Journal of Applied School Psychology最新文献_第6页

Bullying Prevalence: An Online Survey of Adolescents 欺凌盛行:青少年在线调查

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Journal of Applied School Psychology Pub Date : 2020-12-01 DOI: 10.1080/15377903.2020.1848957

Jaime Flowers, D. Marr, D. McCleary

引用次数: 1

Effects of a Word Boxes Electronic App on Improving Letter-Sound Correspondences of Learners of English as an Additional Language Word Boxes电子应用程序在提高英语附加语学习者字母发音对应性方面的作用

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Journal of Applied School Psychology Pub Date : 2020-11-27 DOI: 10.1080/15377903.2020.1848953

Kelsey M. Ross, Laurice M. Joseph

{"title":"Effects of a Word Boxes Electronic App on Improving Letter-Sound Correspondences of Learners of English as an Additional Language","authors":"Kelsey M. Ross, Laurice M. Joseph","doi":"10.1080/15377903.2020.1848953","DOIUrl":"https://doi.org/10.1080/15377903.2020.1848953","url":null,"abstract":"Abstract The purpose of this study was to examine the effects of Build a Word-Easy Spelling with Phonics, an electronic application of the word box intervention, on the acquisition, maintenance, and generalization of letter-sound correspondences for Learners of English as an Additional Language (LEALs). A single-subject multiple probe experimental design across five kindergarten LEALs. Students’ acquisition and maintenance of letter-sound correspondences were measured by the number of correct letter-sound correspondences identified in trained words and the number of trained words read correctly. Generalization measures involved identifying letter-sound correspondences in untrained real and nonsense words and a spelling task. Visual analysis and TAU-U calculations were used to examine intervention effects. Results demonstrate that the intervention Build a Word-Easy Spelling with Phonics substantially improved the acquisition, maintenance, and generalization of letter-sound correspondences for the five LEALs. This study extends research on the effects of systematic phonics interventions for LEALs. Implications for practice are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"268 - 299"},"PeriodicalIF":1.0,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1848953","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48214256","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

A Review and Psychometric Evaluation of Multidimensional Scales of Functional Impairment and Recommendations for Practice 功能障碍多维量表的回顾、心理测量学评价及实践建议

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Journal of Applied School Psychology Pub Date : 2020-11-18 DOI: 10.1080/15377903.2020.1848954

Victor Villarreal, J. Sullivan, Joseph M. Hechler, Karen Ruiz

{"title":"A Review and Psychometric Evaluation of Multidimensional Scales of Functional Impairment and Recommendations for Practice","authors":"Victor Villarreal, J. Sullivan, Joseph M. Hechler, Karen Ruiz","doi":"10.1080/15377903.2020.1848954","DOIUrl":"https://doi.org/10.1080/15377903.2020.1848954","url":null,"abstract":"Abstract Assessment of functional impairment provides information that is complementary to diagnostic criteria information and is critical for identifying targets for intervention and evaluating treatment outcomes. This review presents summative psychometric information for five multidimensional measures of functional impairment developed for use with youths. Information for each measure, derived from manuals or test development articles, includes: (a) domains measured; (b) measure characteristics; (c) sample characteristics; (d) reliability; and (e) validity. Although each scale includes parent/caregiver forms and purports to measure the domains of school, social/getting along, and family relations, results indicate variability with regard to characteristics such as number of items, item content, sample characteristics, reliability/validity evidence, and interpretation of scores. Concluding recommendations address the use of such measures as part of the assessment process and includes specific examples in which it would be helpful to use formal measures of impairment.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"300 - 318"},"PeriodicalIF":1.0,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1848954","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48743266","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 Differential Effectiveness and Efficiency of Alternative Multiplication Drill Interventions with Third-Grade Students 三年级学生另类乘法训练干预之差异效果与效率检验

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Journal of Applied School Psychology Pub Date : 2020-11-12 DOI: 10.1080/15377903.2020.1848956

Sarah R. Adams, Kathrin E. Maki

{"title":"Examining the Differential Effectiveness and Efficiency of Alternative Multiplication Drill Interventions with Third-Grade Students","authors":"Sarah R. Adams, Kathrin E. Maki","doi":"10.1080/15377903.2020.1848956","DOIUrl":"https://doi.org/10.1080/15377903.2020.1848956","url":null,"abstract":"Abstract A large number of students demonstrate difficulty acquiring and retaining math facts highlighting the need for early math intervention. This study used a single-case cumulative acquisition design to examine the differential effectiveness and efficiency of three drill interventions, incremental rehearsal (IR), incremental rehearsal with visual representations (IRR), and traditional drill (TD) for teaching multiplication facts to three third-grade students with multiplication difficulties in a school setting. Results were mixed regarding intervention effectiveness as little differentiation was evident in students’ cumulative next day multiplication fact retention across the three intervention conditions. Students made significantly more errors in the TD condition and maintained the most multiplication facts one week after the interventions in the IR condition. TD was the most efficient intervention as students retained the most multiplication facts per instructional minute in this condition, with the IR conditions requiring significantly more time to implement than the TD condition. Implications for intervention practices and future research are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"352 - 376"},"PeriodicalIF":1.0,"publicationDate":"2020-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1848956","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45125199","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: 4

The Role of School Psychologists in the Implementation of Trauma-Informed Multi-Tiered Systems of Support in Schools 学校心理学家在学校实施创伤知情多层支持系统中的作用

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Journal of Applied School Psychology Pub Date : 2020-11-12 DOI: 10.1080/15377903.2020.1848955

Heather E. Ormiston, Malena A. Nygaard, Olivia C. Heck

引用次数: 6

Does Location Matter? A Single-State Case Study Examining Geographic Differences in School-Based ASD Identification Practices 位置重要吗？单州案例研究考察基于学校的ASD识别实践中的地理差异

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Journal of Applied School Psychology Pub Date : 2020-09-30 DOI: 10.1080/15377903.2020.1821270

Jonathan Safer-Lichtenstein, Kyle Reardon, L. L. McIntyre

{"title":"Does Location Matter? A Single-State Case Study Examining Geographic Differences in School-Based ASD Identification Practices","authors":"Jonathan Safer-Lichtenstein, Kyle Reardon, L. L. McIntyre","doi":"10.1080/15377903.2020.1821270","DOIUrl":"https://doi.org/10.1080/15377903.2020.1821270","url":null,"abstract":"Abstract Special education service delivery may vary, in part, by geographic location of the school districts. This variation may be especially important to understand for students who require comprehensive evaluations and specialized services, such as students with autism spectrum disorder (ASD). Much of the existing literature focuses on geographic locations in isolation, rather than examining differences between contexts. Better understanding these differences may improve identification processes and lead to improved long-term outcomes for students with ASD. The authors examined difference in ASD identification practices relative to geographic location in one U.S. state by surveying school-based practitioners about their practices in identifying ASD in students. No significant differences were found between geographic location (rural, small city, midsize city, large city, and suburban), the number of sources of information about ASD symptoms (evaluation tools), and the number of collaborations in the ASD identification process. Implications for research and practice are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"185 - 196"},"PeriodicalIF":1.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1821270","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42871308","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

Behavior Support Coaching for Paraprofessionals and Students with Externalizing Behavior Disorders: A Case Study in a High-Poverty Elementary School 行为支持辅导对辅助专业人员与外化行为障碍学生的影响:一所高贫困小学的个案研究

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Journal of Applied School Psychology Pub Date : 2020-09-23 DOI: 10.1080/15377903.2020.1821272

Nicole B. Wiggs, L. Reddy, Todd A. Glover, C. Dudek, Alexander Alperin, Patrick M. Regan

引用次数: 2

Evaluating Reliability of High School Students’ Functional Assessment Interview Responses 高中生功能评估访谈回答的信度评估

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Journal of Applied School Psychology Pub Date : 2020-09-16 DOI: 10.1080/15377903.2020.1821271

Paula E. Chan, Helen I. Cannella-Malone, B. Harper

{"title":"Evaluating Reliability of High School Students’ Functional Assessment Interview Responses","authors":"Paula E. Chan, Helen I. Cannella-Malone, B. Harper","doi":"10.1080/15377903.2020.1821271","DOIUrl":"https://doi.org/10.1080/15377903.2020.1821271","url":null,"abstract":"Abstract For several decades, researchers have explored the efficacy of functional behavior assessments. Recent research has called for greater understanding of how student involvement may improve the functional behavior assessment. This may be particularly important in high school settings, because high school environments are often larger and more complex. The purpose of this study was to investigate the reliability of high school student responses to functional assessment interviews. Participants were ten special education teachers and their intervention specialists. Teachers and students were interviewed using a functional assessment interview to determine antecedents, behaviors, and consequences that commonly occurred at school. Then, the researcher collected direct observation data to determine whether the reported behaviors were verified through direct observation. Results indicated extremely low reliability coefficients for antecedent, behavior, and consequences as reported by the dyads. However, unique student responses were verified through direct observation for each of these variables, suggesting students report accurate information that may improve the efficacy of their functional behavior assessment. Authors discuss implications for research and practice.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"197 - 220"},"PeriodicalIF":1.0,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1821271","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47565287","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

Process Evaluation of Literacy Practices within a Multi-Tiered System of Supports Framework 在多层支持体系框架内对扫盲实践的过程评估

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Journal of Applied School Psychology Pub Date : 2020-08-07 DOI: 10.1080/15377903.2020.1804030

Julie Q. Morrison, Daniel S. Newman, Amy Gaumer Erickson

引用次数: 6

Improving Middle School Teachers’ Self-reported Use of Social Dynamics Management Practices 改进中学教师自我报告使用社会动力学管理实践

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Journal of Applied School Psychology Pub Date : 2020-08-04 DOI: 10.1080/15377903.2020.1799129

Kate E. Norwalk, Molly Dawes, Jill V. Hamm, Thomas W. Farmer

引用次数: 1