Journal of School Psychology最新文献

Supporting paraeducators' adherence to behavior support plans through implementation planning 通过实施计划，支持辅助教育工作者遵守行为支持计划

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-07-25 DOI: 10.1016/j.jsp.2025.101475

Ashley M. Boyle , Lisa M.H. Sanetti , Melissa A. Collier-Meek , Alexandra Pierce

{"title":"Supporting paraeducators' adherence to behavior support plans through implementation planning","authors":"Ashley M. Boyle , Lisa M.H. Sanetti , Melissa A. Collier-Meek , Alexandra Pierce","doi":"10.1016/j.jsp.2025.101475","DOIUrl":"10.1016/j.jsp.2025.101475","url":null,"abstract":"<div><div>Paraeducators are tasked with providing behavior support to students with complex needs but have limited preparation to do so. Emerging research suggests paraeducators require different levels of implementation support, yet few implementation strategies have been evaluated with paraeducators and most are resource intensive, limiting their feasibility. Implementation planning is a feasible, low-resource, proactive, or as-needed, fidelity support with evidence for its effectiveness with classroom teachers and parents. The present study employed a multiple baseline across participants single case experimental design to investigate the effects of providing implementation planning on paraeducators' fidelity to existing behavior support plans (BSPs). Related student outcomes (i.e., academic engagement and disruptive behavior) were also explored. Participants of the present study included three paraeducators and three students recruited from one elementary school (grades PK-2) in a large suburban district in the Northeast region of the U.S. Overall, all paraeducators' fidelity to the BSPs increased and were above 80 %, on average, following provision of implementation planning. One paraeducator met criteria to receive additional implementation support and received performance feedback. Student outcomes improved after fidelity to BSP increased. Implementation planning can be applied as needed to support paraeducators to more consistently deliver BSPs within a tiered framework.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101475"},"PeriodicalIF":3.8,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Conjoint behavioral consultation and students of Latine origin: Effects on social and behavioral outcomes at school and home 联合行为咨询与拉丁裔学生：对学校和家庭社会和行为结果的影响

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-07-25 DOI: 10.1016/j.jsp.2025.101474

Susan M. Sheridan , Lorey A. Wheeler , Elizabeth S. Brower , Brandy Clarke , Amanda L. Witte , Matthew Gormley , Amanda Prokasky , Sunhyoung Lee

{"title":"Conjoint behavioral consultation and students of Latine origin: Effects on social and behavioral outcomes at school and home","authors":"Susan M. Sheridan , Lorey A. Wheeler , Elizabeth S. Brower , Brandy Clarke , Amanda L. Witte , Matthew Gormley , Amanda Prokasky , Sunhyoung Lee","doi":"10.1016/j.jsp.2025.101474","DOIUrl":"10.1016/j.jsp.2025.101474","url":null,"abstract":"<div><div>Latine students represent the second largest racial/ethnic group of enrolled students in the United States. Despite assets that can position them to experience success in school, Latine youth often experience persistent disparities in educational outcomes. Conjoint behavioral consultation (CBC) is a family-school partnership intervention efficacious for supporting students' social-behavioral skill development, yet its efficacy with Latine students has not been documented. This study investigated the efficacy of CBC on social, behavioral, and school-related challenges of Latine students, and conditions that may moderate its effects. The study used an ethnic-homogenous cluster-randomized control trial design to examine efficacy and uncover within-ethnic group variation in treatment effects. Latine students in the CBC but not the control group experienced significant benefits on several outcomes (i.e., teacher-reported social skills and behavioral symptoms; and parent-reported social skills, adaptive skills, behavioral symptoms, and daily reports of prosocial behaviors and problem behaviors). For other outcomes at school only (i.e., teacher reported adaptive skills and school problems), improvements were noted for both groups, with trends suggesting greater improvements for students receiving CBC. Select school, family, and student variables moderated CBC effects. Implications and limitations are presented.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101474"},"PeriodicalIF":3.8,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 practical guide to causal moderation analysis for investigating the role of context, identity, and culture in intervention research 研究情境、身份和文化在干预研究中的作用的因果调节分析的实用指南

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-07-25 DOI: 10.1016/j.jsp.2025.101473

Nianbo Dong , Keith Herman , Benjamin Kelcey , Sirui Ren , Wendy Reinke , Jessaca Spybrook

{"title":"A practical guide to causal moderation analysis for investigating the role of context, identity, and culture in intervention research","authors":"Nianbo Dong , Keith Herman , Benjamin Kelcey , Sirui Ren , Wendy Reinke , Jessaca Spybrook","doi":"10.1016/j.jsp.2025.101473","DOIUrl":"10.1016/j.jsp.2025.101473","url":null,"abstract":"<div><div>Contextual, identity, and cultural factors are not only associated with student outcomes but can also serve to moderate the effects of interventions. However, the conventional analysis of moderation commonly used in school psychology is subject to the selection bias potentially introducing bias into estimated moderator effects. This article provides a tutorial on the application of a recently developed framework for causal moderation effects within the context of investigating contextual, identity, and cultural effects in intervention research. Using an example that focuses on the effectiveness of a teacher classroom management program in improving students' social and behavioral outcomes, we demonstrate the application of the (stabilized) Inverse Probability Treatment Weighting method to investigate heterogeneous treatment effects. The analysis aims to scrutinize not only the Average Moderated Treatment Effect (AMTE) across the whole sample but also the Average Moderated Treatment Effects on Targeted Subgroups (AMTS). Finally, we discuss our findings and conclude with suggestions for the application of causal moderation analysis.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101473"},"PeriodicalIF":3.8,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 healthy context, a just context? The role of classroom-level victimization in the adverse effects of bullying victimization on students' belief in a just world 一个健康的环境，一个公正的环境？课堂受害在欺凌受害对学生公正世界信念的不利影响中的作用

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-07-25 DOI: 10.1016/j.jsp.2025.101472

Daniel Graf , Takuya Yanagida , Lydia Laninga-Wijnen , Claire F. Garandeau , Christina Salmivalli

{"title":"A healthy context, a just context? The role of classroom-level victimization in the adverse effects of bullying victimization on students' belief in a just world","authors":"Daniel Graf , Takuya Yanagida , Lydia Laninga-Wijnen , Claire F. Garandeau , Christina Salmivalli","doi":"10.1016/j.jsp.2025.101472","DOIUrl":"10.1016/j.jsp.2025.101472","url":null,"abstract":"<div><div>The phenomenon that victims of bullying experience greater psychological problems in environments with lower levels of victimization is known as the healthy context paradox. The current study investigated the healthy context paradox with respect to students' belief in a just world. Specifically, we examined prospective effects of bullying victimization on personal and general belief in a just world, while taking the classroom level of victimization into account. Based on self-reports from 2010 Finnish 4th to 9th grade students (50.9 % girls, M<sub>age</sub> = 12.6, SD = 1.71), multilevel models revealed negative prospective associations between bullying victimization and both types of belief in a just world. In addition, classrooms with initially lower levels of victimization subsequently showed higher levels in both types of belief in a just world. Finally, the adverse effects of bullying victimization on both types of belief in a just world were stronger in classrooms with lower levels of victimization. Our results support and extend the healthy context paradox. Implications, particularly for prevention and intervention strategies are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101472"},"PeriodicalIF":3.8,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Examining social withdrawal in relation to academic enablers in students with and without cognitive disengagement syndrome 在有和没有认知脱离综合症的学生中研究社会退缩与学业促进因素的关系

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-07-24 DOI: 10.1016/j.jsp.2025.101485

R. Elizabeth Capps , Stephen P. Becker

{"title":"Examining social withdrawal in relation to academic enablers in students with and without cognitive disengagement syndrome","authors":"R. Elizabeth Capps , Stephen P. Becker","doi":"10.1016/j.jsp.2025.101485","DOIUrl":"10.1016/j.jsp.2025.101485","url":null,"abstract":"<div><div>Students' social behaviors are associated with academic enablers and academic outcomes. However, social withdrawal, a key correlate of youth with cognitive disengagement syndrome (CDS), has not been examined in relation to academic enablers. In this cross-sectional study, we examined associations between teacher-reported social withdrawal and academic enablers, and also whether associations differed for students with or without teacher-reported elevations in CDS. We hypothesized that social withdrawal would be significantly associated with each academic enabler and that CDS would significantly moderate each association. Participants were 257 2nd-5th grade students (<em>M</em><sub><em>age</em></sub> = 8.79, 36.6% female) with (<em>n</em> = 129) and without (<em>n</em> = 128) elevated CDS symptoms. In regression analyses controlling for family income, medication use, and ADHD symptom severity, higher social withdrawal was independently associated with lower interpersonal skills, CDS status was uniquely associated with lower motivation, and both social withdrawal and CDS status were uniquely associated with lower engagement. Results from interaction models indicated that higher social withdrawal was associated with lower study skills and lower homework self-regulation for students with CDS but not for students without CDS. Findings point to the potential importance of social withdrawal for the academic enabler behaviors of elementary students, particularly for students with clinically-elevated CDS symptoms. Implications of these results have the potential to inform both assessment and intervention in school to support students' academic functioning.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101485"},"PeriodicalIF":3.8,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144694606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

CARES360: A framework for teacher capacity-building in culturally sustaining practices CARES360：教师在文化维持实践方面的能力建设框架

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-07-11 DOI: 10.1016/j.jsp.2025.101471

Jessika H. Bottiani , Meredith P. Franco , Lora Henderson Smith , David Aguayo , Chelsea A. Kaihoi , Katrina J. Debnam

引用次数: 0

Evaluating diversity training in schools: A narrative review of different measurement approaches 评估学校的多样性训练：不同测量方法的叙述性回顾

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-06-17 DOI: 10.1016/j.jsp.2025.101453

Tory L. Ash , Amy E. Fisher , Samantha C. Maguire , Jerica L. Knox , S. Andrew Garbacz

{"title":"Evaluating diversity training in schools: A narrative review of different measurement approaches","authors":"Tory L. Ash , Amy E. Fisher , Samantha C. Maguire , Jerica L. Knox , S. Andrew Garbacz","doi":"10.1016/j.jsp.2025.101453","DOIUrl":"10.1016/j.jsp.2025.101453","url":null,"abstract":"<div><div>Educational leaders have enacted diversity training as a result of persistent racial disparities in educational outcomes. Diversity training is defined as professional development aimed at promoting inclusive attitudes, beliefs, and behaviors among school staff. Despite the widespread implementation of diversity training, research suggests that these trainings are often not evaluated in rigorous or meaningful ways. We provide a narrative review of the multi-disciplinary literature that takes stock of the measurement approaches that could be used to effectively evaluate school-based diversity training. Specifically, this integrative empirical review spans a variety of approaches, including qualitative, self-report, implicit attitudes, vignettes of student behavior, observational, and student-level data. We provide a comprehensive synthesis of the strengths and weaknesses of these measurement strategies by evaluating the extent to which they center the perspectives of students from minoritized groups and are relevant to promoting educational equity. We present a critique within and across different study outcomes as well as implications for advancing research and practice with school-based diversity trainings. Our review reaffirmed the need for more research evaluating diversity training within schools across a variety of different outcomes. Such evaluations will ideally be planned with the school context in mind, driven by a strong theory of change, informed by an understanding of the strengths and limitations of a given measurement approach, and guided by the anti-racist goals that initially motivated diversity training implementation.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101453"},"PeriodicalIF":3.8,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144297579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Identifying common practice elements among consultation studies showing promising social and behavioral outcomes: A systematic review 在显示有希望的社会和行为结果的咨询研究中确定共同实践要素：系统回顾

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-05-30 DOI: 10.1016/j.jsp.2025.101463

Elisa S. Shernoff , Thomas R. Kratochwill , Staci C. Ballard , Siyue M. Chen , Maya M. Boustani

{"title":"Identifying common practice elements among consultation studies showing promising social and behavioral outcomes: A systematic review","authors":"Elisa S. Shernoff , Thomas R. Kratochwill , Staci C. Ballard , Siyue M. Chen , Maya M. Boustani","doi":"10.1016/j.jsp.2025.101463","DOIUrl":"10.1016/j.jsp.2025.101463","url":null,"abstract":"<div><div>Consultation is a key service delivered by school psychologists that can reduce the burden of mental health problems and promote healthier school climates given its emphasis on problem solving, prevention and intervention, and supporting educator skill and competence. The purpose of this systematic review was to document how demographic and study design information was reported in the school consultation research and to identify common practice elements that cut across consultation outcome studies with promising student social and behavioral outcomes. We examined 48 studies (39 group design and 9 single-case design) published between 1980 and 2024 and applied a distillation method (<span><span>Chorpita & Daleiden, 2009</span></span>) to summarize demographic and study designs employed and to identify specific practice elements that emerged. Seventy-two percent of studies included students receiving tier two supports as the target for consultation. Forty-three percent of studies included graduate students as consultants, while only 10.4 % of studies included school psychologists as consultants. Demographic characteristics of consultants (i.e., gender reported 33.3 % and race/ethnicity reported 27.1 %) was less frequently reported when compared to the demographic characteristics of consultees and students. At the teacher level, consultant modeling (present in 58.3 % of studies) was the most common practice element, followed by performance feedback (56.3 %), and family engagement (41.7 %). At the student level, praise (present in 56.3 % of studies) was the most common practice element, followed by goal setting (52.1 %), functional behavioral assessment, and tangible rewards (47.9 % of studies). The relative infrequency with which some practice elements were coded (e.g., praise for teacher, cultural adaptation for teacher and student) point to avenues for enhancing school consultation research and practice.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101463"},"PeriodicalIF":3.8,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144166700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 complex dynamic systems perspective on the roles of culture, context, and identity in psychoeducational interventions 一个复杂的动态系统的观点对文化，背景和身份在心理教育干预中的作用

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-05-24 DOI: 10.1016/j.jsp.2025.101470

Avi Kaplan , Joanna K. Garner , Stephen Whitney

{"title":"A complex dynamic systems perspective on the roles of culture, context, and identity in psychoeducational interventions","authors":"Avi Kaplan , Joanna K. Garner , Stephen Whitney","doi":"10.1016/j.jsp.2025.101470","DOIUrl":"10.1016/j.jsp.2025.101470","url":null,"abstract":"<div><div>In this paper, we apply a Complex Dynamic Systems (CDS) perspective to reconsider current causal assumptions about educational contexts and the roles of culture, context, and identity in psychoeducational interventions. Focusing on phenomena such as teachers' and students' engagement, motivation, development, and wellbeing, we emphasize the phenomenon's <em>conceptual</em> unit-of-analysis for interventions as “the agent(s) in their authentic lived environment.” Different from assumptions about causality in prevalent approaches to designing and evaluating interventions (e.g., RCT) as cross-contextual, independent, and mostly linear, a CDS perspective affords accounting for contextual and treatment-related heterogeneity and dynamism by viewing causal processes as emergent, non-deterministic, and changing due to factors' <em>inter-</em>dependence, shifting stability, and contextual embeddedness. We describe a CDS model of culturally and contextually based identity, motivation, and action—the Dynamic Systems Model of Role Identity (DSMRI)—to illustrate the application of CDS to psychoeducational interventions. We exemplify this perspective's implications for designing and evaluating psychoeducational interventions as design-based case studies that ground analyses at the unit-of-analysis of the “agent(s)-in-context.”</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101470"},"PeriodicalIF":3.8,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144124180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 systematic literature review of randomization procedures within single-case research designs 单例研究设计中随机化程序的系统文献综述

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-05-21 DOI: 10.1016/j.jsp.2025.101458

Angus Kittelman , Aaron Mowery , Kathleen M. Conley , Sarah Quinn , Wenjing Bao , Aaron R. Campbell , Fahad Alresheed , Buket Erturk İnal , Wendy Machalicek

{"title":"A systematic literature review of randomization procedures within single-case research designs","authors":"Angus Kittelman , Aaron Mowery , Kathleen M. Conley , Sarah Quinn , Wenjing Bao , Aaron R. Campbell , Fahad Alresheed , Buket Erturk İnal , Wendy Machalicek","doi":"10.1016/j.jsp.2025.101458","DOIUrl":"10.1016/j.jsp.2025.101458","url":null,"abstract":"<div><div>This systematic literature review examined the use of randomization procedures within single-case research designs in the field of education. We identified 717 documents that met our inclusion criteria for reports (articles, dissertations, theses) published or made available between 2010 and 2022. Results indicated a steady increase in the use of randomization procedures over this twelve-year period. Researchers most often included randomization procedures within multiple baseline and alternating treatments designs. The most common types of randomization procedures in order from most to least often reported were within-intervention case randomization, phase-order randomization, between-intervention case randomization, and intervention start-point randomization. In addition, randomization tests were conducted in 8% of studies. Findings of this study provide implications for research when using and reporting randomization procedures. Suggestions for determining suitable student outcomes and educational settings for using randomization procedures within single-case research are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101458"},"PeriodicalIF":3.8,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144098591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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