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

Rumination as a Moderating Effect Between Math Computation and Executive Function Skills in Elementary Students 反刍在小学生数学计算与执行功能技能之间的调节作用

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-11-23 DOI: 10.1177/0829573520973087

Melissa Kang, A. Bédard, R. Martinussen

{"title":"Rumination as a Moderating Effect Between Math Computation and Executive Function Skills in Elementary Students","authors":"Melissa Kang, A. Bédard, R. Martinussen","doi":"10.1177/0829573520973087","DOIUrl":"https://doi.org/10.1177/0829573520973087","url":null,"abstract":"Although students with stronger executive functions (EFs) tend to do better on math computation (MC) assessments than students with weaker EFs, stressful testing situations may lower or affect their mathematical ability. Rumination is one maladaptive coping strategy that can negatively affect EF processes, but little is known about how it impacts the relationship between EFs and MC. This study aimed to examine the relationship between students’ performance on a standardized MC task and ratings of EF ability as a function of their level of rumination. In a sample of students from Grades 4 to 6 (n = 72, mean age = 10.74), there was an interaction between EF scores and rumination in predicting MC. Students with weaker EF scores demonstrated worse math performance than students with stronger EF scores. Interestingly, their level of rumination moderated this association. Specifically, EF difficulties were only associated with less proficient MC performance among high ruminators; this association was not observed among those students reporting low rumination levels. For school psychologists, these findings provide insight into the potential causes of poor MC performance among students with average or better EFs.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 1","pages":"206 - 220"},"PeriodicalIF":2.2,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520973087","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44310234","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

De-Implementing Inappropriate Accommodations Practices 取消实施不适当的住宿做法

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-11-22 DOI: 10.1177/0829573520972556

Benjamin J. Lovett, Allyson G. Harrison

引用次数: 8

Why Questionable Assessment Practices Remain Popular in School Psychology: Instructional Materials as Pedagogic Vehicles 为什么有问题的评估实践在学校心理学中仍然流行:教学材料作为教学工具

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-11-20 DOI: 10.1177/0829573520978111

Ryan L. Farmer, Ryan J. McGill, Stefan C. Dombrowski, Gary L. Canivez

{"title":"Why Questionable Assessment Practices Remain Popular in School Psychology: Instructional Materials as Pedagogic Vehicles","authors":"Ryan L. Farmer, Ryan J. McGill, Stefan C. Dombrowski, Gary L. Canivez","doi":"10.1177/0829573520978111","DOIUrl":"https://doi.org/10.1177/0829573520978111","url":null,"abstract":"Surveys reveal that many school psychologists continue to employ cognitive profile analysis despite the long-standing history of negative research results from this class of practice. This begets the question: why do questionable assessment practices persist in school psychology? To provide insight on this dilemma, this article presents the results of a content analyses of available interpretive resources in the clinical assessment literature that may shed insight on this issue. Although previous reviews have evaluated the content of individual assessment courses, this is the first systematic review of pedagogical resources frequently adopted in reading lists by course instructors. The interpretive guidance offered across tests within these texts was largely homogenous emphasizing the primary interpretation of subscale scores, de-emphasizing interpretation of global composites (i.e., FSIQ), and advocating for the use of some variant of profile analysis to interpret scores and score profiles. Implications for advancing evidence-based assessment in school psychology training and guarding against unwarranted unsupported claims in clinical assessment is discussed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 1","pages":"98 - 114"},"PeriodicalIF":2.2,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520978111","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65215263","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: 10

Effects of Visual Activity Schedule on Decreasing Transition Latency 视觉活动计划对降低转换延迟的影响

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-10-14 DOI: 10.1177/0829573520964354

Rachel B. Pence, R. A. Allday, Amy D Spriggs, Justin D. Lane

引用次数: 0

Peer Pressure and SNS Addiction in Adolescents: The Mediating Role of SNS-Use Motives 同伴压力与青少年社交网络成瘾:社交网络使用动机的中介作用

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-10-09 DOI: 10.1177/0829573520963277

Seon-Jeong Kim, Young-Jin Lim

引用次数: 10

ADHD in Adolescents: Commentary on the Special Issue of Ripple Effects in Self-Perceptions and Social Relationships 青少年多动症：自我认知和社会关系中的涟漪效应特刊述评

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-09-07 DOI: 10.1177/0829573520954584

S. Becker

{"title":"ADHD in Adolescents: Commentary on the Special Issue of Ripple Effects in Self-Perceptions and Social Relationships","authors":"S. Becker","doi":"10.1177/0829573520954584","DOIUrl":"https://doi.org/10.1177/0829573520954584","url":null,"abstract":"Adolescence is a developmental period that affords both risk as well as enormous opportunity. Ripple effects can extend far and wide and speak to the nuance and complexity in understanding and treating ADHD during the adolescent period. The studies in this special issue provide novel and important insights into the lives of adolescents with ADHD, and they collectively point to important areas for both research and clinical attention. Further, each of the studies underscore the importance of soliciting the perspective of adolescents with ADHD. In this commentary, I consider the value of self-report when working with adolescents with ADHD, the possibility of a self-perception bias in youth with ADHD, challenges in assessing social functioning in adolescence, and implications for school-based assessments and interventions. For treatment specifically, I raise the possibility of a modular intervention approach for adolescents with ADHD and shared decision making that solicits and incorporates the adolescent perspective. The voices of adolescents with ADHD may be crucial for understanding how to lower risk, promote resilience, reduce stigma, and improve our assessments and interventions.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"311 - 322"},"PeriodicalIF":2.2,"publicationDate":"2020-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520954584","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41650819","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: 4

Perceptions of ADHD Symptoms in Adolescents With Attention-Deficit/Hyperactivity Disorder: Attributions and Stigma 注意缺陷/多动障碍青少年ADHD症状的认知:归因和污名化

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-09-04 DOI: 10.1177/0829573520936459

A. Varma, J. Wiener

{"title":"Perceptions of ADHD Symptoms in Adolescents With Attention-Deficit/Hyperactivity Disorder: Attributions and Stigma","authors":"A. Varma, J. Wiener","doi":"10.1177/0829573520936459","DOIUrl":"https://doi.org/10.1177/0829573520936459","url":null,"abstract":"This study investigated attributions and stigmatization self-perceptions of 40 adolescents with and 34 adolescents without ADHD for their problematic behaviors and ADHD as a disorder. Adolescents identified behaviors that they believed described them, indicated which of these behaviors was most problematic for them, and responded to a questionnaire regarding the extent to which this behavior was internally caused, controllable, pervasive, and stigmatizing. Compared to participants without ADHD, participants with ADHD endorsed more problematic behaviors including behaviors that are symptoms of ADHD, the impairment associated with ADHD, and commonly co-occurring disorders. They viewed the behavior that they identified as most problematic for them as more pervasive (stable and occurring in more contexts), uncontrollable, and stigmatizing than participants without ADHD. Adolescents with ADHD were less likely to view their most problematic behavior as pervasive and more likely to view it as stigmatizing than the disorder itself. Although adolescents with and without ADHD did not differ in the extent to which they attributed their most problematic behavior to internal causes, adolescents with ADHD were more likely to view the disorder itself as being caused by something inside them than their most problematic behavior.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"252 - 265"},"PeriodicalIF":2.2,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520936459","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42526904","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: 7

The Role of School Psychologists in Supporting Adolescents With ADHD 学校心理学家在支持青少年多动症中的作用

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-09-04 DOI: 10.1177/0829573520923536

J. Wiener

引用次数: 4

Do Adolescents With ADHD Have a Self-Perception Bias for Their ADHD Symptoms and Impairment? 患有多动症的青少年对他们的多动症症状和障碍有自我认知偏差吗？

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-09-04 DOI: 10.1177/0829573520936457

Carla Colomer, J. Wiener, A. Varma

{"title":"Do Adolescents With ADHD Have a Self-Perception Bias for Their ADHD Symptoms and Impairment?","authors":"Carla Colomer, J. Wiener, A. Varma","doi":"10.1177/0829573520936457","DOIUrl":"https://doi.org/10.1177/0829573520936457","url":null,"abstract":"The purpose of this study was to investigate the self-perception bias (SPB) in adolescents with attention-deficit hyperactivity disorder (ADHD). The SPB was defined as adolescent underestimation of their learning and behavior problems in comparison to parent- or teacher-reports or a standardized achievement test. The sample comprised 74 adolescents, ages 13 to 18 (40 ADHD; 34 comparison). Compared to adolescents without ADHD, adolescents with ADHD underreported their symptoms and impairment when parent-reports, but not teacher-reports were the indicator of performance. Adolescents with ADHD, however, reported more difficulties in all areas of functioning than adolescents without ADHD. In the sample of adolescents with ADHD, self- and parent-reports of learning problems, but not teacher-reports, were significantly associated with adolescent total academic achievement test score. Adolescents with learning problems as measured by the achievement test, and social problems as rated by parents, reported higher levels of these difficulties than adolescents whose functioning was in the average range; however, adolescents with clinical levels of oppositional behaviors, as rated by parents or teachers, did not report elevated levels of these behaviors. Depressive symptoms were associated with a lower SPB. Implications of these findings for psychologists’ use of self-report measures with adolescents with ADHD are discussed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"238 - 251"},"PeriodicalIF":2.2,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520936457","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48035036","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: 4

Friendships of Adolescents With Attention-Deficit/Hyperactivity Disorder 注意力缺陷/多动障碍青少年的友谊

IF 2.2 4区心理学

Canadian Journal of School Psychology Pub Date : 2020-09-04 DOI: 10.1177/0829573520936469

Cynthia Maya Beristain, J. Wiener

引用次数: 8