SCHOOL PSYCHOLOGY QUARTERLY最新文献_第5页

Supporting Children's Mental Health in Schools: Teacher Perceptions of Needs, Roles, and Barriers. 支持学校儿童心理健康:教师对需求、角色和障碍的认知。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-03-01 DOI: 10.1037/A0022714

W. Reinke, M. Stormont, K. Herman, R. Puri, N. Goel

{"title":"Supporting Children's Mental Health in Schools: Teacher Perceptions of Needs, Roles, and Barriers.","authors":"W. Reinke, M. Stormont, K. Herman, R. Puri, N. Goel","doi":"10.1037/A0022714","DOIUrl":"https://doi.org/10.1037/A0022714","url":null,"abstract":"There is a significant research to practice gap in the area of mental health practices and interventions in schools. Understanding the teacher perspective can provide important information about contextual influences that can be used to bridge the research to practice gap in school-based mental health practices. The purpose of this study was to examine teachers’ perceptions of current mental health needs in their schools; their knowledge, skills, training experiences and training needs; their roles for supporting children’s mental health; and barriers to supporting mental health needs in their school settings. Participants included 292 teachers from 5 school districts. Teachers reported viewing school psychologists as having a primary role in most aspects of mental health service delivery in the school including conducting screening and behavioral assessments, monitoring student progress, and referring children to school-based or community services. Teachers perceived themselves as having primary responsibility for implementing classroom-based behavioral interventions but believed school psychologists had a greater role in teaching social emotional lessons. Teachers also reported a global lack of experience and training for supporting children’s mental health needs. Implications of the findings are discussed.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0022714","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57335499","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: 690

Discriminant Validity of the Behavior Rating Inventory of Executive Function Parent Form for Children with Attention-Deficit/Hyperactivity Disorder. 注意缺陷/多动障碍儿童执行功能家长表行为评定量表的判别效度。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-03-01 DOI: 10.1037/A0022585

L. Reddy, J. B. Hale, Lara Brodzinsky

引用次数: 35

Early Number Skills: Examining the Effects of Class-Wide Interventions on Kindergarten Performance 早期数字技能:班级干预对幼儿园表现的影响

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-03-01 DOI: 10.1037/A0022661

Robin S. Codding, Lisa Chan-Iannetta, S. George, Kristine Ferreira, R. Volpe

引用次数: 28

Comparability of the Social Skills Rating System to the Social Skills Improvement System: Content and Psychometric Comparisons Across Elementary and Secondary Age Levels 社会技能评分系统与社会技能提升系统的可比性:内容与心理测量学在小学与中学年龄水平的比较

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-03-01 DOI: 10.1037/A0022662

F. Gresham, S. Elliott, M. J. Vance, Clayton R. Cook

{"title":"Comparability of the Social Skills Rating System to the Social Skills Improvement System: Content and Psychometric Comparisons Across Elementary and Secondary Age Levels","authors":"F. Gresham, S. Elliott, M. J. Vance, Clayton R. Cook","doi":"10.1037/A0022662","DOIUrl":"https://doi.org/10.1037/A0022662","url":null,"abstract":"University of WashingtonThis study compared the Social Skills Rating System (SSRS; Gresham & Elliott, 1990)with the revision of the SSRS, now called the Social Skills Improvement System-Rating Scales (SSIS-RS; Gresham & Elliott, 2008), across three raters (teacher, parent,and student) for elementary- and secondary-aged students. A detailed comparison ofthese two instruments comparability has not been previously reported and was con-sidered important because of the frequent use of the SSRS in many externally fundedresearch studies and school districts across the country. Comparisons between the twoinstruments focused on key reliability and validity estimates across the rating scales forthree raters (teacher, parent, and student) using forms for elementary- and secondary-aged students. As hypothesized, the two instruments had high internal consistencyestimates and moderately high validity indices for total scores for both social skills andproblem behavior scales. The reliability comparisons revealed the SSIS-RS was supe-rior to the SSRS with regard to internal consistency estimates. The validity estimatesrevealed expected convergent relationships with the strongest relationships consistentlyfound among the various common subscales across all forms of the two instruments.The authors concluded that the SSIS-RS offers researchers and practitioners assessingsocial behavior of children and youth a broader conceptualization of key socialbehaviors and psychometrically superior assessment results when using the SSIS-RSover the SSRS. Future research on the SSIS-RS is also identi\u001eed and contextualizedwithin a multitiered intervention system.Keywords:","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"27-44"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0022662","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57334910","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: 304

The Dimensionality of Social Victimization: A Preliminary Investigation. 社会受害的维度:初步调查。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-03-01 DOI: 10.1037/A0022712

Jamilia J. Blake, E. S. Kim, A. S. McCormick, Demarquis M Hayes

引用次数: 13

New understandings, 2011. 新认识，2011年。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-01-01 DOI: 10.1037/A0026616

R. Kamphaus

引用次数: 0

"Visual analysis of multiple baseline across participants graphs when change is delayed": Correction to Lieberman et al. (2010). “延迟变化时参与者图中多个基线的可视化分析”:对Lieberman等人(2010)的修正。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-01-01 DOI: 10.1037/A0025527

Rebecca G. Lieberman, P. Yoder, B. Reichow, M. Wolery

引用次数: 2

Extended Time on Academic Assignments: Does Increased Time Lead to Improved Performance for Children With Attention-Deficit/Hyperactivity Disorder? 延长学业作业时间:增加时间是否会提高注意力缺陷/多动障碍儿童的表现?

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-12-01 DOI: 10.1037/A0022045

Meaghan E. Pariseau, G. Fabiano, Greta M. Massetti, Katie C. Hart, W. Pelham

引用次数: 39

Exploratory and higher-order factor analyses of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) adolescent subsample. 韦氏成人智力量表第四版(WAIS-IV)青少年子样本的探索性和高阶因子分析。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-12-01 DOI: 10.1037/A0022046

Gary L. Canivez, Marley W. Watkins

{"title":"Exploratory and higher-order factor analyses of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) adolescent subsample.","authors":"Gary L. Canivez, Marley W. Watkins","doi":"10.1037/A0022046","DOIUrl":"https://doi.org/10.1037/A0022046","url":null,"abstract":"The factor structure of the Wechsler Adult Intelligence Scale–Fourth Edition (WAISIV; Wechsler, 2008a) with the adolescent participants (ages 16–19 years; N 400) in the standardization sample was assessed using exploratory factor analysis, multiple factor extraction criteria, and higher-order exploratory factor analyses. Results from exploratory factor analyses were not included in the WAIS-IV Technical and Interpretation Manual (Wechsler, 2008b) and are necessary for determining convergence or divergence with the reported confirmatory factor analyses. As found with the total WAIS-IV standardization sample (Canivez & Watkins, in press), the present results with the adolescent subsample found all WAIS-IV subtests (10and 15-subtest configurations) were properly associated with their four theoretically proposed first-order factors, but only one factor extraction criterion (standard error of scree) recommended extraction of four factors. Hierarchical exploratory analyses with the Schmid and Leiman (1957) procedure found that the second-order g factor accounted for major portions of total and common variance, while the four first-order factors accounted for small portions of total and common variance. It was concluded that the WAIS-IV provides strong measurement of general intelligence in adolescents and clinical interpretation should be primarily at that level.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"223-235"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0022046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57324526","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: 55

Latent Curve Modeling of Internalizing Behaviors and Interpersonal Skills through Elementary School. 小学内化行为与人际交往能力的潜曲线模型。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2010-12-01 DOI: 10.1037/A0021543

Matthew R. Reynolds, Janay B. Sander, M. Irvin

引用次数: 28