Journal of Applied School Psychology最新文献_第3页

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":null,"pages":null},"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

Gender Differences in Defending Behavior among Elementary School Students Trained in a Bullying Bystander Program: Is Self-Esteem a Moderator? 参与霸凌旁观者项目的小学生在防卫行为上的性别差异:自尊是否起调节作用?

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Journal of Applied School Psychology Pub Date : 2022-12-01 DOI: 10.1080/15377903.2022.2152917

D. Doumas, Aida Midgett, Matt Peck

{"title":"Gender Differences in Defending Behavior among Elementary School Students Trained in a Bullying Bystander Program: Is Self-Esteem a Moderator?","authors":"D. Doumas, Aida Midgett, Matt Peck","doi":"10.1080/15377903.2022.2152917","DOIUrl":"https://doi.org/10.1080/15377903.2022.2152917","url":null,"abstract":"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 more frequently than males post-training and that baseline self-esteem would moderate this relationship. Findings partially supported our hypotheses. Specifically, for “Turning it Over” (i.e., reporting bullying to an adult) and “Coaching Compassion” (i.e., gently confronting the perpetrator to communicate their behavior is not acceptable), the gender x self-esteem interaction was significant, suggesting that females with high self-esteem were most likely to use these defending behaviors post-training. In contrast, for “Stealing the Show” (i.e., using their sense of humor to distract the peer audience’s attention away from the target), high self-esteem was positively associated with frequency of using this defending behavior for both males and females. For “Accompanying Others” (i.e., reaching out to the target to offer support), females used this strategy more frequently than males, and self-esteem was not a significant moderator. Findings highlight the importance of gender and self-esteem as significant factors that influence whether or not bystanders defend targets of bullying post-training. Implications for bystander training in school-based bullying prevention programs are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48497192","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: 2

The Jigsaw Method: Reviving a Powerful Positive Intervention 拼图法:恢复强有力的积极干预

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Journal of Applied School Psychology Pub Date : 2022-09-28 DOI: 10.1080/15377903.2022.2124570

Amanda J. Nalls, Garry Wickerd

引用次数: 4

Differentiating Academic Behaviors from Academic Skills to Inform Interventions 区分学术行为和学术技能以提供干预

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Journal of Applied School Psychology Pub Date : 2022-09-21 DOI: 10.1080/15377903.2022.2124571

June L. Preast, Crystal N. Taylor, Kristy L. Brann, Lisa N. Aguilar, Stephen P. Kilgus, M. Burns

引用次数: 0

Multi-Tiered Systems of Support: A Pilot Study of Teacher Interpretation and Application of Graphed Behavioral Data 多层支持系统：教师解释和应用图形行为数据的试点研究

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Journal of Applied School Psychology Pub Date : 2022-08-30 DOI: 10.1080/15377903.2022.2113945

Colleen P. Belmonte-Mulhall, Judith R. Harrison

{"title":"Multi-Tiered Systems of Support: A Pilot Study of Teacher Interpretation and Application of Graphed Behavioral Data","authors":"Colleen P. Belmonte-Mulhall, Judith R. Harrison","doi":"10.1080/15377903.2022.2113945","DOIUrl":"https://doi.org/10.1080/15377903.2022.2113945","url":null,"abstract":"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. School psychologists often lead the MTSS process by providing consultation and coaching teachers on the front lines who are responsible for collecting and interpreting behavioral data. However, limited research has explored teacher ability, confidence, and perceived usefulness to engage in this role. As such, the purpose of this study was to explore pre-service and in-service teachers’ ability, confidence, willingness, and perceived usefulness to interpret and apply behavioral data before and after a brief behavior analytic training and the factors that influenced each outcome. One hundred and one participants completed a survey, and 24 participants attended the training. Results indicated that, prior to training, teachers were somewhat able to find relevant information for decision making in the graphed data but were challenged to interpret the effects of intervention or make decisions based on the data. After training, teacher ability increased in all aspects related to using data for decision making with the exception of data application. In addition, teacher confidence and willingness to interpret and apply graphed behavioral data increased. These data suggest the benefits of a brief training that could be implemented by school psychologists to increase teacher data use and application.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46010875","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

Effects of Incremental Rehearsal on Sight Word and Letter Acquisition among Students with Autism and Cognitive Impairment 渐进式预演对自闭症和认知障碍学生视觉词和字母习得的影响

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Journal of Applied School Psychology Pub Date : 2022-08-28 DOI: 10.1080/15377903.2022.2113946

C. Finn, S. Ardoin, K. Ayres

{"title":"Effects of Incremental Rehearsal on Sight Word and Letter Acquisition among Students with Autism and Cognitive Impairment","authors":"C. Finn, S. Ardoin, K. Ayres","doi":"10.1080/15377903.2022.2113946","DOIUrl":"https://doi.org/10.1080/15377903.2022.2113946","url":null,"abstract":"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 to implement IR with students diagnosed with autism spectrum disorder and an intellectual disability receiving instruction in a self-contained special-education setting. A multiple probe design across sets of stimuli was used to evaluate the effectiveness of IR on sight word and letter acquisition among three early elementary students with autism and cognitive impairment. Results indicated that IR was effective for all participants. Further, the results provided evidence that IR can be used with known stimuli from a stimulus class other than the stimulus class from which unknown stimuli are being drawn. Future research should compare IR to other flashcard interventions regularly employed with this student population. PUBLIC SIGNIFICANCE STATEMENT The present study suggests that IR is an effective intervention for teaching sight words to students with developmental disabilities.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45055785","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: 2

Effects of Mothers’ Parenting Sense of Competence and Child Gender on Academic Readiness in Preschool Children with Symptoms of ADHD 母亲的育儿能力感和儿童性别对ADHD症状学龄前儿童学业准备的影响

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Journal of Applied School Psychology Pub Date : 2022-06-24 DOI: 10.1080/15377903.2021.2012862

O. Bucsea, Stacey Kosmerly, Maria A. Rogers

{"title":"Effects of Mothers’ Parenting Sense of Competence and Child Gender on Academic Readiness in Preschool Children with Symptoms of ADHD","authors":"O. Bucsea, Stacey Kosmerly, Maria A. Rogers","doi":"10.1080/15377903.2021.2012862","DOIUrl":"https://doi.org/10.1080/15377903.2021.2012862","url":null,"abstract":"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, and impulsivity and their academic readiness. One hundred and nine families of preschool-aged children were recruited from the community. Mothers reported on their sense of parenting competence and on their child’s levels of inattention, hyperactivity, and impulsivity. Children participated in a standardized clinical measure of academic readiness. Moderated moderation analyses revealed that mothers’ parenting sense of competence significantly moderated the impact of hyperactivity/impulsivity symptoms on boys’ academic readiness, but not girls’. Results are discussed in terms of their implications for parenting interventions that target academic readiness in children exhibiting early signs of inattention, hyperactivity, and difficulties with impulse control, particularly young boys showing symptoms of hyperactivity/impulsivity.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47952805","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

Applying Peer Tutoring to Spelling with Elementary-Aged Students 应用同伴辅导在小学生拼写中的应用

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Journal of Applied School Psychology Pub Date : 2022-04-05 DOI: 10.1080/15377903.2022.2052218

Ashlee R. Lundberg, Shawna Petersen‐Brown, D. Houlihan, Carlos J. Panahon, Dana L. Wagner

引用次数: 4