Journal of School Psychology最新文献_第3页

Participatory reading research: Development and application of the bilingual reading intervention targeting tool 参与式阅读研究：双语阅读干预目标工具的开发与应用

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-05-10 DOI: 10.1016/j.jsp.2025.101460

Kirsten W. Newell , Israel Arevalo , Kathrin E. Maki , Anne F. Zaslofsky

{"title":"Participatory reading research: Development and application of the bilingual reading intervention targeting tool","authors":"Kirsten W. Newell , Israel Arevalo , Kathrin E. Maki , Anne F. Zaslofsky","doi":"10.1016/j.jsp.2025.101460","DOIUrl":"10.1016/j.jsp.2025.101460","url":null,"abstract":"<div><div>Proficient reading is critical to support overall educational performance and is associated with higher graduation and employment rates and lifetime earnings, underscoring the need to ensure every student has access to quality reading instruction. Yet reading research, both basic empirical research as well as applied assessment and intervention research, has historically been largely monolingual and Anglocentric. There is little guidance for educators supporting young bilingual learners' reading skill development across diverse languages and cultures. Consequently, inaccurate perceptions of bilingualism as a deficit and limited access to appropriate biliteracy assessment and intervention contribute to poor reading outcomes for bilingual learners in U.S. schools. This conceptual paper aims to upend typical research processes with bilingual learners by embedding early reading assessment and intervention research within the language learning context of schools, allowing for the exploration of culturally and linguistically relevant questions via participatory action research in partnership with educators. To do so, the history of marginalization of bilingual learners in U.S. schools is explored. Next, literacy and biliteracy research from diverse fields of study is reviewed. Finally, a decision-making tool based on this interdisciplinary research base is proposed for linking reading assessment to reading intervention for early bilingual learners, with specification of steps to apply the tool within participatory action research partnerships. The purpose of disseminating the tool is to facilitate access to the complex field of biliteracy and to rapidly move research and evidence-based practices forward, centering bilingual learners and driven by educators who already work in bilingual contexts to overcome the typical limitations of research with bilingual learners.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101460"},"PeriodicalIF":3.8,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928410","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

Replication using confirmatory latent class analysis: A school climate example 验证性潜类分析的复制：以学校风气为例

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-05-09 DOI: 10.1016/j.jsp.2025.101455

Lisa S. Romero , Meagan O'Malley , Delwin Carter

{"title":"Replication using confirmatory latent class analysis: A school climate example","authors":"Lisa S. Romero , Meagan O'Malley , Delwin Carter","doi":"10.1016/j.jsp.2025.101455","DOIUrl":"10.1016/j.jsp.2025.101455","url":null,"abstract":"<div><div>The simultaneous growth in the availability of large publicly available datasets and the accessibility of powerful computation software to analyze those data have accelerated the use of mixture modeling techniques, including latent class analysis (LCA). Though secondary data analysis using LCA is increasingly common in school psychologyrelated research, there exist limits to the impacts of these analytic techniques. It is common to hear critiques that modeled results may be artifacts of a specific dataset rather than more stable and meaningful participant response patterns with practical implications. LCA-specific replication guidance is necessary to support an expansion of studies of this type. Via a school climate-related case example, we provide guidance for those wishing to shift from exploratory LCA to confirmatory LCA (CLCA). We scrutinized an earlier LCA analysis that identified a 5-class solution for student school climate survey data collected during the 2016-2017 academic year. Using student school climate perception data (<em>n</em> = 24,051) collected during the 2017–2018 academic year, our CLCA results suggest substantial similarity in response patterns. The initial exploratory results and this study's confirmatory results demonstrate five predominant patterns of student school climate experiences, suggesting that the 5-class solution replicates across data collection years and with entirely new respondents. Recognizing that CLCA methods are relatively nascent, we describe decision-making points researchers interested in utilizing CLCA may encounter and provide guidance to help avoid accusations of questionable research practices.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101455"},"PeriodicalIF":3.8,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928409","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

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