Journal of Applied School Psychology最新文献_第7页

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

Paths 2 the Future College and Career Readiness Curriculum: Recommendations for School Psychologists 未来大学和职业准备课程的路径2：对学校心理学家的建议

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Journal of Applied School Psychology Pub Date : 2020-08-04 DOI: 10.1080/15377903.2020.1799130

Emily D. Walden, L. Leve, L. Lindstrom

引用次数: 2

Do Motivational Strategies Improve the Effects of a Small-Group Math Intervention Program? 动机策略能提高小组数学干预计划的效果吗？

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Journal of Applied School Psychology Pub Date : 2020-07-02 DOI: 10.1080/15377903.2019.1682735

Robin S. Codding, J. Begeny, Kourtney R. Kromminga, Rebecca Edmunds, Jenna M. Klaft, Calvary R. Diggs, Annie Hansen-Burke

{"title":"Do Motivational Strategies Improve the Effects of a Small-Group Math Intervention Program?","authors":"Robin S. Codding, J. Begeny, Kourtney R. Kromminga, Rebecca Edmunds, Jenna M. Klaft, Calvary R. Diggs, Annie Hansen-Burke","doi":"10.1080/15377903.2019.1682735","DOIUrl":"https://doi.org/10.1080/15377903.2019.1682735","url":null,"abstract":"Abstract Overall mathematics proficiency of fourth graders in the U.S. continues to be poor and students falling at or below the 25th percentile display declining performance (NCES, 2017), which suggests the need for schools to provide supplemental intervention supports as soon as skill gaps are observed. Unfortunately, there is a paucity of small group intervention programs that address whole number knowledge for elementary-aged children. Moreover, the contribution of motivational aspects of small group academic interventions is understudied and may be important for enhancing persistence and effort in mathematics. The purpose of this study was to examine the relative impact of two forms of intervention on mixed addition and subtraction fact fluency with second grade students: (a) evidence-based instructional components alone, and (b) a combination of instructional and motivational components. A multiple baseline design across three groups of second grade students was employed. Across groups, students benefitted from the combined intervention of both instructional and motivational components. Individual performance suggested variability in responsiveness to treatment. Participants rated the combined treatment package more favorably than the instructional components in isolation.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1682735","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49387879","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

Steps in the Implementation of Universal Screening for Behavioral and Emotional Risk to Support Multi-Tiered Systems of Support: Two Case Studies 实施行为和情绪风险普遍筛查以支持多层次支持系统的步骤:两个案例研究

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Journal of Applied School Psychology Pub Date : 2020-06-24 DOI: 10.1080/15377903.2020.1780660

Jorge Verlenden, Shereen C. Naser, Jeffrey Brown

{"title":"Steps in the Implementation of Universal Screening for Behavioral and Emotional Risk to Support Multi-Tiered Systems of Support: Two Case Studies","authors":"Jorge Verlenden, Shereen C. Naser, Jeffrey Brown","doi":"10.1080/15377903.2020.1780660","DOIUrl":"https://doi.org/10.1080/15377903.2020.1780660","url":null,"abstract":"Abstract Behavioral and social-emotional challenges experienced in childhood are risk factors for negative educational and health outcomes. Universal social-emotional screening in schools has been identified as an effective approach to identifying children at risk for mental health and behavioral challenges and is congruent with tiered frameworks for data-based decision-making and mental health service delivery. Even so, implementation of screening in schools has been limited, and many schools continue to rely on office discipline referrals (ODRs) as a primary source for the identification of students needing support. This paper uses two case studies to illustrate key steps in the process of implementing universal screening. The case studies demonstrate a systematic approach to implementation and ways in which universal screening can be used to support multi-tiered systems of support (MTSS) initiatives, highlighting the importance of foundational planning using a multidisciplinary team of school personnel.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1780660","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47134118","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: 8

A Review of the Research on the Scales for Assessing Emotional Disturbance: Screener 情绪障碍量表研究综述:筛选器

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Journal of Applied School Psychology Pub Date : 2020-06-22 DOI: 10.1080/15377903.2020.1780659

M. Lambert, Allen G. Garcia, M. Epstein, D. Cullinan, Jodie Martin

引用次数: 1

Social Validity Perceptions of the Self-Regulation Empowerment Program (SREP): A Qualitative Investigation 自我调节赋权计划(SREP)的社会效度认知:一项质性调查

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Journal of Applied School Psychology Pub Date : 2020-06-05 DOI: 10.1080/15377903.2020.1772433

T. Cleary

{"title":"Social Validity Perceptions of the Self-Regulation Empowerment Program (SREP): A Qualitative Investigation","authors":"T. Cleary","doi":"10.1080/15377903.2020.1772433","DOIUrl":"https://doi.org/10.1080/15377903.2020.1772433","url":null,"abstract":"Abstract The overall purpose of the current paper was to examine the social validity perceptions of middle school students and school personnel (i.e., school psychologist, counselors, assistant principal) regarding the importance of effects and appropriateness of an academic, self-regulated learning (SRL) intervention called the Self-Regulation Empowerment Program (SREP). Based on qualitative data gathered from a free-response question with students and multiple focus groups with SREP coaches (i.e., school personnel), the study provided support for the premise that SREP has a positive effect on middle school students’ motivational and strategic skills. Although the coaches noted a few important logistical and contextual challenges when implementing SREP, they underscored three essential components (i.e., planning, strategy training, reflection) but focused most heavily on the value of reflection activities. This study highlights the importance of gathering social validity data from key stakeholders within school contexts, as well as the relevance of using multi-source, multi-method social validity assessment approaches. Implications for school personnel and school-based assessment practices are underscored.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1772433","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41892704","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 Importance of Growth in Oral Reading Fluency to Predict Performance on High-Stakes Assessments among Students Receiving Supplemental Intervention 在接受补充干预的学生中，口语阅读流利度的增长对预测高风险评估表现的重要性

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Journal of Applied School Psychology Pub Date : 2020-06-01 DOI: 10.1080/15377903.2020.1772432

Ethan R. Van Norman, Peter M. Nelson

{"title":"The Importance of Growth in Oral Reading Fluency to Predict Performance on High-Stakes Assessments among Students Receiving Supplemental Intervention","authors":"Ethan R. Van Norman, Peter M. Nelson","doi":"10.1080/15377903.2020.1772432","DOIUrl":"https://doi.org/10.1080/15377903.2020.1772432","url":null,"abstract":"Abstract Educators and researchers measure student improvement in words read correct per minute (WRCM) to evaluate student response to reading interventions. The utility of evaluating improvement in WRCM via curriculum-based measures to make instructional decisions is based upon the assumption that growth in WRCM is predictive of performance on meaningful distal outcomes (e.g., state achievement tests). This study explored the relative value of measuring growth in WRCM to predict performance on an end of year state achievement test after controlling for baseline performance. We used quantile regression to analyze outcomes from 449 grade three students receiving tier II reading interventions to measure the relationship between growth in WRCM and performance on an end of year test across different levels of performance on that test. Results suggest that growth in WRCM is a meaningful predictor of performance on the end of year test after statistically controlling for baseline performance amongst students that perform better on that test (> 50th percentile). However, the amount of explained variance was consistently small (< 5%). Progress monitoring measures that more closely resemble the criterion of interest may be worth exploring for students that have made the transition from fluency to comprehension, while measures targeting lower order skills may be warranted for students with persistent fluency deficits.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1772432","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43748092","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

Exploring Implementor Error during Remotely Conducted School-Based Functional Analysis Telehealth Training Package 远程执行基于学校的功能分析远程健康培训包时执行器错误的探索

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Journal of Applied School Psychology Pub Date : 2020-04-15 DOI: 10.1080/15377903.2020.1749204

Bradley S. Bloomfield, A. Fischer, Hunter C. King, Erica L. Lehman, Racheal R. Clark

{"title":"Exploring Implementor Error during Remotely Conducted School-Based Functional Analysis Telehealth Training Package","authors":"Bradley S. Bloomfield, A. Fischer, Hunter C. King, Erica L. Lehman, Racheal R. Clark","doi":"10.1080/15377903.2020.1749204","DOIUrl":"https://doi.org/10.1080/15377903.2020.1749204","url":null,"abstract":"Abstract In schools, special education teachers and paraprofessionals are expected to support the completion of functional behavior assessment procedures in the development of a behavior support plan. Often times, school-personnel are limited in their training and resources, particularly in situations where experimental procedures are necessary. This exploratory study aimed to assess the remote delivery of a comprehensive functional analysis (FA) training package via telehealth to school personnel and examine the nature of implementor error through rate of omission and commission errors within and across FA conditions. Paraprofessionals and a special education teacher were trained over telehealth using telepresence robots to implement functional analyses in the schools. Three functional analyses were then conducted. Information regarding procedural integrity, acceptability, and rates of omission and commission errors during each FA condition are presented, along with implications for research and practice.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1749204","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41790055","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: 7