Edition were used as criterion measures for scores from the PBSS. The PBSS scores were found reliable across scales with Cronbach's alpha values ranging from.85 to.97. Agreement between teachers and parents was consistent with findings from previous research. Analyzed within a Multitrait-Multimethod Matrix, correlational evidence supported inferences about externalizing difficulties, prosocial behavior, and total problems, as well as internalizing difficulties to a lesser degree. Receiver-operating characteristic curve analyses supported the PBSS across a range of scales and cut scores. Findings support the use of the PBSS as one method for identifying preschool children who may be at risk for SEB difficulties and underscore the importance of using multiple informants in the assessment of SEB difficulties.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2018.1468843","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42125833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1