Canadian Journal of School Psychology最新文献_第2页

Clinical Assessment in School Psychology: Impervious to Scientific Reform? 学校心理学的临床评估：无法进行科学改革？

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2024-01-08 DOI: 10.1177/08295735231224052

S. C. Dombrowski, Ryan J. McGill

{"title":"Clinical Assessment in School Psychology: Impervious to Scientific Reform?","authors":"S. C. Dombrowski, Ryan J. McGill","doi":"10.1177/08295735231224052","DOIUrl":"https://doi.org/10.1177/08295735231224052","url":null,"abstract":"Given the interdisciplinary influences on school psychology along with its requirement to comply with federal and state law in the United States, scientific progress in the area of cognitive assessment and specific learning disabilities (SLD) identification has experienced slow, if not stagnant, progress. Extrapolation of research from one discipline to that of assessment is common in school psychology where test authors and creators of interpretive and diagnostic systems make theoretical and empirical justification for their claims with correlational research and factor analysis. Although these methodologies may appear to support an underlying theory or interpretive approach, they can produce divergent results depending upon sample size and methodological choice. Consequently, greater replication and reproduction is required. Federal and state law in the United States may perpetuate low value practices among practitioners who view them as acceptable since they are legal. School psychology does not have regulatory agencies to oversee practices. All of these influences impinge on scientific progress in cognitive assessment and SLD identification. Fortunately, Canada is not beholden to omnibus special education law so its academic institutions and agencies (e.g., school districts) may be better poised to engender scientific progress in cognitive assessment and SLD identification.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"40 7","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139446556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A School Psychology for All: Realizing Evidence-Based Practice Through Social Justice 面向所有人的学校心理学：通过社会公正实现循证实践

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2024-01-08 DOI: 10.1177/08295735231224047

G. T. Schanding

引用次数: 0

Developmental Trajectory of Conduct Problems Among Boys and Girls Receiving Psychoeducational Services at Elementary Schools. 小学接受心理教育服务的男孩和女孩行为问题的发展轨迹。

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-12-01 Epub Date: 2023-09-27 DOI: 10.1177/08295735231198747

Michèle Déry, Caroline E Temcheff, Martine Poirier, Stéphanie Boutin, Mélanie Lapalme, Annie Lemieux

{"title":"Developmental Trajectory of Conduct Problems Among Boys and Girls Receiving Psychoeducational Services at Elementary Schools.","authors":"Michèle Déry, Caroline E Temcheff, Martine Poirier, Stéphanie Boutin, Mélanie Lapalme, Annie Lemieux","doi":"10.1177/08295735231198747","DOIUrl":"10.1177/08295735231198747","url":null,"abstract":"<p><p>Elementary public schools remain the most common venues for addressing children's severe conduct problems. Nevertheless, very few longitudinal studies have examined association between receiving psychoeducational services for conduct problems in school and subsequent conduct problem severity. This study explored if psychoeducational service reception contributed to reduce conduct problems in a sample of 434 elementary school-aged boys and girls presenting a high level of conduct problems. The study used a repeated measures design at 12-month intervals, for 4 years. Information regarding the severity of children's conduct problems and services was provided by parents and teachers. Latent Growth Modeling was used to identify a mean trajectory of conduct problems. Results revealed that psychoeducational services were associated with a decrease in conduct problems over time, but this association was only observed in boys. There was no association between service reception at study inception and the trajectory of conduct problems among girls. These results suggests that psychoeducational services are well suited to the difficulties of boys with conduct problems; however, they may call for a review of the services offered to girls in schools, both in terms of the detection of conduct problems in young girls, and in terms of their treatment options.</p>","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 4","pages":"287-301"},"PeriodicalIF":2.2,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/07/a6/10.1177_08295735231198747.PMC10584659.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49692953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

In-Person and In-Home Teleneuropsychological Assessments With Youth With Neurodevelopmental Disorders: What’s the Difference? 青少年神经发育障碍的面对面和家庭远程神经心理评估:有什么区别?

4区心理学

Canadian Journal of School Psychology Pub Date : 2023-09-19 DOI: 10.1177/08295735231199858

Julia Moreau, Beth Pollock, Allyson G. Harrison

{"title":"In-Person and In-Home Teleneuropsychological Assessments With Youth With Neurodevelopmental Disorders: What’s the Difference?","authors":"Julia Moreau, Beth Pollock, Allyson G. Harrison","doi":"10.1177/08295735231199858","DOIUrl":"https://doi.org/10.1177/08295735231199858","url":null,"abstract":"Psychoeducational assessments provide clinicians with the foundation for diagnostic determinations and meaningful recommendations for youth with neurodevelopmental disorders. Due to the COVID-19 pandemic, the field shifted from seeing clients face-to-face (FTF) to conducting evaluations virtually via teleneuropsychology (TNP) in the client’s own home. The current study sought to determine the equivalence of cognitive and achievement scores obtained in the context of FTF versus TNP testing. Nineteen youth with diverse neurodevelopmental disorders completed the Woodcock Johnson-Fourth Edition (WJ-IV). Results suggest generally equivalent results, with the caveat that scores from measures of Fluid Reasoning and Auditory Processing were significantly different across testing modalities. Environmental factors, characteristics of the clients, administration challenges, technical considerations, and practice effects may have contributed to differences in scores. These findings have implications for assessment standardization, case conceptualization, and implementation of recommendations in the school setting when psychoeducational assessments are conducted virtually.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Association Between Health and Levels of Health Literacy in 13- to 16-Year-Old Adolescents During the COVID-19 Pandemic: The Case of Lebanon COVID-19大流行期间13至16岁青少年健康与健康素养水平之间的关系:以黎巴嫩为例

4区心理学

Canadian Journal of School Psychology Pub Date : 2023-09-11 DOI: 10.1177/08295735231197344

Carmel Bouclaous, Ralph Daher, Wissam Osseily, Rafaela Rosário, Hasan Hamam

引用次数: 1

Online and Offline Bullying/Harassment and Perceived Racial/Ethnic Discrimination among Iranian Adolescents 伊朗青少年的线上与线下霸凌/骚扰与种族/民族歧视

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-07-25 DOI: 10.1177/08295735231188008

Sepide Pazhouhi

{"title":"Online and Offline Bullying/Harassment and Perceived Racial/Ethnic Discrimination among Iranian Adolescents","authors":"Sepide Pazhouhi","doi":"10.1177/08295735231188008","DOIUrl":"https://doi.org/10.1177/08295735231188008","url":null,"abstract":"Bullying and cyberbullying are prevalent among school-age children. A considerable number of adolescents experience different forms of bullying due to various reasons, such as their race and ethnicity. Previous research has examined the effect of ethnicity and race on school bullying and victimization, mostly in Western cultures. Iran is a country with diverse ethnic backgrounds, and no research has investigated this issue in Iranian schools. This study aimed to examine the interplay of online and offline victimization and online and offline ethnic discrimination among adolescents in Iran. It also aimed to investigate gender differences in the experience of victimization and ethnic discrimination among Iranian adolescents. The participants were a sample of 156 Iranian adolescents (116 females and 40 males) who completed an online survey, including demographic questions and self-report measures of victimization and racial–ethnic discrimination. The results showed that non-Fars minority adolescents reported a greater experience of online victimization, online and offline ethnic discrimination than the majority of Fars ethnicity adolescents. Additionally, the minority group reported a higher victimization experience than the Fars majority in online settings, but not offline. Female participants reported a higher experience of online victimization and online ethnic discrimination than male adolescents.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47091515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Self-Care of Canadian School Psychology Graduate Students 加拿大学校心理学研究生的自我护理

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-07-14 DOI: 10.1177/08295735231183463

Courtney Miller, Brittany Postill, Jac J. W. Andrews

引用次数: 0

Assessments of English Reading and Language Comprehension in Bilingual Children: A Systematic Review 2010 to 2021 双语儿童英语阅读和语言理解的评估:2010 - 2021年的系统回顾

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-06-28 DOI: 10.1177/08295735231183608

Julie H. J. Oh, Badriah Basma, A. Bertone, G. Luk

{"title":"Assessments of English Reading and Language Comprehension in Bilingual Children: A Systematic Review 2010 to 2021","authors":"Julie H. J. Oh, Badriah Basma, A. Bertone, G. Luk","doi":"10.1177/08295735231183608","DOIUrl":"https://doi.org/10.1177/08295735231183608","url":null,"abstract":"Learning to read marks an important milestone in children. Extensive research with monolingual and bilingual children has demonstrated that language comprehension (LC) forms fundamental building blocks for reading comprehension (RC). However, mixed findings are reported among studies that compare readings skills in children with and without diverse language experiences. Depending on how researchers operationalize the construct of LC and RC, studies use different standardized tests or assessments to assess reading skills in children, which may lead to different findings across studies. The current review systematically examined tests of LC and RC that empirical studies have used to assess bilingual children who speak English as their second language. Out of an initial sample of 374 studies, 25 were eligible for inclusion. We extracted LC and RC assessments from the studies and documented task- and administration-related factors. Moreover, participant characteristics, definition of LC as described by authors, and findings related to the relationship between LC and RC were examined for each study. Our results demonstrated variability in the measures and definitions used to assess and describe LC and RC, potentially explaining the mixed findings in the literature. We underscore the importance of considering the multidimensional nature of LC and the need to further explore how different administrative and task characteristics of LC tests relate to RC. Furthermore, this review provides researchers and practitioners with an original and extensive survey of the literature on how LC and RC were assessed among bilingual children. Lastly, we highlight limitations in the current literature and discuss practical implications in the field of school psychology in supporting children with diverse language experiences.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44251646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Speed of Cognitive Processing Within a Test of Executive Functions and Information Integration 执行功能和信息整合测试中的认知加工速度

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-06-21 DOI: 10.1177/08295735231181770

J. Das, Swagatika Samantaray

{"title":"Speed of Cognitive Processing Within a Test of Executive Functions and Information Integration","authors":"J. Das, Swagatika Samantaray","doi":"10.1177/08295735231181770","DOIUrl":"https://doi.org/10.1177/08295735231181770","url":null,"abstract":"Rapid Automatic Naming (RAN) has been widely recognized as a reliable predictor of reading proficiency. Although RAN represents the speed of cognitive processing, there are few studies that have addressed RAN as a cognitive process in its own right Furthermore, RAN performance of ELL (English Language Learners) has been less frequently investigated. We have two parts to this study. First, we examine the factor structure of an enlarged composite measure of speed measure by adding four additional tests comprising color naming, and two number naming tasks to the traditional RAN of digit and letter naming. In the second part, we determine the association of Speed with broad cognitive processes comprising Executive Functions, and Information processing. Participants were students in English medium schools in India. They were divided into two age groups (8–14 and 15–20) for statistical analyses of six Speed measures Results show a strong unitary speed factor in the 8 to 14 age group. In contrast, in the 15 to 20 group RAN tests comprising digits and letters showed a very small loading on the same factor. Addressing the second objective, which is the impact of speed on various cognitive tasks, the results show that response speed has a minimal influence on Nonverbal Configurations (simultaneous) tasks, and tasks of executive functions comprising Working Memory, and Visual-Spatial Processing. These tests will enable us to isolate specific cognitive deficiencies from response speed. In a re-examination of the relation between Reading & RAN-type tests, we could suggest that serial articulation is the common and essential feature that binds rapid naming tasks and reading fluency.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"38 1","pages":"268 - 282"},"PeriodicalIF":2.2,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43942458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Snapshot of Gay-Straight Alliance Clubs and Student Well-Being in Western Canadian High Schools. 加拿大西部高中同性恋-异性恋联盟俱乐部和学生幸福感的快照。

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2023-06-01 DOI: 10.1177/08295735231170337

Maria Di Stasio, Lauren Alston, Jason Harley

引用次数: 0