Journal of Applied School Psychology最新文献_第2页

Considerations for Mental Health Screening and Referrals: Implications from a School-University Case Study 心理健康筛查和转诊的考虑因素：来自中小学案例研究的启示

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Journal of Applied School Psychology Pub Date : 2023-07-22 DOI: 10.1080/15377903.2023.2236958

Victor Villarreal

引用次数: 0

Ethical and Legal Considerations in Balancing Mental Health of Sexual and Gender Minority Students and Parental Consent 平衡性少数民族和性别少数民族学生心理健康与父母同意的伦理与法律思考

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Journal of Applied School Psychology Pub Date : 2023-06-12 DOI: 10.1080/15377903.2023.2221202

Chun Chen, R. Nadler, J. Sharkey, Chunyan Yang

引用次数: 0

Exploring Judgment and Decision-Making in School Psychology: Setting an Agenda 探索学校心理学中的判断与决策:设定议程

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Journal of Applied School Psychology Pub Date : 2023-06-08 DOI: 10.1080/15377903.2023.2221191

Adelle K. Sturgell, Ethan R. Van Norman

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LEADERS: A Psychoeducational Support Group for College-Bound High School Students with Autism Spectrum Disorder (ASD) LEADERS:一个针对自闭症谱系障碍（ASD）高中生的心理教育支持小组

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Journal of Applied School Psychology Pub Date : 2023-06-08 DOI: 10.1080/15377903.2023.2221201

Kaitlyn Ayala

引用次数: 0

Systematic Literature Review and Meta-Analysis of Coping Power: Effects and Implications for Implementation 应对能力的系统文献回顾与元分析:对实施的影响与启示

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Journal of Applied School Psychology Pub Date : 2023-04-10 DOI: 10.1080/15377903.2023.2196946

Sara C. McDaniel, Laci Watkins, Jason C. Chow, Megan Fedewa, Sharon Nemer

{"title":"Systematic Literature Review and Meta-Analysis of Coping Power: Effects and Implications for Implementation","authors":"Sara C. McDaniel, Laci Watkins, Jason C. Chow, Megan Fedewa, Sharon Nemer","doi":"10.1080/15377903.2023.2196946","DOIUrl":"https://doi.org/10.1080/15377903.2023.2196946","url":null,"abstract":"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 of published CP studies. Therefore, the purpose of this work was to conduct a systematic review examining the characteristics, methodological rigor, and social validity of CP studies and to conduct a selective meta-analysis to examine the effects of CP across studies and to identify potential moderators of intervention effectiveness. The 21 studies included in the review indicate that the CP intervention is supported by rigorous research, effectively reduces maladaptive behavior, and has demonstrated multiple indicators of social validity. A selective meta-analysis of 12 studies indicates that CP has resulted in small to moderate reductions in externalizing behavior, although these findings were not statistically significant. Intervention dosage, agent, and parent/caregiverparticipation did not moderate effects. Limitations, implications for future research, and recommendations for clinical practice are provided.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"39 1","pages":"350 - 374"},"PeriodicalIF":1.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44498636","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

More than Just a Game: A Guide to Using Randomized Group Contingencies in Schools 《不只是游戏:在学校中使用随机群体偶然性指南

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Journal of Applied School Psychology Pub Date : 2023-04-06 DOI: 10.1080/15377903.2023.2196944

Veronica R. DiStasi, Meghan A. Deshais, Jason C. Vladescu, Ruth M. DeBar

{"title":"More than Just a Game: A Guide to Using Randomized Group Contingencies in Schools","authors":"Veronica R. DiStasi, Meghan A. Deshais, Jason C. Vladescu, Ruth M. DeBar","doi":"10.1080/15377903.2023.2196944","DOIUrl":"https://doi.org/10.1080/15377903.2023.2196944","url":null,"abstract":"Abstract 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 reward, (3) target students, and (4) target behaviors. Although it is common practice for teachers to reveal these parameters to students before the intervention begins (i.e. a traditional group contingency), doing so may threaten intervention effectiveness, acceptability and feasibility. One approach that has emerged in the literature to protect against these threats is randomizing group contingencies. In randomized group contingencies, some or all parameters of the group contingency are undisclosed to students to safeguard against the aforementioned threats. Given the need for maximally effective, empirically supported behavioral interventions in schools, a practical guide to using randomized group contingencies in classrooms could be useful to educators. Thus, the goal of this paper is threefold: (a) to identify drawbacks of traditional group contingencies that threaten to adversely impact their effectiveness and acceptability in schools, (b) to describe how randomized group contingencies can protect against those threats, and (c) to outline practical advantages of using randomized group contingencies in schools.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"39 1","pages":"328 - 349"},"PeriodicalIF":1.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42200711","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: 0

Impact of State-Level Changes to School-Based Autism Identification Criteria 州一级对校本自闭症识别标准变化的影响

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Journal of Applied School Psychology Pub Date : 2023-03-31 DOI: 10.1080/15377903.2023.2182857

Jonathan Safer-Lichtenstein, Jillian C. Hamilton, L. L. McIntyre

{"title":"Impact of State-Level Changes to School-Based Autism Identification Criteria","authors":"Jonathan Safer-Lichtenstein, Jillian C. Hamilton, L. L. McIntyre","doi":"10.1080/15377903.2023.2182857","DOIUrl":"https://doi.org/10.1080/15377903.2023.2182857","url":null,"abstract":"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 and evaluation requirements for ASD special education eligibility that directly align with current medical system criteria specified in the Diagnostic and Statistical Manual, Fifth Edition (DSM-5). Immediately following these changes, and then again 1 year later in January of 2020 (prior to the COVID-19 pandemic), we surveyed school-based practitioners across the state about their ASD evaluation practices as well as their knowledge, training, and beliefs regarding the newly revised standards. Our results indicated that practitioners felt more familiar with and had received better training on the new standards after a full year of implementation and that 58% of practitioners had changed their evaluation procedures in some way. However, 74% of practitioners reported that despite these changes, there was no difference in the number of students being found eligible for an ASD diagnosis, indicating that the real-world impact of the statewide policy change might be more limited than initially believed. Limitations and future directions are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"39 1","pages":"268 - 285"},"PeriodicalIF":1.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45190083","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: 0

A Synthesis of the Effects of the Color Wheel System on Classroom Behaviors 色轮系统对课堂行为影响的综合分析

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Journal of Applied School Psychology Pub Date : 2023-02-25 DOI: 10.1080/15377903.2023.2182858

K. Aspiranti, Sara E Ebner

引用次数: 0

Innovations in University-School Partnerships to Provide Mental Health Services 大学与学校合作提供心理健康服务的创新

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Journal of Applied School Psychology Pub Date : 2023-02-25 DOI: 10.1080/15377903.2023.2182859

Lyndsay N. Jenkins, J. Kinney, Sonya Kaminski, J. Howell

引用次数: 1

Evaluating Strategies to Promote Effective, Multidisciplinary Team Collaboration in School Mental Health. 促进学校心理健康中有效的多学科团队合作的评估策略。

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Journal of Applied School Psychology Pub Date : 2023-01-01 DOI: 10.1080/15377903.2022.2077875

Jill H Bohnenkamp, Chandni Patel, Elizabeth Connors, Shawn Orenstein, Sabrina Ereshefsky, Nancy Lever, Sharon Hoover

{"title":"Evaluating Strategies to Promote Effective, Multidisciplinary Team Collaboration in School Mental Health.","authors":"Jill H Bohnenkamp, Chandni Patel, Elizabeth Connors, Shawn Orenstein, Sabrina Ereshefsky, Nancy Lever, Sharon Hoover","doi":"10.1080/15377903.2022.2077875","DOIUrl":"https://doi.org/10.1080/15377903.2022.2077875","url":null,"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 study investigated the extent to which continuous quality improvement strategies improved school mental health team performance during a 15-month national learning collaborative for 24 school district teams. All teams significantly improved their average teaming performance from baseline to the end of the collaborative (t(20) = -5.20, p < .001). Plan-Do-Study-Act (PDSA) cycles allowed teams to rapidly evaluate specific quality improvement changes to improve their performance. Teams with the most improvement focused on increasing multidisciplinary team membership, avoiding duplication and promoting efficiency, and connecting to community mental health providers/resources.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"39 2","pages":"130-150"},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10195065/pdf/nihms-1840640.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9491082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0