Journal of Applied School Psychology最新文献_第9页

Both/and: Tier 2 Interventions with Transdiagnostic Utility in Addressing Emotional and Behavioral Disorders in Youth 两者/和:在解决青少年情绪和行为障碍的跨诊断效用的第2级干预

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Journal of Applied School Psychology Pub Date : 2020-01-29 DOI: 10.1080/15377903.2020.1714859

Meghan E. Clifford, A. Nguyen, Catherine P. Bradshaw

引用次数: 8

Identifying Factors Associated with Patterns of Student Attendance and Participation in a Group Tier 2 Preventive Intervention: Implications for Adaptation 识别与学生出勤和参与团体二级预防干预模式相关的因素：对适应的影响

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Journal of Applied School Psychology Pub Date : 2020-01-29 DOI: 10.1080/15377903.2020.1714860

Elise T. Pas, L. Kaiser, J. Rabinowitz, J. Lochman, Catherine P. Bradshaw

{"title":"Identifying Factors Associated with Patterns of Student Attendance and Participation in a Group Tier 2 Preventive Intervention: Implications for Adaptation","authors":"Elise T. Pas, L. Kaiser, J. Rabinowitz, J. Lochman, Catherine P. Bradshaw","doi":"10.1080/15377903.2020.1714860","DOIUrl":"https://doi.org/10.1080/15377903.2020.1714860","url":null,"abstract":"Abstract The extent to which youth attend Tier 2 evidence-based intervention is an important dimension of implementation. This study examined attendance patterns of 369 middle schoolers involved in a randomized trial testing the impact of Coping Power, an evidence-based Tier 2 preventive intervention. We conducted latent profile analysis to examine student attendance at the 25 Coping Power sessions and found three attendance patterns: 69.9% of youth had high and stable attendance, 19.5% of youth had moderate and modestly declining attendance, and 10.6% had poor and sharply declining attendance. We then examined whether students of a particular gender and race or in single-gender/race intervention groups were more likely to demonstrate certain attendance patterns and whether there were mean differences across attendance patterns on student behavioral risk, affect, and group engagement, group characteristics (e.g., group behavioral norms), and individual contacts with the group leader. Analyses indicated students demonstrating the poor and sharply declining attendance pattern had higher early-session negative affect than students with the other two attendance patterns and were less likely to be in gender-balanced groups than students with moderate and modestly declining attendance. Students with moderate and modestly declining attendance spent more time in contacts with group leaders than students with high and stable attendance. Students with high attendance were in groups with the highest early-session group attendance rates. Implications of these findings for adaptation and tailoring of the Tier 2 Coping Power program are discussed.","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/10.1080/15377903.2020.1714860","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48484676","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: 9

School Psychologists’ Knowledge of Traumatic Brain Injuries and Willingness to Lead a Concussion Team 学校心理学家对创伤性脑损伤的认识和领导脑震荡小组的意愿

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Journal of Applied School Psychology Pub Date : 2020-01-02 DOI: 10.1080/15377903.2019.1669094

Danielle M. Eftaxas, Angela I. Canto

引用次数: 1

Implementation Fidelity of Culturally Responsive School-Wide Positive Behavior Interventions and Supports in a Spanish-Language Magnet School: A Case Study Emphasizing Context 一所西班牙语磁石学校文化响应性全校积极行为干预与支持的实施保真度:强调情境的个案研究

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Journal of Applied School Psychology Pub Date : 2020-01-02 DOI: 10.1080/15377903.2019.1665607

Hallie Fetterman, Chelsea Ritter, Julie Q. Morrison, Daniel S. Newman

{"title":"Implementation Fidelity of Culturally Responsive School-Wide Positive Behavior Interventions and Supports in a Spanish-Language Magnet School: A Case Study Emphasizing Context","authors":"Hallie Fetterman, Chelsea Ritter, Julie Q. Morrison, Daniel S. Newman","doi":"10.1080/15377903.2019.1665607","DOIUrl":"https://doi.org/10.1080/15377903.2019.1665607","url":null,"abstract":"Abstract School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a broad set of evidence-based strategies designed to create school environments that promote and support appropriate behavior of all students. The PBIS Cultural Responsiveness Field Guide provides a foundation for designing a SWPBIS program that meets the needs of culturally and linguistically students in schools. The purpose of this case study is to describe the development and implementation of a SWPBIS program in a newly formed, urban, Spanish-language magnet elementary school. Data from the culturally-responsive SWPBIS Spanish-Language School Program during the first year of implementation indicated increases in implementation fidelity, as well as equitable student knowledge of behavioral expectations across both native Spanish speakers and native English Speakers when culturally responsive materials and procedures were used to teach and reinforce behavior expectations. Teachers also reported positive perceptions of the Program’s goals, procedures, and outcomes. Implications for practice are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1665607","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43195523","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

Ethical Considerations for Using School-Based Motivational Interviewing with Parents, Teachers, and Students 对家长、教师和学生使用校本动机访谈的伦理考虑

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Journal of Applied School Psychology Pub Date : 2020-01-02 DOI: 10.1080/15377903.2019.1665606

Gerald G. Strait, J. Strait, Thomas Schanding, Jacqueline R. Anderson, Diana Stinson, Stephanie Schmidt, Samuel Y. Kim

引用次数: 1

Youth mental health first aid: Initial outcomes of a statewide rollout in Ohio 青少年心理健康急救:俄亥俄州全州推广的初步结果

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Journal of Applied School Psychology Pub Date : 2020-01-02 DOI: 10.1080/15377903.2019.1619645

Amity Noltemeyer, Haigen Huang, C. Meehan, Emily Jordan, Kristen Morio, Kevin Shaw, Kathleen C. Oberlin

{"title":"Youth mental health first aid: Initial outcomes of a statewide rollout in Ohio","authors":"Amity Noltemeyer, Haigen Huang, C. Meehan, Emily Jordan, Kristen Morio, Kevin Shaw, Kathleen C. Oberlin","doi":"10.1080/15377903.2019.1619645","DOIUrl":"https://doi.org/10.1080/15377903.2019.1619645","url":null,"abstract":"Abstract Although mental health concerns are common among children and adolescents, youth-serving adults often feel underprepared in responding to these challenges. Youth Mental Health First Aid (YMHFA) is a training program designed to teach adults how to assist youths experiencing mental health or addiction challenges. This pilot program evaluation study examined the outcomes of YMHFA associated with adult knowledge, confidence, beliefs, and behaviors. Participants included 2,180 individuals in Ohio who attended a YMHFA training between January 2015 and August 2016; most participants were White women and represented professions in the field of education. Results revealed that YMHFA participants became more confident, willing to help, aware of support and resources, and accepting of individuals with mental health conditions three months posttraining. A high percentage of YMHFA participants also reported applying YMHFA Action Steps at 3, 6, 9, and 12 months after the training. Demographic differences (by race, gender, age, and occupation) in the adult outcomes associated with YMHFA training did not emerge when removing the effects of other participant variables. Limitations, future directions for research, and implications for school psychology practice are discussed in this Service Delivery Brief.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1619645","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47580102","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

Game-Based Self-Management: Addressing Inattention during Independent Reading and Written Response 基于游戏的自我管理:解决独立阅读和书面反应中的注意力不集中问题

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Journal of Applied School Psychology Pub Date : 2020-01-02 DOI: 10.1080/15377903.2019.1660748

Judith R. Harrison, C. Kwong, Steven W. Evans, Corey Peltier, Leslie A. Mathews, T. Chatman

引用次数: 6

Treating Pediatric Chronic Pain in Schools: A Primer for School Psychologists 治疗儿童慢性疼痛在学校:入门学校心理学家

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Journal of Applied School Psychology Pub Date : 2020-01-02 DOI: 10.1080/15377903.2019.1619646

Paul C. Jones, K. Salamon

引用次数: 1

Schema-Based Instruction Implemented under Routine Conditions 在常规条件下实现的基于模式的指令

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Journal of Applied School Psychology Pub Date : 2019-11-14 DOI: 10.1080/15377903.2020.1821273

Corey Peltier, Mindy E. Lingo, Faye A. Autry, Malarie E. Deardorff, Maegann Palacios

{"title":"Schema-Based Instruction Implemented under Routine Conditions","authors":"Corey Peltier, Mindy E. Lingo, Faye A. Autry, Malarie E. Deardorff, Maegann Palacios","doi":"10.1080/15377903.2020.1821273","DOIUrl":"https://doi.org/10.1080/15377903.2020.1821273","url":null,"abstract":"Abstract Many students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. Schema-based instruction (SBI) is identified as a promising practice for students with a SLD. The current projects aimed to tests the efficacy of SBI implemented by a teacher under routine conditions. This extends prior literature by (a) using a teacher as the implementer, (b) allowing flexibility in the intervention protocol, (c) condensing the duration of intervention sessions, and (d) providing instruction in small group settings. In addition, we measured student problem solving performance on word problems requiring two-steps. We used a multiple-probe design across three groups of fifth-grade participants (n = 7) receiving supplemental instruction in a resource room setting. Results indicated a functional relation between SBI and problem-solving performance on one-step word problems. However, the magnitude of change and consistency in performance varied across participants. Student performance on two-step word problems embedded within one structure and combined structures was low. The NAP, Tau, LRRi, and BC-SMD effect sizes were used to quantify effects. Implications are discussed in regard to systematic replication and conditions that may impact fidelity.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1821273","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44812298","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

Does Reading Standardized Tests Aloud Meet the Scientific Definition of an Accommodation? 大声朗读标准化考试是否符合“适应”的科学定义?

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Journal of Applied School Psychology Pub Date : 2019-04-26 DOI: 10.1080/15377903.2019.1601145

Craig F Spiel, Steven W. Evans, Judith R. Harrison

引用次数: 4