Journal of Applied School Psychology最新文献_第4页

Functions of Aggression and Peer Likeability in Elementary School Children Across Time. 小学生攻击与同伴亲和性的时空功能。

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Journal of Applied School Psychology Pub Date : 2022-01-01 DOI: 10.1080/15377903.2021.1911897

Cara M McClain, L Christian Elledge, Sam Manring, Marisa L Whitley, Eric M Vernberg

引用次数: 3

Comparing Slope Stability and Validity for General Outcome and Specific Subskill Mastery Measurement 比较一般结果和特定子技能掌握测量的边坡稳定性和有效性

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Journal of Applied School Psychology Pub Date : 2021-12-16 DOI: 10.1080/15377903.2021.2012863

Marissa J. Filderman, L. Barnard‐Brak

{"title":"Comparing Slope Stability and Validity for General Outcome and Specific Subskill Mastery Measurement","authors":"Marissa J. Filderman, L. Barnard‐Brak","doi":"10.1080/15377903.2021.2012863","DOIUrl":"https://doi.org/10.1080/15377903.2021.2012863","url":null,"abstract":"Abstract Progress monitoring data are central to making informed decisions on intervention intensification for struggling learners. The general outcome measure (GOM) of curriculum-based measurement of oral reading fluency (CBM-R) has been found to correlate with high-stakes assessment; however, data are highly variable, resulting in decisions that must be made 15 weeks after implementation of intervention. Recent researchers have recommended the use of both GOM and specific subskill mastery measurement (SSMM) to overcome the challenges presented with the use of GOM alone, but research on the efficacy of this approach is limited. Using Bayesian and ordinary least squares regression, we compared the GOM of CBM-R with SSMM slopes for words read correctly per minute (wcpm) per week at 5, 7, and 12 weeks, and explored the relation of the respective slopes with subsequent standardized assessment tools for struggling upper elementary students receiving word reading intervention. We found that the SSMM had a similar slope to that noted in prior research (i.e., β = 1.46 wcpm per week). This slope was significant and related to future standardized assessment outcomes across the various time points. The slope for CBM-R was not significant or related to future assessment outcomes. Implications for research and practice are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44945348","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

The Effects of a Culturally Adapted Program on ELL Students’ Core SEL Competencies as Measured by a Modified Version of the BERS-2 文化适应课程对ELL学生核心SEL能力的影响——通过BERS-2的修订版来衡量

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Journal of Applied School Psychology Pub Date : 2021-12-13 DOI: 10.1080/15377903.2021.1998278

Sara Maria Castro Olivo, Sarah K. Ura, Ana dAbreu

引用次数: 1

Using a Tablet-Based Intervention to Increase Sight-Phrase Acquisition for an ELL Student 使用基于平板电脑的干预提高英语二语学生的视觉短语习得

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Journal of Applied School Psychology Pub Date : 2021-12-10 DOI: 10.1080/15377903.2021.2012864

Angela Hilton-Prillhart, K. Aspiranti, Mark E. Dula, Sara E Ebner

引用次数: 0

Predictors of Job Burnout in Practicing School Psychologists 实习学校心理学家工作倦怠的预测因素

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Journal of Applied School Psychology Pub Date : 2021-11-08 DOI: 10.1080/15377903.2021.1998280

Ethan J. Schilling, Candace Boan-Lenzo, M. Randolph

引用次数: 0

Implementation of an Evaluation Mindset in School Crisis Response 评估心态在学校危机应对中的实施

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Journal of Applied School Psychology Pub Date : 2021-11-02 DOI: 10.1080/15377903.2021.1998279

Amanda B. Nickerson, B. Fernandez, M. Cruz, Samantha E. Stanford

{"title":"Implementation of an Evaluation Mindset in School Crisis Response","authors":"Amanda B. Nickerson, B. Fernandez, M. Cruz, Samantha E. Stanford","doi":"10.1080/15377903.2021.1998279","DOIUrl":"https://doi.org/10.1080/15377903.2021.1998279","url":null,"abstract":"Abstract Despite advances in the practice of school crisis preparedness and response, evaluation data are very limited. This article highlights the importance of adopting an evaluation mindset for school crisis teams. Evaluation can be formative, which analyzes interventions as they occur, and summative, to assess overall outcomes. An illustrative example is provided from a large suburban district in the Washington DC area that has been evaluating crisis response since 2007, with efforts in the past five years focusing more specifically on goal attainment scaling. From 2015–2020, the district engaged in 70 documented crisis responses, 31 for human-caused or intentional crises (e.g., suicide, homicide, injury) and 39 for natural or accidental deaths or injuries. The most common crisis interventions used were individual crisis intervention with students (n = 585) and student psychoeducational groups (n = 359). Individual crisis intervention, suicide risk assessment, referral for outside counseling, and student follow-up were more frequently used in response to human-caused or intentional crises compared to natural or accidental incidents. Tools and resources used to document the intervention effectiveness, including the goal attainment scaling, are provided along with implications for how school-based crisis teams can use this information in their evaluation efforts.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46366552","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

Helping School Psychologists and Districts Estimate the Cost of Adopting the Dual Discrepancy/Consistency PSW Method for SLD Identification 帮助学校心理学家和学区评估采用双重差异/一致性PSW方法识别特殊障碍的成本

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Journal of Applied School Psychology Pub Date : 2021-09-16 DOI: 10.1080/15377903.2021.1968091

Andrew Shanock, D. Flanagan, V. Alfonso, Monica McHale-Small

{"title":"Helping School Psychologists and Districts Estimate the Cost of Adopting the Dual Discrepancy/Consistency PSW Method for SLD Identification","authors":"Andrew Shanock, D. Flanagan, V. Alfonso, Monica McHale-Small","doi":"10.1080/15377903.2021.1968091","DOIUrl":"https://doi.org/10.1080/15377903.2021.1968091","url":null,"abstract":"Abstract The objective of this study is to assist school psychologists and school districts in understanding the cost of implementing the Dual Discrepancy/Consistency (DD/C) method, which is the most widely used PSW method of SLD identification. A literature review was conducted to obtain national data on variables needed to estimate the cost of implementing DD/C (e.g., school psychologist to student ratio, a district’s assessment infrastructure). A national survey of school psychologists was conducted to gather information not found in the literature. Based on the obtained data, we modified existing assumptions and recalculated the cost of implementing DD/C. Our literature review found only one study, authored by Williams and Miciak, that addressed the cost of PSW and it was specific to DD/C. Responses from 468 school psychologists revealed that most districts have an assessment infrastructure. Our recalculated cost of implementing DD/C is approximately $190,000 less than Williams and Miciak’s estimate. Our recalculated cost of an evaluation ranged from $368.56 to $376.22, which is $1,671.24 and $1,570.55 lower than William and Miciak’s estimates, respectively. Research on learning and learning disabilities indicates that specific cognitive processes are relevant to the acquisition and development of academic skills. Evaluations that follow DD/C encourage assessment of these cognitive processes. We conclude that the cost of adopting DD/C should be based primarily on the software needed to implement it ($65.00/ psychologist) and at least one day of professional development training. Because the cost seems reasonable for most districts, DD/C should be given serious consideration.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44208306","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

Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice 通过利益相关者的声音来检验减少排他性纪律的普遍干预的社会有效性

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Journal of Applied School Psychology Pub Date : 2021-09-01 DOI: 10.1080/15377903.2021.1968092

David Furjanic, Irin Mannan, Jillian C. Hamilton, Joseph F. T. Nese, Sean C. Austin, Sara Izzard, Rhonda N. T. Nese

{"title":"Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice","authors":"David Furjanic, Irin Mannan, Jillian C. Hamilton, Joseph F. T. Nese, Sean C. Austin, Sara Izzard, Rhonda N. T. Nese","doi":"10.1080/15377903.2021.1968092","DOIUrl":"https://doi.org/10.1080/15377903.2021.1968092","url":null,"abstract":"Abstract Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff input was utilized throughout the iterative refinement of the Inclusive Skill-building Learning Approach (ISLA), an intervention to reduce exclusionary discipline practices in middle school through instructional and restorative practices. Intentional stakeholder involvement was hypothesized to impact acceptability and fidelity of implementation, critical for achieving intervention outcomes. Data across a two-year mixed methods approach indicate that engaging stakeholders throughout implementation enhanced fidelity. Quantitative findings demonstrate better understanding of stakeholder experiences. Implications for practice, limitations, and suggestions for future research are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45746054","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

Early Literacy Intervention for Culturally and Linguistically Diverse Students with Varying English Language Proficiency Levels 不同英语水平的文化和语言差异学生的早期读写干预

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Journal of Applied School Psychology Pub Date : 2021-07-27 DOI: 10.1080/15377903.2021.1953660

Jocelyn Kuhn, Craig A Albers

{"title":"Early Literacy Intervention for Culturally and Linguistically Diverse Students with Varying English Language Proficiency Levels","authors":"Jocelyn Kuhn, Craig A Albers","doi":"10.1080/15377903.2021.1953660","DOIUrl":"https://doi.org/10.1080/15377903.2021.1953660","url":null,"abstract":"Abstract Objectives: This study examined the effectiveness of Sound Partners, an evidence-based early literacy intervention program, with culturally and linguistically diverse elementary students within an applied Response to Intervention (RTI) system. Method: Participants (n = 11) with a range of English language proficiency (ELP) who spoke English, Hmong, Khmer, or Nepali as a first language were recruited based on indicators of high academic risk displayed during the participating school’s universal literacy screening process. Three replications of a randomized multiple baseline single case research study were conducted to assess the effectiveness of Sound Partners in three groups: those with lower ELP, middle ELP, and native English speakers. Progress monitoring of early literacy skills occurred weekly across baseline and intervention phases. Results: Visual analysis results supported two intervention effects: PSF effects in the low ELP replication and LSF effects in the native English speaker replication. Supplemental statistical analyses were conducted to describe the magnitudes and variations of effect sizes. Conclusion: Results suggest that key factors related to heterogeneity within the diverse population of ELL students, such as ELP levels, must be carefully considered when implementing RTI. Supplemental data for this article is available online at https://doi.org/10.1080/15377903.2021.1953660.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2021.1953660","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59855764","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

The Effect of Video Self-Modeling for Black Boys with Challenging Behaviors in an Urban Setting 视频自我建模对城市环境中具有挑战性行为的黑人男孩的影响

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Journal of Applied School Psychology Pub Date : 2021-07-01 DOI: 10.1080/15377903.2021.1941469

Taylor E. Phillips, Scott L. Graves, Elizabeth McCallum

引用次数: 1