Journal of School Psychology最新文献

{"title":"Positive student-teacher relationships and exclusionary discipline practices","authors":"Colleen Lloyd Eddy ,&nbsp;Francis L. Huang ,&nbsp;Sara L. Prewett ,&nbsp;Keith C. Herman ,&nbsp;Kirsten M. Hrabal ,&nbsp;Sarah L. de Marchena ,&nbsp;Wendy M. Reinke","doi":"10.1016/j.jsp.2024.101314","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101314","url":null,"abstract":"<div><p>Teacher-student relationships are beneficial for students and especially important in the middle school context. Suspensions are critical to reduce as it can be detrimental to the educational trajectory of students, particularly for marginalized students in underfunded schools. This study looked at the relations between teacher-student relationships and suspensions across the academic year in a sample of students (<em>N</em> = 541) and teachers (<em>N</em> = 51) in two urban school districts in the Midwest. A brief measure of teachers' perceptions of relationships with students completed in the fall of the academic year predicted the odds of receiving in-school suspension (ISS; odds ratio [<em>OR</em>] = 0.65) and out-of-school suspension (OSS; <em>OR</em> = 0.72) by the end of the school year. Student reports of the relationships were also associated with ISS (<em>OR</em> = 0.94), but not OSS. On average, teachers' report on the scale improved over the course of the school year (<em>d</em> = 0.11); however, student report of the relationships worsened (<em>d</em> = 0.30)<em>.</em> The difference in the student report of the relationships from fall to spring was also associated with the odds of receiving ISS and OSS (<em>OR</em>s = 0.94). These findings suggest that student and teacher perceptions together are associated with harsh discipline practices that can negatively impact students' developmental trajectories. Relationships can change but direct action is necessary to develop, maintain, and repair relationships during the academic year.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140894805","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}

{"title":"Do classroom relationships moderate the association between peer defending in school bullying and social-emotional adjustment?","authors":"A. Lubon ,&nbsp;C. Finet ,&nbsp;K. Demol ,&nbsp;F.E. van Gils ,&nbsp;I.M. ten Bokkel ,&nbsp;K. Verschueren ,&nbsp;H. Colpin","doi":"10.1016/j.jsp.2024.101315","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101315","url":null,"abstract":"<div><p>Peer defending has been shown to protect bullied peers from further victimization and social-emotional problems. However, research examining defending behavior has demonstrated positive and negative social-emotional adjustment effects for defending students themselves. To explain these mixed findings, researchers have suggested that associations between defending behavior and social-emotional adjustment may be buffered by protective factors (i.e., defender protection hypothesis) or exacerbated by vulnerability or risk factors (i.e., defender vulnerability hypothesis). Consistent with these hypotheses, the present study aimed to investigate whether relationships with teachers and peers would moderate the association between defending behavior and social-emotional adjustment. This three-wave longitudinal study examined the association between peer nominated defending behavior and later self-reported depressive symptoms and self-esteem in 848 Belgian students in Grades 4–6 (53% girls; <em>M</em>_age = 10.61 years, <em>SD</em> = 0.90 at Wave 1). Peer nominated positive and negative teacher-student relationships (i.e., closeness and conflict) and peer relationships (i.e., acceptance and rejection) were included as moderators. Clustered multiple linear regression analyses demonstrated that defending behavior did not predict later depressive symptoms (<em>β</em> = −0.04, <em>p</em> = .80) or self-esteem (<em>β</em> = −0.19, <em>p</em> = .42). The lack of these associations could be explained by the defender protection and vulnerability hypotheses. However, contrary to our expectations, teacher-student closeness and peer acceptance did not play a protective role in the association between defending behavior and social-emotional adjustment (<em>β</em> = −1.48–1.46, <em>p</em> = .24–0.96). In addition, teacher-student conflict and peer rejection did not put defending students at risk for social-emotional maladjustment (<em>β</em> = −1.96–1.57, <em>p</em> = .54–0.97). Thus, relationships with teachers and peers did not moderate the association between defending behavior and later depressive symptoms and self-esteem.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140894806","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}

{"title":"Inclusive classroom norms and children's expectations of inclusion of peers with learning difficulties in their social world","authors":"Carmen Barth ,&nbsp;Jeanine Grütter","doi":"10.1016/j.jsp.2024.101312","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101312","url":null,"abstract":"<div><p>We examined whether inclusive classroom norms predicted children's reasoning and expectations about the inclusion of peers with learning difficulties from different perspectives (i.e., self, friends, and unfamiliar story protagonist). Swiss elementary school children (<em>N</em> = 1019; 51% girls; <em>M</em>_<em>age</em> = 10.20 years; Grades 3–6) shared their perceptions of inclusive classroom norms and answered questions regarding the inclusion of a character with learning difficulties in an academic scenario. Multilevel analyses revealed that children expected less inclusion from their friends (estimated <em>OR</em> = 0.14, <em>p</em> &lt; .001) or the unfamiliar story protagonist (estimated <em>OR</em> = 0.15, <em>p</em> &lt; .001) than from themselves. Inclusive classroom norms positively predicted children's own (estimated <em>OR</em> = 3.17, <em>p</em> = .041) and their friends' inclusion expectations (estimated <em>OR</em> = 4.59, <em>p</em> = .007). Moreover, individuals who perceived higher inclusive norms than the classroom average were less concerned that the inclusion of the child with learning difficulties would threaten successful group functioning (γ = − 0.19, <em>p</em> = .011). To target the inclusion of children with learning difficulties, school psychologists can heighten classmates' perceptions of inclusive norms and pay attention to individual differences in norm perception.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440524000323/pdfft?md5=ded92d4a5286a65b65adf35dbbdb3ad0&pid=1-s2.0-S0022440524000323-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140825443","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}

{"title":"Promoting equity and justice in school mental health","authors":"S. Andrew Garbacz ,&nbsp;Katie Eklund ,&nbsp;Stephen P. Kilgus ,&nbsp;Nathaniel von der Embse","doi":"10.1016/j.jsp.2024.101318","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101318","url":null,"abstract":"<div><p>Advancing equity and justice in school mental health can address inequities in school-based services and outcome disparities. The purpose of this special issue is to promote equitable and just systems and practices in school mental health to promote change in institutional practices that have produced and reproduced inequities over time. The four articles in this special issue clarify a process for advancing equity in school mental health by addressing justice-centered variables to promote connections across and within systems to realize a vision of comprehensive and integrated school mental health.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140646579","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}

{"title":"Reconceptualizing the approach to supporting students with attention-deficit/hyperactivity disorder in school settings","authors":"Gregory A. Fabiano,&nbsp;Kellina Lupas,&nbsp;Brittany M. Merrill,&nbsp;Nicole K. Schatz,&nbsp;Jennifer Piscitello,&nbsp;Emily L. Robertson,&nbsp;William E. Pelham Jr","doi":"10.1016/j.jsp.2024.101309","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101309","url":null,"abstract":"<div><p>The long-term academic outcomes for many students with attention-deficit/hyperactivity disorder (ADHD) are strikingly poor. It has been decades since students with ADHD were specifically recognized as eligible for special education through the Other Health Impaired category under the Education for all Handicapped Children Act of 1975, and similarly, eligible for academic accommodations through Section 504 of the 1973 Rehabilitation Act. It is time to acknowledge that these school-policies have been insufficient for supporting the academic, social, and behavioral outcomes for students with ADHD. Numerous reasons for the unsuccessful outcomes include a lack of evidence-based interventions embedded into school approaches, minimizing the importance of the general education setting for promoting effective behavioral supports, and an over-reliance on assessment and classification at the expense of intervention. Contemporary behavioral support approaches in schools are situated in multi-tiered systems of support (MTSS); within this article we argue that forward-looking school policies should situate ADHD screening, intervention, and maintenance of interventions within MTSS in general education settings and reserve special education eligibility solely for students who require more intensive intervention. An initial model of intervention is presented for addressing ADHD within schools in a manner that should provide stronger interventions, more quickly, and therefore more effectively.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140631668","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}

{"title":"Advancing equity in access to school mental health through multiple informant decision-making","authors":"Nathaniel von der Embse ,&nbsp;Andres De Los Reyes","doi":"10.1016/j.jsp.2024.101310","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101310","url":null,"abstract":"<div><p>There has been a substantial increase in the number of students with mental health needs, yet significant discrepancies exist in access to timely intervention. Traditional gatekeeping to intervention has been the provenance of single information sources. Multi-informant decision-making is a promising mechanism to improve equitable access. However, critical advancements are necessary to improve decision-making relating to (a) who is identified, (b) what type of need is determined, (c) the type of intervention necessary, and (d) where or under what circumstances to implement the intervention. We review critical components of effective mental health decision-making, contributors to inequities in school mental health services, and offer future directions for research and practice to increase equitable student outcomes.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140622465","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}

{"title":"Gender, racial-ethnic, and socioeconomic disparities in the development of social-emotional competence among elementary school students","authors":"Juyeon Lee ,&nbsp;Valerie B. Shapiro ,&nbsp;Jennifer L. Robitaille ,&nbsp;Paul LeBuffe","doi":"10.1016/j.jsp.2024.101311","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101311","url":null,"abstract":"<div><p>Social-emotional competence (SEC) has been demonstrated to be a crucial factor for student mental health and is malleable through the high-quality implementation of effective school-based social and emotional learning (SEL) programs. SEL is now widely practiced in the United States as a Tier 1 strategy for the entire student body, yet it remains unclear whether disparities exist in the development of SEC across socio-culturally classified subgroups of students. Also, despite the field's widespread concern about teacher bias in assessing SEC within diverse student bodies, little evidence is available on the measurement invariance of the SEC assessment tools used to explore and facilitate SEC development. Based on a sociocultural view of student SEC development, this study aimed to measure and examine the extent to which gender, racial-ethnic, and socioeconomic disparities exist in SEC developmental trajectories during elementary school years. Specifically, using 3 years of SEC assessment data collected from a districtwide SEL initiative (<em>N</em> = 5452; Grades K–2 at baseline; nine measurement occasions), this study (a) tested the measurement invariance of a widely-used, teacher-rated SEC assessment tool (DESSA-Mini) across student gender, race and ethnicity, and socioeconomic status (SES); and (b) examined the extent to which multiyear SEC growth trajectories differed across these subgroups under a routine SEL practice condition. The invariance testing results supported strict factorial invariance of the DESSA-Mini across all the examined subgroups, thereby providing a foundation for valid cross-group comparisons of student SEC growth. The piecewise latent growth modeling results indicated that boys (vs. girls), Black students (vs. White students), Hispanic students (vs. White students), and low-income students (vs. middle-to-high-income students) started with a lower level of SEC, with these gaps being sustained or slightly widened throughout 3 elementary school years. Based on these findings, this study calls for future research that can inform practice efforts to ensure equitable SEC assessments and produce more equitable SEL outcomes, thereby promoting equity in school mental health.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140548357","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}

{"title":"The effects of question previewing on response accuracy and text processing: An eye-movement study","authors":"Corrin Moss ,&nbsp;Scott P. Ardoin ,&nbsp;Joshua A. Mellott ,&nbsp;Katherine S. Binder","doi":"10.1016/j.jsp.2024.101313","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101313","url":null,"abstract":"<div><p>The present study investigated the impact of manipulating reading strategies (i.e., reading the questions first [QF] or reading the passage first [PF]) during a reading comprehension test where we explored how reading strategy was related to student characteristics (i.e., reading achievement and working memory capacity). Participants' eye movements were monitored as they read 12 passages and answered multiple-choice questions. We examined differences in (a) response accuracy, (b) average total time on words in the text, (c) total task reading time, and (d) time reading text relevant to questions as a function of PF and QF strategies. Analyses were conducted to examine whether findings varied as a function of student characteristics (i.e., reading achievement and working memory capacity) and grade level (Grades 3, 5, and 8). Several interesting findings emerged from our study, including a limited effect of reading strategy use on response accuracy, with only eighth graders demonstrating better accuracy in the QF condition, and several demonstrations of PF leading to more efficient test-taking processes, including (a) longer average total reading times on words in the passage in the PF condition that could be associated with creating a better mental model of the text, (b) often being associated with less total-task time, and (c) being associated with more successful search strategies. Implications for providing teachers and students with strategies are discussed.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140341557","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}

{"title":"Academic and behavior combined support: A single-case practice-based replication study","authors":"Maribeth Gettinger ,&nbsp;Thomas R. Kratochwill ,&nbsp;Joel R. Levin ,&nbsp;Abigail Eubanks ,&nbsp;Alison Foy","doi":"10.1016/j.jsp.2024.101307","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101307","url":null,"abstract":"<div><p>The purpose of this research was to conduct a practice-based replication of <em>Academic and Behavior Combined Support</em> (ABC Support), a previously developed and experimentally evaluated supplemental intervention that merges a combined focus on reading fluency and academic engagement. In the present study, a school-based interventionist and data collector had access to implementation resources online and participated in virtual training and coaching. Four Grade 2 students received the ABC Support intervention for 6 weeks in their school. Students' oral fluency on training and non-training reading passages, as well as occurrence of engagement and disruptive behaviors during universal reading instruction, were measured repeatedly across baseline, intervention, and follow-up phases in a multiple-baseline design. In concert with prior empirical findings on ABC Support, analyses revealed improvement from baseline to intervention for both reading and behavior outcomes, as well as from baseline to follow-up assessments. Empirical contributions of the study are offered within the context of replication research and an implementation science perspective. We also emphasize the importance of telecommunication for practice-based research evaluation of interventions.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140339231","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}

{"title":"Dynamics of a dynamic interrelationship: Exploring whether bidirectional learning behaviors-achievement relations differ across student-teacher relationship profiles","authors":"Christopher J. Anthony ,&nbsp;Julia Ogg ,&nbsp;Emily H. Winkelman","doi":"10.1016/j.jsp.2024.101308","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101308","url":null,"abstract":"<div><p>Children who engage more in classroom instruction tend to also have higher levels of academic achievement relative to their peers who engage less. Although research has clearly established an association between such learning behaviors and academic achievement, the directionality of this relationship, and the possibility of bidirectional relations, remain unclear. It is possible that this lack of clarity stems from the fact that interrelationships between achievement and learning behaviors may differ across student-teacher relationship contexts. We evaluated this possibility using a large nationally representative sample of kindergarten to third grade students (<em>N</em> = 2010) from the Early Childhood Longitudinal Study–Kindergarten Cohort of 2011. Using latent profile moderation analyses, we identified three profiles of student-teacher relationships across kindergarten through third grade students: (a) Close (68%), (b) Conflictual (16%), and (c) Uninvolved (16%). Our follow-up models identified bidirectional relations that differed across these profiles, indicating more robust bidirectional learning behavior-achievement interrelationships in the Close profile and more unidirectional achievement to learning behavior relations in the Conflictual and Uninvolved profiles. These findings illustrate how differences in environmental contexts impact the relationship between students' learning behaviors and their achievement. Future studies should consider contextual influences when investigating children's academic growth processes and developing interventions.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140331106","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}