SCHOOL PSYCHOLOGY QUARTERLY最新文献

Supplemental Material for Cognitive Ability and Math Computation Developmental Relations With Math Problem Solving: An Integrated, Multigroup Approach 认知能力和数学计算发展与数学问题解决的关系补充材料:一个综合的，多组的方法

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2018-07-09 DOI: 10.1037/spq0000267.supp

引用次数: 0

Supplemental Material for Measuring Teacher Practices and Student Academic Engagement: A Convergent Validity Study 衡量教师实践和学生学术参与度的补充材料：聚合有效性研究

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2018-07-05 DOI: 10.1037/spq0000268.supp

引用次数: 0

Supplemental Material for Influence of Homogeneity of Student Characteristics in a Group-Based Social Competence Intervention 以群体为基础的社会能力干预中学生特征同质性影响的补充材料

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2018-06-18 DOI: 10.1037/spq0000261.supp

引用次数: 0

Authoritative School Climate, Number of Parents at Home, and Academic Achievement 权威学校氛围、在家家长人数和学业成绩

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-12-01 DOI: 10.1037/spq0000182

Francis L. Huang, Katie Eklund, D. Cornell

引用次数: 15

Protective Factor Screening for Prevention Practice: Sensitivity and Specificity of the DESSA-Mini 预防实践中的保护因子筛选:DESSA-Mini的敏感性和特异性

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-12-01 DOI: 10.1037/spq0000181

Valerie B. Shapiro, B. K. E. Kim, Jennifer L. Robitaille, Paul A. LeBuffe

{"title":"Protective Factor Screening for Prevention Practice: Sensitivity and Specificity of the DESSA-Mini","authors":"Valerie B. Shapiro, B. K. E. Kim, Jennifer L. Robitaille, Paul A. LeBuffe","doi":"10.1037/spq0000181","DOIUrl":"https://doi.org/10.1037/spq0000181","url":null,"abstract":"The Devereux Student Strengths Assessment Mini (DESSA-Mini; Naglieri, LeBuffe, & Shapiro, 2011/2014) was designed to overcome practical obstacles to universal prevention screening. This article seeks to determine whether an entirely strength-based, 8-item screening instrument achieves technical accuracy in routine practice. Data come from a district-wide implementation of a new social emotional learning (SEL) initiative designed to promote students’ social-emotional competence. All students, kindergarten through Grade 8, were screened using the DESSA-Mini. A random 5 students per classroom received additional assessment. Concurrent and predictive criterion studies were conducted using the full DESSA as well as administrative records of serious disciplinary infraction. The DESSA-Mini showed excellent internal reliability, exceeding .90. Negligible to small differences were found between scores on the DESSA-Mini screen and the DESSA full assessment. Classification consistency between the DESSA-Mini and the DESSA was high (87%–94%) in routine practice, with sensitivity and specificity estimates exceeding Glascoe’s (2005) standards. Finally, predictive validity of the DESSA-Mini was reliable; students screened as having a Need for SEL Instruction at the beginning of the year were 4.5 times more likely to have a record of serious disciplinary infraction at the end of the school year compared with those who were not identified (p < .001). These findings compare quite favorably with other instruments used in schools to screen entire student populations, in cases where such analyses have been conducted, and is consistent with a practice preference of identifying, but not overidentifying, students for accelerated preventative interventions for mental, emotional, and behavioral problems.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/spq0000181","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42027626","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: 22

Improving Approximate Number Sense Abilities in Preschoolers: PLUS Games 提高学龄前儿童近似数感能力:PLUS游戏

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-12-01 DOI: 10.1037/spq0000191

J. Van Herwegen, H. Costa, M. Passolunghi

{"title":"Improving Approximate Number Sense Abilities in Preschoolers: PLUS Games","authors":"J. Van Herwegen, H. Costa, M. Passolunghi","doi":"10.1037/spq0000191","DOIUrl":"https://doi.org/10.1037/spq0000191","url":null,"abstract":"Previous studies in both typically and atypically developing children have shown that approximate number system (ANS) abilities predict formal mathematical knowledge later on in life. The current study investigated whether playing specially designed training games that targets the ANS system using nonsymbolic stimuli only would improve preschool children’s ANS abilities. Thirty-eight preschool children were randomly allocated to either the training or control group. For 5 weeks, 20 preschoolers (9 girls) in the training group played daily games for 10 min that included guessing and comparing numerosities, whereas 18 control children (6 girls) were involved in interactive picture book reading sessions. Children’s ANS abilities were assessed using a computerized task before and after the training program. An analysis of covariance with posttraining ANS scores as dependent variable and pretraining scores as a covariate showed that the children in the training group had higher ANS abilities after the training, in contrast to children in the control group (p = .012, &eegr;p2 = .171). This study provides evidence that ANS abilities can be improved in preschool children through a daily training program that targets the ANS specifically. These findings provide support for further training programs for preschool children who show mathematical difficulties early on in life.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/spq0000191","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45502749","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

Observer and Student Ratings of the Class Environment: A Preliminary Investigation of Convergence 课堂环境的观察者和学生评价:收敛性的初步调查

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-12-01 DOI: 10.1037/spq0000176

Peter M. Nelson, L. Reddy, C. Dudek, Adam J. Lekwa

{"title":"Observer and Student Ratings of the Class Environment: A Preliminary Investigation of Convergence","authors":"Peter M. Nelson, L. Reddy, C. Dudek, Adam J. Lekwa","doi":"10.1037/spq0000176","DOIUrl":"https://doi.org/10.1037/spq0000176","url":null,"abstract":"The present study examined the relationship between student and observer ratings of the class environment. More specifically, class responses on the Responsive Environmental Assessment for Classroom Teaching (REACT; Theodore J. Christ & Colleagues, 2015) were compared with observer ratings on the Classroom Strategies Assessment System—Observer Form (Reddy, Fabiano, & Dudek, 2013). This study included 38 teachers and 582 students from 5 high-poverty schools. Observational data were reported as discrepancy scores, which reflect the difference between the recommended frequency and observed frequency of specific instructional and behavioral management strategies for classroom teachers. Pearson correlations were used to evaluate the relationship between the 6 subscales included on the REACT and the 9 subscales included on the CSAS-O. Results provide preliminary evidence for the relationship between observer and student ratings of the class environment. More specifically, as discrepancy scores decreased, student ratings of the class environment tended to be more positive. The relationship between the REACT and the CSAS-O differed across subscales; however, in general, subscales that were conceptually similar tended to demonstrate stronger relationships than subscales that were conceptually distinct. Thus, the observed results also provide preliminary evidence that students are capable of discriminating between the quality of different components of the class environment. The potential use of both observer and student ratings of the class environment to provide teachers with a more robust and comprehensive reference for professional development purposes is discussed within the context of a tiered model of support.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41851622","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: 16

Evaluating a Computer Flash-Card Sight-Word Recognition Intervention With Self-Determined Response Intervals in Elementary Students With Intellectual Disability 评价具有自定反应间隔的小学智障学生电脑抽认卡视字识别干预

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-09-01 DOI: 10.1037/spq0000172

Samantha Cazzell, C. Skinner, D. Ciancio, K. Aspiranti, T. Watson, Kala Taylor, Merilee McCurdy, Amy L. Skinner

引用次数: 15

Single Measure and Gated Screening Approaches for Identifying Students At-Risk for Academic Problems: Implications for Sensitivity and Specificity 识别有学术问题风险的学生的单一测量和门控筛查方法：对敏感性和特异性的启示

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-09-01 DOI: 10.1037/spq0000177

Ethan R. Van Norman, Peter M. Nelson, David A. Klingbeil

{"title":"Single Measure and Gated Screening Approaches for Identifying Students At-Risk for Academic Problems: Implications for Sensitivity and Specificity","authors":"Ethan R. Van Norman, Peter M. Nelson, David A. Klingbeil","doi":"10.1037/spq0000177","DOIUrl":"https://doi.org/10.1037/spq0000177","url":null,"abstract":"Educators need recommendations to improve screening practices without limiting students’ instructional opportunities. Repurposing previous years’ state test scores has shown promise in identifying at-risk students within multitiered systems of support. However, researchers have not directly compared the diagnostic accuracy of previous years’ state test scores with data collected during fall screening periods to identify at-risk students. In addition, the benefit of using previous state test scores in conjunction with data from a separate measure to identify at-risk students has not been explored. The diagnostic accuracy of 3 types of screening approaches were tested to predict proficiency on end-of-year high-stakes assessments: state test data obtained during the previous year, data from a different measure administered in the fall, and both measures combined (i.e., a gated model). Extant reading and math data (N = 2,996) from 10 schools in the Midwest were analyzed. When used alone, both measures yielded similar sensitivity and specificity values. The gated model yielded superior specificity values compared with using either measure alone, at the expense of sensitivity. Implications, limitations, and ideas for future research are discussed.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/spq0000177","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44356855","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: 16

The Relative Contribution of Subjective Office Referrals to Racial Disproportionality in School Discipline 主观办公室转介对学校纪律中种族不均衡的相对贡献

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-09-01 DOI: 10.1037/spq0000178

E. Girvan, Cody Gion, K. McIntosh, K. Smolkowski

引用次数: 203