Journal of Applied School Psychology最新文献

{"title":"Empirically Based Practices to Address Disability Stigma in the Classroom","authors":"Rachel L. Salinger","doi":"10.1080/15377903.2020.1749203","DOIUrl":"https://doi.org/10.1080/15377903.2020.1749203","url":null,"abstract":"Abstract Stigmatization of students with disabilities relates to adverse long-term effects. Research provides evidence that the majority of students maintain negative cognitive and affective attitudes toward peers with disabilities. As these attitudes begin to develop in childhood and directly affect students in the educational context, schools are responsible for addressing this stigma. In order to increase the acceptance of students with disabilities, research supports the use of programs focusing on education, social contact, or advocacy. As the frequency of teachers’ use of empirically-based practices to increase acceptance of students with disabilities is limited, research carries implications for teachers as well as school psychologists, administrators, and educational institutions in providing the appropriate support for teachers to successfully implement strategies to reduce stigma. This article aims to review research on empirically-based practices to address disability stigma in the classroom, inclusive of studies revealing ineffective practices, and discuss practical applications for school psychologists in the school setting.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1749203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47774272","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}

{"title":"The Role of School Psychologists in Employment-Focused Transition Services","authors":"Dustin Ducharme, Andrew T. Roach, Q. Wellons","doi":"10.1080/15377903.2020.1749205","DOIUrl":"https://doi.org/10.1080/15377903.2020.1749205","url":null,"abstract":"Abstract Transition services support students with disabilities in accessing post-secondary school opportunities including employment. This study used both quantitative and qualitative methods to gather data on practicing school psychologists’ experiences, attitudes, and training related to the school to employment transition process. Participants’ responses on surveys (n = 38) and interviews (n = 7) indicated that school psychologists see themselves as having skills that would contribute to the transition process but that they experience barriers such as resource allocation, lack of training, and minimal knowledge of the empirical support for transition services that make it difficult to participate. The results also suggest that school psychologists have existing skills that could be applied to the transition process. Recommendations are provided as to how school psychologists can support youth school-to-work transition with minimal adjustment to their existing role.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1749205","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46014453","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}

{"title":"Middle School Teachers’ Perceptions of Academic and Behavioral Support Testing Accommodations","authors":"Nicole E. Mathes, S. Witmer, Martin A. Volker","doi":"10.1080/15377903.2020.1749202","DOIUrl":"https://doi.org/10.1080/15377903.2020.1749202","url":null,"abstract":"Abstract Understanding educators’ perceptions about the validity and ease of providing various accommodated test administrations is critical for assisting them in promoting the accessibility of testing and instruction. One-hundred forty-eight educators completed a survey of their perceptions of the validity and ease of providing over 30 different test accommodations, encompassing both academic and behavioral supports. Results indicated that teachers generally considered the selected accommodations as allowing for valid measurement during testing, although academic accommodations tended to be more commonly perceived as allowing for valid testing than behavioral support accommodations. Specific accommodations varied considerably in terms of their perceived ease of provision, with behavioral support accommodations tending to be perceived as easier to provide than academic accommodations. Implications for future research and practice are provided.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1749202","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47749910","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}

{"title":"School-Based Support for Families of Students with Traumatic Brain Injuries","authors":"S. Davies","doi":"10.1080/15377903.2020.1734708","DOIUrl":"https://doi.org/10.1080/15377903.2020.1734708","url":null,"abstract":"Abstract Families of children with traumatic brain injuries (TBIs) often experience emotional burden related to the sudden onset, intensity, and duration of the recovery process. Family support can improve outcomes; however, parents and siblings of students with TBI often do not receive the help they need, which can impede the injured child’s recovery. This qualitative study involved focus groups with school psychologists who have worked with students with TBIs. Participants were asked about challenges experienced by families of students with TBI and how school psychologists could better support families of children with TBI. Themes included: guilt, change, lack of time and resources, and inconsistent or fragmented advice and services. Four specific areas of opportunity for developing improved school-based services are discussed. These include facilitating collaborative consultation, being a direct source of support, teaching coping and resilience strategies, and elevating awareness.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1734708","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44872249","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}

{"title":"Integrating a Self-Regulation Focused Cognitive-Behavioral Intervention in the Classroom","authors":"B. M. Stran, B. Chapin, E. Joy, Brooke Stover, Alexandrea D. Maffei","doi":"10.1080/15377903.2020.1727600","DOIUrl":"https://doi.org/10.1080/15377903.2020.1727600","url":null,"abstract":"Abstract This article seeks to demonstrate the effectiveness of an age-specific, manualized self-regulation treatment approach, Self-Regulation Training System (SRTS). SRTS interventions were implemented through waitlist control design over a span of two months to students in fourth grade classes from eight different elementary schools in the Midwestern United States (N = 373). The sample comprised of 52% boys, with an average age of 9.25 (SD = 0.45). A significant increase in average teacher-reported self-regulation scores was observed in both waitlist and experimental groups after the intervention was administered. In addition, students’ problem behaviors increased in the waitlist group when students had not received the intervention and remained stable once students experienced the intervention in both the experimental and waitlist conditions. Overall, the results provide initial evidence that the classroom wide interventions like the SRTS may be helpful in promoting self-regulation skills in children. Interventions such as the SRTS provide a feasible way for schools to promote self-regulation skills and influence problem behaviors in the classroom.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1727600","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41894023","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}

{"title":"Introduction to Special Issue on Tier 2 Adaptations to Behavioral Interventions: A Focus on Innovations and Recommendations","authors":"Sara C. McDaniel, A. Bruhn, Catherine P. Bradshaw","doi":"10.1080/15377903.2020.1714852","DOIUrl":"https://doi.org/10.1080/15377903.2020.1714852","url":null,"abstract":"Given the rapid growth and expansion of multi-tiered interventions and supports to address behavior, educators and researchers are increasingly seeking support and innovations regarding the implementation of interventions at the more advanced tiers. While there is still a need for work related to implementation of universal or Tier 1 interventions and programs, there has been a considerable gap in relation to Tier 2 behavioral interventions more specifically. Several studies have documented significant outcomes of Tier 2 behavioral interventions on student outcomes (e.g., Check-in/Checkout; Drevon, Hixson, Wyse, & Rigney, 2019), yet there is limited research and guidance around methods for improving the effectiveness and efficiency of these interventions by adapting them to students’ needs and the contexts in which they are delivered. As a result, this special issue includes a set of original papers focused on Tier 2 behavioral interventions that move beyond typical “one size fits all” approaches to Tier 2 interventions for behavior problems and builds on a previous special issue on current issues in Tier 2 in the Journal of Applied School Psychology (Stormont & Reinke, 2013) published 6 years ago. Specifically, this special issue provides conceptual and research-based papers that describe approaches to adapting Tier 2 behavioral interventions. Building on the prior work on this topic by Stormont and Reinke (2013), we organized a special issue with the overarching goal of advancing empirical and theoretical work related to adapting Tier 2 interventions and adaptive processes within Tier 2. Specifically, this set of conceptual and research-based papers describe several practical, feasible approaches to adapting Tier 2 behavioral interventions to meet the varying needs of students requiring Tier 2 intervention, thus improving effectiveness and potentially reducing overidentification for Tier 3 supports. Toward this end, we drew upon applied research across multiple fields, including general education, special education, psychology, counseling,","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1714852","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41598070","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}

{"title":"An Evaluation of Adaptations Made to Tier 2 Social Skill Training Programs","authors":"L. Kern, Kelsey Gaier, Samantha Kelly, Christiana Nielsen, Colleen E. Commisso, J. Wehby","doi":"10.1080/15377903.2020.1714858","DOIUrl":"https://doi.org/10.1080/15377903.2020.1714858","url":null,"abstract":"Abstract Within a three-tiered intervention framework, such as School-Wide Positive Behavioral Interventions and Supports, Tier 2 interventions were initially conceived as employing a standard protocol across all at-risk students. Research and practice, however, suggests advantages to adapting interventions so they are tailored to individual student needs. In this literature review, we examined adaptations to social skills training (SST). We identified 19 studies that implemented SST within a tiered framework, eight of which made adaptations. Across the studies, nine different types of adaptations were made. All studies made multiple simultaneous adaptations with the 156 participants, which resulted in uniformly favorable outcomes. Most studies made adaptations at the study onset and the rationale for making the adaptations varied. Studies varied in the number of Quality Indicators present. This review indicates that adaptations may improve the effectiveness of Tier 2 interventions; however, additional research is needed to provide further evidence of the effectiveness of individual adaptations and to identifying procedures for selecting adaptations matched to student need.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1714858","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41464347","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}

{"title":"Reengineering Tier 2 Interventions for Responsive Decision Making: An Adaptive Intervention Process","authors":"Caitlyn E. Majeika, A. Bruhn, Brittany I. Sterrett, Sara C. McDaniel","doi":"10.1080/15377903.2020.1714855","DOIUrl":"https://doi.org/10.1080/15377903.2020.1714855","url":null,"abstract":"Abstract Tier 2 social behavioral interventions are designed to support up to 15% of the school population; as such, they must be efficient and effective. The purpose of this article is to propose an adaptive, responsive approach to the implementation of social behavioral Tier 2 interventions, considering both core components and malleable features to increase the likelihood of improved student outcomes. We describe horizontal adaptations, which are based on student characteristics and contextual factors, as well as vertical adaptations, which are based on data indicating a student’s response (or nonresponse) to intervention. These adaptations are discussed within the context of previous research on three commonly implemented Tier 2 interventions: check- in/check-out, self-management strategies, and social skills training.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1714855","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47090693","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}

{"title":"Enhancing the Outcomes of Tier 2 Interventions through Planful Adaptations","authors":"M. Stormont, W. Reinke","doi":"10.1080/15377903.2020.1714862","DOIUrl":"https://doi.org/10.1080/15377903.2020.1714862","url":null,"abstract":"Abstract The articles in the current special issue advance the literature on Tier 2 in the crucial area of discussing adaptations to existing Tier 2 interventions to enhance positive student outcomes. Adaptation is common practice in school settings. Thus, setting up recommendations, or embedding guiding principles for how to successfully adapt Tier 2 interventions is an important area of work. In this commentary, we highlight three key implications, moving beyond one size fits all, having a systematic process to guide adaptations, and establishing and supporting leadership teams in Tier 2 interventions to enhance student success. Implications for future research and school practices are provided.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1714862","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41298888","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}

{"title":"Using Evidence Informed Strategies to Adapt Tier 2 Interventions","authors":"Brittany I. Sterrett, Sara C. McDaniel, Caitlyn E. Majeika, A. Bruhn","doi":"10.1080/15377903.2020.1714856","DOIUrl":"https://doi.org/10.1080/15377903.2020.1714856","url":null,"abstract":"Abstract Positive Behavioral Intervention Supports (PBIS) is a preventative and responsive three-tiered framework comprised of a continuum of evidence-based practices and interventions. Adaptation, or tailoring is a critical component to the PBIS system, as it is not intended to be a standard treatment protocol, particularly at the Tier 2 level. Tier 2 interventions require fidelity to core ingredients that make the intervention effective but issues still arise concerning the targeted intervention’s implementation, student response, intensity need, and social validity that inform the tailoring of interventions at Tier 2. Currently, there is no clear protocol for adapting Tier 2 intervention. The purpose of this paper is guide implementers with the adaptation process by providing descriptions and examples of possible intervention adaptations based on (1) student characteristics, (2) intervention characteristics, and (3) setting characteristics.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1714856","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42098656","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}