Journal of School Psychology最新文献_第3页

Education training to support the collection and use of Intervention Selection Profile-Function data: Two randomized controlled trials 教育培训支持干预选择资料的收集和使用：两项随机对照试验

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-12-01 Epub Date: 2025-10-25 DOI: 10.1016/j.jsp.2025.101503

Stephen Kilgus , Katie Eklund , Nathaniel P. von der Embse , Miranda Zahn , Lauren Meyer , Casie Peet , Jessica Willenbrink

{"title":"Education training to support the collection and use of Intervention Selection Profile-Function data: Two randomized controlled trials","authors":"Stephen Kilgus , Katie Eklund , Nathaniel P. von der Embse , Miranda Zahn , Lauren Meyer , Casie Peet , Jessica Willenbrink","doi":"10.1016/j.jsp.2025.101503","DOIUrl":"10.1016/j.jsp.2025.101503","url":null,"abstract":"<div><div>Recent research has supported the technical adequacy of the <em>Intervention Selection Profile–Function</em> (ISP-Function), a brief instrument intended for use in abbreviated functional assessment at Tier 2. The purpose of this investigation was to examine the extent to which training and practice were necessary to support the accuracy with which educators collect and use ISP-Function data to inform intervention-related decisions. Two randomized controlled trials were conducted with elementary school educator participants. Within both studies, participants were randomized to three groups: (a) Control (pretest-posttest only), (b) Basic Training, and (c) Basic Training + Practice. Study 1 (<em>n</em> = 102) training and practice opportunities were specific to the <em>collection</em> of ISP-Function data, examining the accuracy with which educators rated videos of students in classroom settings. In Study 2 (<em>n</em> = 198), training and practice opportunities were specific to the <em>interpretation and use</em> of ISP-Function data, examining the accuracy of educators' intervention-related decisions when examining ISP-Function data vignettes. Study 1 findings suggested the Basic Training and Basic Training + Practice conditions consistently outperformed Control. However, there was no clear benefit of practice opportunities in promoting rater accuracy. Study 2 results suggested that basic training, with or without practice opportunities, was sufficient to promote the accuracy of overall decisions regarding the function of student behavior. Overall, results suggested that with few exceptions, basic training and practice (and occasionally basic training alone) could promote the accuracy of educator ISP-Function ratings and decisions at posttest.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"113 ","pages":"Article 101503"},"PeriodicalIF":4.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145365575","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}

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Anti-racist methodological approaches to ethnic-racial identity and critical consciousness scholarship 种族认同与批判意识研究的反种族主义方法论途径

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-12-01 Epub Date: 2025-11-24 DOI: 10.1016/j.jsp.2025.101493

Michael A. Medina , Channing J. Mathews , Wendy de los Reyes , Anshita Singh , Matthew Diemer , Tina M. Durand

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Commentary on Journal of School Psychology Special Issue: Bayesian Statistics 《学校心理学杂志》特刊评论：贝叶斯统计

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-12-01 Epub Date: 2025-10-15 DOI: 10.1016/j.jsp.2025.101515

David Kaplan

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Investigating trends in U.S.-based empirical research on racism in school psychology 调查美国学校心理种族主义实证研究的趋势

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-12-01 Epub Date: 2025-11-11 DOI: 10.1016/j.jsp.2025.101490

Peter D. Goldie , Dana Bincoletto , Sally L. Grapin

{"title":"Investigating trends in U.S.-based empirical research on racism in school psychology","authors":"Peter D. Goldie , Dana Bincoletto , Sally L. Grapin","doi":"10.1016/j.jsp.2025.101490","DOIUrl":"10.1016/j.jsp.2025.101490","url":null,"abstract":"<div><div>School psychology scholars have historically failed to acknowledge that studying and naming racism is essential for their work. Recent calls to action have implored school psychology researchers to interrogate the field's perpetuation of and complicity in racial oppression and white supremacy through research. Building on prior work, the present study investigated the content of articles published in 10 school psychology journals between 2011 and 2021 by examining (a) how often the school psychology literature has empirically studied racism, (b) whether the number of racism-focused publications varied by year and journal, and (c) which racial groups and topics were the foci of these studies. Results indicated that 6.3 % of US-based empirical articles focused on racism, with a gradual increase in the publication of such articles over time (4.0 % in 2011, 11.2 % in 2021). There was variability in the representation of this work across journals. Black and white populations were most represented in samples, and most articles on racism focused on K–12 students' academic, social, emotional, and behavioral functioning. Our findings underscore the urgency of centering racial justice topics in school psychology research to work toward anti-colonialism in the field and better serve all youth.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"113 ","pages":"Article 101490"},"PeriodicalIF":4.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526180","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

Conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research: The contextually informed research model 理解干预研究中的语境、身份和文化影响的概念和方法进展：语境知情的研究模式

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-12-01 Epub Date: 2025-10-29 DOI: 10.1016/j.jsp.2025.101505

Keith C. Herman, Wolfgang Wiedermann, Wendy M. Reinke

{"title":"Conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research: The contextually informed research model","authors":"Keith C. Herman, Wolfgang Wiedermann, Wendy M. Reinke","doi":"10.1016/j.jsp.2025.101505","DOIUrl":"10.1016/j.jsp.2025.101505","url":null,"abstract":"<div><div>Recent literature has questioned the reproducibility of educational and social behavior scientific findings. Although some aspects of the replication crisis are rooted in questionable research practices, we contend that much of the problem may be attributed to the lack of appropriate theories and methods for capturing the role of contexts in intervention effectiveness research. Although many new methodologies and measures have been developed that can address questions about context, these methods are currently underutilized in school-based research. Moreover, the field lacks coherent theories for guiding study designs and hypotheses for understanding context effects. The special issue introduces a range of methods with examples of applications in school-based research to facilitate their expanded use by school psychology researchers. Additionally, the special issue includes papers that can advance theory and conceptual frameworks to guide research questions about the role of context in intervention evaluations and dissemination. In this overview article, we describe the limitations of current theories, measures, and methodologies for examining context and the effects of these limitations on the development of knowledge. After summarizing papers in the special issue, we present a framework for conceptualizing culture, identity, and context in intervention research.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"113 ","pages":"Article 101505"},"PeriodicalIF":4.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145419304","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

Racial and ethnic differences in the risks for reading difficulties across elementary school 小学阅读困难风险的种族差异

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-12-01 Epub Date: 2025-11-07 DOI: 10.1016/j.jsp.2025.101504

Paul L. Morgan , Eric Hengyu Hu

{"title":"Racial and ethnic differences in the risks for reading difficulties across elementary school","authors":"Paul L. Morgan , Eric Hengyu Hu","doi":"10.1016/j.jsp.2025.101504","DOIUrl":"10.1016/j.jsp.2025.101504","url":null,"abstract":"<div><div>We investigated the early onset, over-time stability, and explanatory factors of racial and ethnic differences in the risks for reading difficulties including repeatedly across elementary school. We did so through analyses of a nationally representative cohort (<em>N =</em> 16,088). Fourteen percent, 17 %, and 14 % of Black, Hispanic, and Native American students compared to about 6 % and 8 % of White and Asian American students, respectively, displayed reading difficulties in kindergarten. Large differences continued to occur through fifth grade. About 26 % of Black, Hispanic, or Native American students compared to about 10 % of White or Asian American students ever displayed reading difficulties from first to fifth grade. Sixteen percent of Black students, 17 % of Hispanic students, and 12 % of Native American students displayed repeated reading difficulties. About 7 % and 4 % of White and Asian American students did so. Results from multivariable risk and resilience logistic regression models using the antecedent-opportunity-propensity theoretical framework indicated that other explanatory factors fully explained initially observed racial or ethnic differences in the risks for reading difficulties during elementary school. Particularly strong kindergarten predictors were the family's socioeconomic status (adjusted odds ratio range [aOR] of 0.75 to 0.86) and the student's reading achievement (aOR range of 0.16 to 0.56), mathematics achievement (aOR range of 0.33 to 0.50), working memory (aOR range of 0.70 to 0.79), and inhibitory control (aOR range of 0.71 to 0.83). Negative binomial regression models of repeated reading difficulties and robustness checks further supported the findings. Economic and educational policies to address racial and ethnic differences in the risks for reading difficulties including repeatedly over time may need to begin by kindergarten.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"113 ","pages":"Article 101504"},"PeriodicalIF":4.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466811","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

Racial and ethnic disparities in middle school suspension trajectories: An integrated bioecological approach 中学休学轨迹中的种族和民族差异：一个综合的生物生态学方法

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-12-01 Epub Date: 2025-10-21 DOI: 10.1016/j.jsp.2025.101487

Hye-Young Yun , Sabina Low

{"title":"Racial and ethnic disparities in middle school suspension trajectories: An integrated bioecological approach","authors":"Hye-Young Yun , Sabina Low","doi":"10.1016/j.jsp.2025.101487","DOIUrl":"10.1016/j.jsp.2025.101487","url":null,"abstract":"<div><div>School suspensions disproportionately affect Black and Latine students, perpetuating racial and ethnic disparities in education. Guided by Bronfenbrenner's mature bioecological framework, this study utilized longitudinal data from a racially and ethnically diverse sample of students (<em>N</em> = 3115; 48 % female; <em>M</em>_<sub>ageT1</sub> = 11 years; 40 % Latine, 31 % Black, 29 % White) from 36 urban public middle schools in the Midwest. Longitudinal latent class analysis identified three distinct suspension trajectories: rare, occasional, and frequent. Multilevel multinomial logistic models examined how individual (e.g., aggression, delinquency), interpersonal (parental monitoring, teacher trust), and contextual (e.g., school poverty, racial and ethnic composition) factors independently and interactively influenced trajectory membership. Findings revealed that Black students, particularly Black female students, were disproportionately represented in the frequent suspension trajectory group, reflecting disciplinary biases. Aggression predicted membership in both the occasional and frequent suspension trajectories, while delinquency uniquely predicted membership in the frequent trajectory. Parental monitoring offered limited protective effects, whereas teacher trust significantly reduced the risk of suspensions. At the school level, poverty was positively associated with membership in the frequent suspension trajectory, while higher proportions of Black and Latine students were associated with membership in the rare and occasional trajectories. These results highlight the need for systemic reforms aimed at creating inclusive and equitable school environments.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"113 ","pages":"Article 101487"},"PeriodicalIF":4.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145365574","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

Positive impacts of a universal trauma-informed intervention on student mental health: The Project POWER trial 普遍创伤知情干预对学生心理健康的积极影响：POWER项目试验

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-10-01 Epub Date: 2025-08-04 DOI: 10.1016/j.jsp.2025.101469

Tamar Mendelson , Laura K. Clary , Rashelle J. Musci , Steven Sheridan , Lindsey Webb , Erica Sibinga , Kristin Mmari , Alex Welna , Nicholas Ialongo

{"title":"Positive impacts of a universal trauma-informed intervention on student mental health: The Project POWER trial","authors":"Tamar Mendelson , Laura K. Clary , Rashelle J. Musci , Steven Sheridan , Lindsey Webb , Erica Sibinga , Kristin Mmari , Alex Welna , Nicholas Ialongo","doi":"10.1016/j.jsp.2025.101469","DOIUrl":"10.1016/j.jsp.2025.101469","url":null,"abstract":"<div><div>Effective school-based universal interventions to prevent or reduce mental health problems among upper middle school students are lacking, particularly for student populations with chronic exposure to adversity. To address this gap, we conducted an efficacy trial that compared RAP (Relax, Aware, Personal rating) Club, a trauma-informed universal intervention, with an active control health education program called Healthy Topics (HT). We hypothesized that, compared with HT, RAP Club would improve student mental health. Eighth graders across 29 public schools serving under-resourced urban communities were randomized to receive RAP Club or HT (<em>n</em> = 644). Both programs were delivered during school by study staff and co-facilitated by young adults from the community. Multilevel models were estimated to test group differences in self-reported mental health outcomes at post-test and 4- and 12-month follow-ups. As compared with HT, RAP Club significantly reduced post-traumatic stress disorder (PTSD) symptoms (β = −2.69, <em>p</em> = 0.02, <em>d</em> = −0.30) and trended toward reduction of depressive symptoms (β = −0.62, <em>p</em> = 0.05, <em>d</em> = −0.24) at 4-month follow up and significantly reduced symptoms of PTSD (β = −3.48, <em>p</em> = 0.02, <em>d</em> = −0.39), depression (β = −1.52, <em>p</em> = 0.01, <em>d</em> = −0.42), and anxiety (β = −3.69, <em>p</em> = 0.02, <em>d</em> = −0.36), as well as behavior problems (β = −2.19, <em>p</em> = 0.02, <em>d</em> = −0.37), at 12-month follow-up. Findings indicate RAP Club has mental health benefits for eighth graders, which increase in strength and scope across the high school transition. Future research should explore implementation strategies to promote program sustainability and scale up.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"112 ","pages":"Article 101469"},"PeriodicalIF":4.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144771989","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

The differences in school refusal networks among Chinese adolescents under varying cumulative ecological risks 不同累积生态风险下中国青少年拒学网络的差异

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-10-01 Epub Date: 2025-08-30 DOI: 10.1016/j.jsp.2025.101468

Haidong Liu , Zheng Zhang , Baojuan Ye

{"title":"The differences in school refusal networks among Chinese adolescents under varying cumulative ecological risks","authors":"Haidong Liu , Zheng Zhang , Baojuan Ye","doi":"10.1016/j.jsp.2025.101468","DOIUrl":"10.1016/j.jsp.2025.101468","url":null,"abstract":"<div><div>The phenomenon of adolescent school refusal is closely associated with their ecological environment. While numerous studies have examined the impact of a single risk factor on adolescent school refusal, few have delved into the cumulative effects of multiple ecological risk factors across various backgrounds. This study surveyed 808 Chinese middle school students using a self-compiled cumulative ecological risk scale and a school refusal scale based on the cumulative ecological risk model. Networks of school refusal were constructed for students experiencing high and lower cumulative ecological risk, exploring network structural features and core symptoms of school refusal. Findings revealed commonalities and discrepancies in core symptoms between adolescents experiencing high and lower cumulative ecological risk. Among those with lower cumulative ecological risk, core symptoms included “boredom”, “burden”, and “avoidance of studying”. Conversely, among those with highecumulative ecological risk, core symptoms were “boredom”, “lack of planning”, and “study pressure”. Additionally, structural differences were observed in the school refusal networks between high and lower cumulative ecological risk groups. This study systematically delineated structural differences in adolescent school refusal networks and core symptoms across varying degrees of cumulative ecological risk, offering a foundation for scientifically preventing and effectively managing adolescent school refusal.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"112 ","pages":"Article 101468"},"PeriodicalIF":4.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144920261","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}

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Discussions of race/ethnicity related differences in school psychology journals: A descriptive review 学校心理学期刊中种族/民族相关差异的讨论：描述性回顾

IF 4.1 1区心理学

Journal of School Psychology Pub Date : 2025-10-01 Epub Date: 2025-08-31 DOI: 10.1016/j.jsp.2025.101488

Victor Villarreal , Lisa S. Peterson , Laura M. Peña , Danette Y. Martinez , Cha Yong Patterson

{"title":"Discussions of race/ethnicity related differences in school psychology journals: A descriptive review","authors":"Victor Villarreal , Lisa S. Peterson , Laura M. Peña , Danette Y. Martinez , Cha Yong Patterson","doi":"10.1016/j.jsp.2025.101488","DOIUrl":"10.1016/j.jsp.2025.101488","url":null,"abstract":"<div><div>In recent years there has been growing awareness of the importance of addressing equity issues in school psychology. This awareness extends to school psychology research, where there remains a need for systematic analysis to better understand how race/ethnicity and race/ethnic group differences, specifically, are reported in research. In this article, we present a descriptive review of the treatment of race/ethnicity analyses in quantitative research articles published in five major school psychology journals from 2021 to 2023. 117 articles meeting specific inclusion criteria were coded across article sections (i.e., introduction, method, and discussion) for the presence and handling of race/ethnicity-related group differences content. Descriptive statistics were employed to explore the extent and substantive focus of the discussions of race/ethnicity differences in journal articles. Results indicate widespread inclusion of race/ethnicity in journal article introduction and discussion sections, with a similar number of articles presenting race from an anti-deficit perspective than from a context-free, atheoretical perspective. However, we found that a sizable proportion of articles center the White experience and fail to discuss any limitations regarding the use of race in research. Guided by deficit thinking conceptualizations and quantitative critical methodologies, we offer recommendations to better inform and guide the research process and how research findings are communicated in school psychology journals.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"112 ","pages":"Article 101488"},"PeriodicalIF":4.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144921535","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