Journal of School Psychology最新文献_第2页

Effects of V-COACH, a virtual coaching model in supporting pre-service teachers' implementation of a virtual evidence-based reading intervention 虚拟辅导模式V-COACH支持职前教师实施虚拟循证阅读干预的效果

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-05-09 DOI: 10.1016/j.jsp.2025.101466

Jesslyn M. Durling , John C. Begeny , Jiayi Wang , C. Shannon O'Neal , Shobana Musti

{"title":"Effects of V-COACH, a virtual coaching model in supporting pre-service teachers' implementation of a virtual evidence-based reading intervention","authors":"Jesslyn M. Durling , John C. Begeny , Jiayi Wang , C. Shannon O'Neal , Shobana Musti","doi":"10.1016/j.jsp.2025.101466","DOIUrl":"10.1016/j.jsp.2025.101466","url":null,"abstract":"<div><div>Research suggests that many educators struggle to implement evidence-based practices (EBPs) with fidelity. Coaching can be used to support implementation, but several barriers often prevent coaching from occurring in school-based settings. One way to support educators' implementation of EBPs—whether they deliver instruction online or in person—is with virtual coaching. Using a concurrent multiple-baseline design with randomization, master's level pre-service teacher participants in this study received a virtual version of a structured coaching model (referred to as <em>virtual COACH</em>) to support their implementation of an EBP for reading. Visual analyses and effect size analyses showed that virtual COACH had a significant and generally large effect on each interventionist's fidelity (with adherence and/or quality), and this was true for interventionists with a range of different fidelity levels at baseline. Using a measure of teacher-coach alliance, evidence also suggested that virtual COACH generally had good social validity and allowed for establishing a quality working relationship between the coach and teacher. Implications and future research directions are discussed, and the present study provides additional experimental evidence for the effectiveness of COACH as a feasible model for improving users' fidelity of school-based interventions.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101466"},"PeriodicalIF":3.8,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928407","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 pilot study of a game-supported organization and planning skills intervention for young adolescents with ADHD 游戏支持的组织和计划技能干预青少年多动症的初步研究

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-05-09 DOI: 10.1016/j.jsp.2025.101465

Brandon K. Schultz , Steven W. Evans , Alexander M. Schoemann , Emma R. Murray

{"title":"A pilot study of a game-supported organization and planning skills intervention for young adolescents with ADHD","authors":"Brandon K. Schultz , Steven W. Evans , Alexander M. Schoemann , Emma R. Murray","doi":"10.1016/j.jsp.2025.101465","DOIUrl":"10.1016/j.jsp.2025.101465","url":null,"abstract":"<div><div>Several school-based interventions for attention-deficit/hyperactivity disorder (ADHD) are well-established, but there are clear implementation challenges in those settings. Computer-assisted options have emerged that could augment treatments in schools in a way that is acceptable to students and teachers. In the present study, we piloted a novel computer-assisted behavior intervention (CABI) using a serious game designed to teach the organization, assignment tracking, and notetaking skills taught within the Challenging Horizons Program - Mentoring Model (CHP-M). Thirty-one middle school students with ADHD and their teachers were randomly assigned to either receive the CABI or the traditional CHP-M, with all teachers providing supportive mentoring for up to 24-weeks of intervention. Our data were analyzed using both Bayesian and frequentist modelling. Results suggest that the Time × Condition interactions were generally small (η<sub>p</sub><sup>2</sup> = 0.00 to 0.11) and inconclusive. The CABI approach performed consistently with the traditional CHP-M, with credible and significant main effects of time on academically relevant behaviors (η<sub>p</sub><sup>2</sup> = 0.09 to 0.59). Implications of our findings and the contributions of the Bayesian analytic approach are highlighted.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101465"},"PeriodicalIF":3.8,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928408","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

Beyond self-care: Developing a climate survey for school psychology programs 超越自我照顾：为学校心理学课程开展一项气候调查

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-05-08 DOI: 10.1016/j.jsp.2025.101457

Marie L. Tanaka , Tara Kulkarni , Miranda R. Zahn , Alexandria C. Robers , Heather Thompson , Kaitlyn M. Young

{"title":"Beyond self-care: Developing a climate survey for school psychology programs","authors":"Marie L. Tanaka , Tara Kulkarni , Miranda R. Zahn , Alexandria C. Robers , Heather Thompson , Kaitlyn M. Young","doi":"10.1016/j.jsp.2025.101457","DOIUrl":"10.1016/j.jsp.2025.101457","url":null,"abstract":"<div><div>Graduate program climates are an essential part of training, professional development, and identity for future school psychologists. One of the challenges of understanding program climate is how to measure such a construct so that programs can facilitate welcoming and transformational spaces for learning and critical thinking. This study aimed to develop and initially validate a measure of graduate students' perceptions and experiences of school psychology program climates, the Climate Assessment for Relationships and Equity in School Psychology. Results of an exploratory factor analysis from a sample of 212 school psychology graduate students revealed a four-factor structure: (a) program dynamics and psychological safety, (b) diversity, equity, and inclusion, (c) peer support, and (d) resources. Of these factors, graduate students rated peer support most favorably and diversity, equity, and inclusion as most lacking, indicating a continuing need for programs to provide opportunities and training to engage in program and individual accountability as they relate to social justice issues. Implications for graduate student and faculty advocacy to improve climate in school psychology graduate programs are provided.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101457"},"PeriodicalIF":3.8,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143918503","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 review of research on the school climate of transgender middle and high schoolers: An ecological-transactional approach 跨性别初高中学生学校氛围研究综述：生态交易视角

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-05-01 DOI: 10.1016/j.jsp.2025.101459

Stephan Scrofani , Carol Lynn Martin , Sarah Lindstrom Johnson , Sabina Low , Dawn DeLay

{"title":"A review of research on the school climate of transgender middle and high schoolers: An ecological-transactional approach","authors":"Stephan Scrofani , Carol Lynn Martin , Sarah Lindstrom Johnson , Sabina Low , Dawn DeLay","doi":"10.1016/j.jsp.2025.101459","DOIUrl":"10.1016/j.jsp.2025.101459","url":null,"abstract":"<div><div>Research that aims to identify the characteristics of school climate for transgender middle and high school students is still a new domain. This narrative review of the literature attends to this gap by aggregating recent research on school protective factors which inform trans middle and high school students' school climate and relate to their wellness outcomes. The review was guided by the ecological-transactional model to capture the multi-dimensional quality of school climate, including overlapping levels of the environment that inform protection and risk, and students' perceptions navigating these spaces. More specifically, this framework was applied to help identify aspects of the school ecology that are theoretically salient features of school climate for transgender middle and high school students. Although most research that applies developmental systems is guided by minority stress theory, this review is guided by the gender affirmative model (GAM) to help highlight findings on protection within and between overlapping socio-ecological levels in the school ecology. Supportive faculty allies, peer support, and parent support emerge as strong protective factors at the micro-level. At the exo-level, school programming efforts that are proactive by prioritizing a discourse that nurtures agency for trans students show to be the most protective. There is some evidence that suggests proximal level indicators are more protective than distal level for transgender middle and high school students. The advantages of a multi-level approach to school climate for trans students are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101459"},"PeriodicalIF":3.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892200","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

Contributing to the reproducibility crisis in Psychology: The role of statistical software choice on factor analysis 促成心理学的可再现性危机：统计软件选择在因素分析中的作用

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-04-22 DOI: 10.1016/j.jsp.2025.101462

Stefan C. Dombrowski

{"title":"Contributing to the reproducibility crisis in Psychology: The role of statistical software choice on factor analysis","authors":"Stefan C. Dombrowski","doi":"10.1016/j.jsp.2025.101462","DOIUrl":"10.1016/j.jsp.2025.101462","url":null,"abstract":"<div><div>A potentially overlooked contributor to the reproducibility crisis in psychology is the choice of statistical application software used for factor analysis. Although the open science movement promotes transparency by advocating for open access to data and statistical methods, this approach alone is insufficient to address the reproducibility crisis. It is commonly assumed that different statistical software applications produce equivalent results when conducting the same statistical analysis. However, this is not necessarily the case. Statistical programs often yield disparate outcomes, even when using identical data and factor analytic procedures, which can lead to inconsistent interpretation of results. This study examines this phenomenon by conducting exploratory factor analyses on two tests of cognitive ability—the WISC-V and the MEZURE—using four different statistical programs/applications. Factor analysis plays a critical role in determining the underlying theory of cognitive ability instruments, and guides how those instruments should be scored and interpreted. However, psychology is grappling with a reproducibility crisis in this area, as independent researchers and test publishers frequently report divergent factor analytic results. The outcome of this study revealed significant variations in structural outcomes among the statistical software programs/applications. These findings highlight the importance of using multiple statistical programs, ensuring transparency with analysis code, and recognizing the potential for varied outcomes when interpreting results from factor analytic procedures. Addressing these issues is important for advancing scientific integrity and mitigating the reproducibility crisis in psychology particularly in relation to cognitive ability structural validity.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101462"},"PeriodicalIF":3.8,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143855648","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

Reconciling discrepant universal screening data to improve decision-making: A Bayesian logistic regression approach 协调不一致的普遍筛选数据以改善决策：贝叶斯逻辑回归方法

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-04-15 DOI: 10.1016/j.jsp.2025.101461

Nathaniel von der Embse , Sonja Winter , Wes Bonifay , Stephen Kilgus , Carly Oddleifson , Katie Eklund , Shannon Suldo , Joseph Latimer

{"title":"Reconciling discrepant universal screening data to improve decision-making: A Bayesian logistic regression approach","authors":"Nathaniel von der Embse , Sonja Winter , Wes Bonifay , Stephen Kilgus , Carly Oddleifson , Katie Eklund , Shannon Suldo , Joseph Latimer","doi":"10.1016/j.jsp.2025.101461","DOIUrl":"10.1016/j.jsp.2025.101461","url":null,"abstract":"<div><div>There are a substantial number of students with mental health needs who do not receive timely support. Universal screening is a promising practice for facilitating early intervention services. Multi-informant assessment is noted as a best practice for valid decision-making. However, this practice has not yet been applied to universal screening data. Universal screening utilizing a single rater (teacher) likely results in a significant number of students not being identified for support. This study (1) employed a Bayesian statistical model to incorporate students' background information (e.g., demographic variables; disciplinary referrals; social, academic, and emotional risk statuses) to generate estimates of academic risk, (2) used this background information to generate cut scores in a training sample and validate them in a test sample, and (3) identified the unique value of adding teacher and student self-reports with regard to sensitivity and specificity. Results demonstrated the promise of incorporating background information in the accurate identification of students with low, medium, and high risk for mental health needs. Implications for research and practice are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101461"},"PeriodicalIF":3.8,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143834931","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

Anti-colonial methodology in school psychology research with Latine communities 拉丁社区学校心理学研究中的反殖民方法论

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-04-10 DOI: 10.1016/j.jsp.2025.101452

Rachel T. Santiago, David Aguayo

引用次数: 0

Cultural adaptation of youth mental health first aid training for Asian American parents 亚裔美国父母青少年心理健康急救培训的文化适应

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-04-08 DOI: 10.1016/j.jsp.2025.101448

Cixin Wang , Mazneen Havewala

{"title":"Cultural adaptation of youth mental health first aid training for Asian American parents","authors":"Cixin Wang , Mazneen Havewala","doi":"10.1016/j.jsp.2025.101448","DOIUrl":"10.1016/j.jsp.2025.101448","url":null,"abstract":"<div><div>Although often portrayed as “model minorities,” many Asian American adolescents struggle with mental health problems. Asian American youth are also less likely to receive school-based mental health services (SBMHS) compared with their non-Asian peers. Culturally adapting the Youth Mental Health Fist Aid (YMHFA) training program can be an effective way to engage Asian American parents to utilize SBMHS. Although many school districts have offered YMHFA trainings to staff and parents, no controlled studies have evaluated the efficacy of YMHFA in the United States. We culturally adapted YMHFA for Asian American parents through collaboration with schools and community organizations, and evaluated its efficacy using a blocked random assignment study design. We examined if (a) YMHFA impacted parents' mental health literacy (MHL), help-seeking intentions, stigma, attitudes towards professional help, confidence in MHFA skills, engagement in first-aid behaviors, and youth mental health (both parent and youth report); and (b) whether the improvement was maintained four months after the training. Parents (<em>n</em> = 99, <em>M</em><sub>age</sub> = 46.24; <em>SD</em><sub>age</sub> = 6.80, 89 % mothers) were randomly assigned to treatment and waitlist control groups. They completed measures before the intervention, one month after the intervention, and four months after the intervention. Parents in the experimental group showed decreased stigma, and improvements in MHL, attitudes towards help seeking, confidence in using first aid behavior, and actual engagement in first aid behavior after attending the training as compared to parents in the waitlist control group. Participants in waitlist control group also showed improvements in all above-mentioned areas after receiving the training. All treatment gains were maintained at 4-month follow-up. Findings contributed to the limited literature on how to culturally adapt YMHFA for Asian American parents at school, and provided evidence for the efficacy of YMHFA among Asian American parents.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101448"},"PeriodicalIF":3.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Validity evidence of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale: A systematic review & quantitative synthesis 社会、学业和情绪行为风险筛查--教师评分量表的有效性证据：系统回顾与定量综合

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-04-08 DOI: 10.1016/j.jsp.2025.101449

Annie Goerdt , Faith G. Miller , Danielle Dupuis , Anna Li , Jenna Rausch

{"title":"Validity evidence of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale: A systematic review & quantitative synthesis","authors":"Annie Goerdt , Faith G. Miller , Danielle Dupuis , Anna Li , Jenna Rausch","doi":"10.1016/j.jsp.2025.101449","DOIUrl":"10.1016/j.jsp.2025.101449","url":null,"abstract":"<div><div>Early identification of student social, emotional, and behavioral (SEB) concerns is vital to prevent and ameliorate future difficulties. Yet, assessment practices rely on sound validity arguments to accurately identify students who may benefit from support. As the strength of a validity argument relies on the extent of validity evidence, the synthesis of evidence may facilitate appropriate use and interpretation. Therefore, this systematic review synthesized peer-reviewed empirical studies and unpublished dissertations and theses of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale (SAEBRS-TRS) conducted in educational settings. Studies were included if they assessed the validity of the revised version of the SAEBRS-TRS. Data were extracted and coded for sample characteristics, procedural characteristics, evidence of validity, and quality appraisal. Results of the systematic search identified 29 studies meeting inclusion criteria, consisting of 65,317 students across K-12 grade levels. Overall, evidence of validity for SAEBRS-TRS scores was promising yet limited in several respects. Findings highlight limitations in the existing literature concerning the diversity of samples, a lack of studies examining measurement bias, the relative weakness of the Emotional Behavior subscale, and the need for further exploration of the factor structure for the revised version of the measure. Future research is critical to gain a complete understanding of this measure.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101449"},"PeriodicalIF":3.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792132","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 the stability of SAEBRS scores, classifications, and latent profiles 检验SAEBRS评分、分类和潜在特征的稳定性

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-04-08 DOI: 10.1016/j.jsp.2025.101438

Tyler L. Renshaw , Heather E. Ormiston , Brittany N. Zakszeski , Mei-ki Chan

{"title":"Examining the stability of SAEBRS scores, classifications, and latent profiles","authors":"Tyler L. Renshaw , Heather E. Ormiston , Brittany N. Zakszeski , Mei-ki Chan","doi":"10.1016/j.jsp.2025.101438","DOIUrl":"10.1016/j.jsp.2025.101438","url":null,"abstract":"<div><div>We investigated the stability of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) using a naturalistic sample of teacher-report ratings for K–5 students (<em>N</em> = 1253) across three universal screening occasions (i.e., fall, winter, and spring) within one school year. We analyzed the stability of SAEBRS raw scores and classifications derived from these scores between screening occasions. Results showed strong raw score stability and moderate-to-strong classification stability for the SAEBRS total scale and subscales, with the Emotional Behavior subscale demonstrating the weakest relative stability. We also explored latent profiles indicated by SAEBRS subscale scores, the stability of membership in these profiles across occasions, and the role of student sociodemographic characteristics in predicting membership within these profiles. Findings indicated that two general risk profiles (i.e., at-risk and not at-risk) were identified and that membership in these profiles had strong stability across screening occasions. Moreover, we found that students' grade level, sex, race/ethnicity, special education, and free/reduced-price lunch status significantly predicted membership in the at-risk profile. Overall, results suggest that SAEBRS raw scores, classifications, and latent profiles all demonstrate good stability across three screening occasions within one school year. We discuss implications of these findings related to using the SAEBRS for universal screening in elementary settings and highlight key directions for future research.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101438"},"PeriodicalIF":3.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792131","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