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

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Journal of Applied School Psychology Pub Date : 2021-03-08 DOI: 10.1080/15377903.2021.1895397

Michael D. Lyons, Xu Jiang

{"title":"School-Related Social Support as a Buffer to Stressors in the Development of Adolescent Life Satisfaction","authors":"Michael D. Lyons, Xu Jiang","doi":"10.1080/15377903.2021.1895397","DOIUrl":"https://doi.org/10.1080/15377903.2021.1895397","url":null,"abstract":"Abstract Adolescents who report high levels of satisfaction with their life tend to have better grades in school, fewer behavior problems, and positive long-term outcomes. For this reason, there is a growing interest in understanding how schools can promote life satisfaction. In this study, we examined how social support for learning (i.e., support provided by families, teachers, and peers related to learning) relates to adolescent life satisfaction. Further, we tested how this type of social support moderates the effect of stressful life events as a predictor of adolescent life satisfaction cross-sectionally and over a 6-month period. Cross sectional analyses revealed that peer, teacher, and family social support for learning had a small, but significant, association with life satisfaction (beta-weights between 0.10 and 0.21) and that peer support significantly moderated stressful life events (β = −.035). After a 6-month period, family support for learning was observed to have a significant main effect (β = .187) and moderated life stress (β = −0.109); but no other significant effects were observed. The results of this study suggest that social support for learning may be one malleable construct schools consider assessing to understand school-factors that influence student life satisfaction. In addition, schools may consider interventions that target family social support for learning, especially for students experiencing significant life stressors as one way to promote life satisfaction.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2021.1895397","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48894895","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

Differences between Students with Emotional Disturbance, Learning Disabilities, and without Disabilities on the Five Dimensions of Emotional Disturbance 情绪障碍、学习障碍和无障碍学生在情绪障碍五个维度上的差异

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Journal of Applied School Psychology Pub Date : 2021-03-04 DOI: 10.1080/15377903.2021.1895399

M. Lambert, D. Cullinan, M. Epstein, Jodie Martin

{"title":"Differences between Students with Emotional Disturbance, Learning Disabilities, and without Disabilities on the Five Dimensions of Emotional Disturbance","authors":"M. Lambert, D. Cullinan, M. Epstein, Jodie Martin","doi":"10.1080/15377903.2021.1895399","DOIUrl":"https://doi.org/10.1080/15377903.2021.1895399","url":null,"abstract":"Abstract The present study investigated evidence of the construct validity of scores from the Scales for Assessing Emotional Disturbance Rating Scale (SAED-3 RS), which is designed to help identify emotional disturbance (ED) as defined by U.S. law and regulations. The purpose of this research was to evaluate the degree to which SAED-3 RS scores differed between students with school-identified ED, students with school-identified learning disabilities (LD), and students without disabilities. The sample consisted of 2,193 K-12 students from throughout the U.S. The findings supported three hypotheses related to evidence of construct validity: (1) students with ED would differ from students without disabilities on all five dimensions of the SAED-3 RS; (2) students with ED would differ from students with LD on all dimensions of the SAED-3 RS except for the Inability to Learn dimensions; and (3) students with LD would differ from students without disabilities on all five dimensions of the SAED-3 RS, but that these differences would be smaller than the differences between students with ED and students without disabilities. Implications for practice and directions for future research are also discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2021.1895399","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45597513","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: 5

A School-Based Physical Activity Intervention for Young Children: Are There Effects on Attention and Behavior? 以学校为基础的幼儿体育活动干预:对注意力和行为有影响吗?

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Journal of Applied School Psychology Pub Date : 2020-12-15 DOI: 10.1080/15377903.2020.1858380

Alicia L Fedewa, Molly Rose Mayo, Soyeon Ahn, H. Erwin

{"title":"A School-Based Physical Activity Intervention for Young Children: Are There Effects on Attention and Behavior?","authors":"Alicia L Fedewa, Molly Rose Mayo, Soyeon Ahn, H. Erwin","doi":"10.1080/15377903.2020.1858380","DOIUrl":"https://doi.org/10.1080/15377903.2020.1858380","url":null,"abstract":"Abstract There is a growing body of evidence to support the benefits of physical activity on children’s cognitions and behavior. Although children with ADHD are known to be at risk for deficits in cognitive processing, specifically executive functioning which controls the organization, regulation, and planning of behavior, little evidence exists about the effect of vigorous physical activity on executive functioning and the accompanying behavioral and inattention symptoms of ADHD. Given the overwhelming research supporting the need for early intervention in this population and the dearth of research examining the effects of physical activity in children, the present study investigated the effects of a 16 week physical activity intervention in an elementary sample of typical-developing children as well as those at-risk for ADHD. The findings indicated no significant relationship between the physical activity intervention and beneficial outcomes for student executive functioning or ADHD symptomology, although a moderator effect was found for low and high intensity on student executive functioning suggesting that low and high intensity physical activity may improve student executive functioning. Implications for school personnel are provided given the study findings.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1858380","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48619398","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

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