SCHOOL PSYCHOLOGY QUARTERLY最新文献_第10页

Orthogonal Higher Order Factor Structure of the Stanford-Binet Intelligence Scales—Fifth Edition for Children and Adolescents 斯坦福-比奈智力量表第五版的正交高阶因子结构

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2008-12-01 DOI: 10.1037/A0012884

Gary L. Canivez

引用次数: 67

Beyond Correlational Analysis of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS): A Classification Validity Study. 早期基本读写能力动态指标的超相关分析:分类效度研究。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2008-12-01 DOI: 10.1037/A0013245

Jason M. Nelson

引用次数: 37

Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. 少数民族、低收入家庭、城市小学儿童的社会能力、社会支持与学业成绩。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2008-12-01 DOI: 10.1037/1045-3830.23.4.474

M. Elias, N. Haynes

{"title":"Social competence, social support, and academic achievement in minority, low-income, urban elementary school children.","authors":"M. Elias, N. Haynes","doi":"10.1037/1045-3830.23.4.474","DOIUrl":"https://doi.org/10.1037/1045-3830.23.4.474","url":null,"abstract":"Despite living in disadvantaged urban communities experiencing social and economic hardships, many children emerge with positive outcomes. Social-emotional competence and social support were hypothesized to have strong influences on academic trajectories during the critical period of academic skill acquisition. Participants were 282 third-grade students from six elementary schools in a Northwestern urban community. Beyond the importance of prior levels of academic competence, considerable variance in end-of-year academic outcomes was predicted by initial levels of academic social-emotional competence and improvements in social-emotional competence and perceived teacher support over the course of the year. Noteworthy is that findings were strongest for African-American students, but methodological caveats regarding research with underachieving minority youth were discussed. The findings suggest that school psychologists and others designing interventions to improve achievement of disadvantaged students should address social-emotional competencies and classroom climate, especially teacher support of students.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"23 1","pages":"474-495"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/1045-3830.23.4.474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57489411","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: 330

Gender differences in the relationship between perceived social support and student adjustment during early adolescence. 青少年早期感知社会支持与学生适应关系的性别差异。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2008-12-01 DOI: 10.1037/1045-3830.23.4.496

S. Y. Rueger, Christine K. Malecki, M. Demaray

{"title":"Gender differences in the relationship between perceived social support and student adjustment during early adolescence.","authors":"S. Y. Rueger, Christine K. Malecki, M. Demaray","doi":"10.1037/1045-3830.23.4.496","DOIUrl":"https://doi.org/10.1037/1045-3830.23.4.496","url":null,"abstract":"The current study is an investigation of early adolescents' perceptions of social support from parents, teachers, classmates, and close friends, and how that support is related to measures of students' adjustment on a range of behavioral indices. Data were collected on a sample of 246 students in Grades 6 through 8 using the Child and Adolescent Social Support Scale (CASSS), and the Parent Rating Scale of the Behavior Assessment System for Children (BASC-PRS). Analyses using the social support subscale scores (Parent, Teacher, Classmate, and Close Friend) replicated past research in finding gender differences on mean levels of perceived social support, with girls perceiving higher levels of classmate and close friend support than boys. In addition, girls reported significantly more support from close friends than any other source, whereas boys reported significantly less support from classmates than any other source. Finally, results demonstrated gender differences in the relationship between social support and several indices of student adjustment, and provided evidence for the importance of considering gender differences in planning future research related to social support.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"219 1","pages":"496-514"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/1045-3830.23.4.496","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57489426","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: 177

Peer Victimization Among Schoolchildren: Correlations, Causes, Consequences, and Considerations in Assessment and Intervention 学童同伴伤害:相关性、原因、后果及评估与干预之考量

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2008-12-01 DOI: 10.1037/A0012769

Noel A. Card, E. V. Hodges

引用次数: 476

The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools. 学校积极行为干预与支持对小学组织健康的影响。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2008-12-01 DOI: 10.1037/A0012883

Catherine P. Bradshaw, C. Koth, K. Bevans, N. Ialongo, P. Leaf

{"title":"The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools.","authors":"Catherine P. Bradshaw, C. Koth, K. Bevans, N. Ialongo, P. Leaf","doi":"10.1037/A0012883","DOIUrl":"https://doi.org/10.1037/A0012883","url":null,"abstract":"Positive Behavioral Interventions and Supports (PBIS) is a universal, school-wide prevention strategy that is currently implemented in over 7,500 schools across the nation to reduce disruptive behavior problems through the application of behavioral, social learning, and organizational behavioral principles. PBIS aims to alter school environments by creating improved systems and procedures that promote positive change in student behavior by targeting staff behaviors. The present study examined the impact of PBIS on school organizational health using data from a large randomized controlled trial of PBIS conducted in 37 elementary schools. Longitudinal multilevel analyses on data from 2,507 staff revealed a significant effect of PBIS on staff reports of the schools’ overall organizational health, resource influence, and staff affiliation over a 3-year period. This study indicated that changes in school organizational health are important consequences of the PBIS whole-school prevention model, and might in turn be a potential mediator of the effect of PBIS on student performance.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"23 1","pages":"462-473"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0012883","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57549686","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: 380

Teacher ratings of ADHD symptoms in ethnic minority students: Bias or behavioral difference? 少数民族学生ADHD症状的教师评分:偏见还是行为差异?

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2008-09-01 DOI: 10.1037/A0012668

Shelley J. Hosterman, G. DuPaul, Asha K. Jitendra

引用次数: 67

The Effectiveness of a Partnership-Centered Approach in Conjoint Behavioral Consultation 以伙伴为中心的方法在联合行为咨询中的有效性

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2008-09-01 DOI: 10.1037/1045-3830.23.3.313

S. A. Garbacz, Kathryn E. Woods, Michelle S. Swanger-Gagné, Ashley M Taylor, Kathryn A. Black, Susan M Sheridan

{"title":"The Effectiveness of a Partnership-Centered Approach in Conjoint Behavioral Consultation","authors":"S. A. Garbacz, Kathryn E. Woods, Michelle S. Swanger-Gagné, Ashley M Taylor, Kathryn A. Black, Susan M Sheridan","doi":"10.1037/1045-3830.23.3.313","DOIUrl":"https://doi.org/10.1037/1045-3830.23.3.313","url":null,"abstract":"Abstract The purpose of this exploratory study was to investigate the extent to which a partnership orientation in conjoint be-havioral consultation (CBC) may predict case outcomes and determine the relationship between a partnership orien-tation and implementation integrity of CBC. CBC is a problem-solving process by which families and teachers work collaboratively with a consultant to address students’ academic, behavioral, and social needs. Twenty children, their parents and teachers, and consultants were involved in CBC services. Outcomes included parent and teacher ratings of acceptability, satisfaction, perceptions of effectiveness, and child performance across home and school settings. Part-nership orientation scores and process integrity data were collected across interviews for each case. Results suggest that both parents and teachers consistently find CBC to be an acceptable, effective, and satisfactory form of service deliv-ery. Findings reveal that consultants can conduct CBC interview objectives effectively within a partnership orientation. A partnership orientation in CBC was significant in predicting teachers’ acceptability and satisfaction with the process; however, parents’ acceptability and satisfaction with the CBC process was not predicted by a partnership orientation.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"23 1","pages":"313-326"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/1045-3830.23.3.313","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57489055","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: 36

Ecological Predictors of Substance Use in Middle School Students 中学生物质使用的生态预测因子

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2008-09-01 DOI: 10.1037/1045-3830.23.3.373

Shannon M. Suldo, S. Mihalas, Heather Powell, Rachel French

引用次数: 53

Efficacy of an organization skills intervention to improve the academic functioning of students with attention-deficit/hyperactivity disorder. 组织技能干预对改善注意缺陷/多动障碍学生学业功能的效果。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2008-09-01 DOI: 10.1037/1045-3830.23.3.407

Joshua M. Langberg, J. Epstein, Christina M. Urbanowicz, J. Simon, Amanda Graham

引用次数: 127