School psychology (Washington, D.C.)最新文献

Augmenting analysis of single-case math interventions with Bayesian multilevel models: Examining effect visualization and magnitude uncertainty. 贝叶斯多层模型对个案数学干预的强化分析：检验效果的可视化和幅度的不确定性。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-10-02 DOI: 10.1037/spq0000711

Garret J Hall, Wilhelmina van Dijk, Jenny Root, Kaitlin Bundock

{"title":"Augmenting analysis of single-case math interventions with Bayesian multilevel models: Examining effect visualization and magnitude uncertainty.","authors":"Garret J Hall, Wilhelmina van Dijk, Jenny Root, Kaitlin Bundock","doi":"10.1037/spq0000711","DOIUrl":"https://doi.org/10.1037/spq0000711","url":null,"abstract":"Different types of math interventions and outcomes naturally yield quantitatively and qualitatively different impacts: Some interventions may produce rapid change whereas others may promote the gradual accumulation of skills. Visual and quantitative analyses require greater continuity to understand the different nuances across types of intervention impacts that may emerge. In the present study, we use data from two separate math interventions among secondary students to examine how Bayesian multilevel models can more effectively integrate both visual and quantitative analysis of single-case designs to quantify and visualize uncertainty. We demonstrate that Bayesian models can augment the analysis of single-case designs without compromising the technical sophistication of quantitative analyses or the interpretive ease of visual analysis. These methods also help understand the degree of uncertainty in effect magnitude, which is especially important when considering the variety of ways effects may emerge in math interventions. We discuss limitations and future directions of the alignment of Bayesian modeling with visual analysis procedures for single-case math interventions and beyond. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How are school psychologists using artificial intelligence in 2024? A descriptive study. 2024年，学校心理学家如何使用人工智能？一项描述性研究。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-09-29 DOI: 10.1037/spq0000713

Ryan L Farmer, Adam B Lockwood, Randy G Floyd, Alec D Sisco

{"title":"How are school psychologists using artificial intelligence in 2024? A descriptive study.","authors":"Ryan L Farmer, Adam B Lockwood, Randy G Floyd, Alec D Sisco","doi":"10.1037/spq0000713","DOIUrl":"https://doi.org/10.1037/spq0000713","url":null,"abstract":"Artificial intelligence (AI) is becoming increasingly integrated into professional settings, yet little is known about its use in school psychology. As AI technologies continue to evolve, understanding how school psychologists are incorporating them into their practice is essential for guiding ethical and effective implementation. This study surveyed 199 school psychologists across the United States during 2024 to examine their current use of AI, attitudes toward its application, and perceived ethical and practical concerns. Results indicate that while some practitioners have adopted AI for tasks such as report writing, data analysis, and communication, many remain hesitant about its use due to concerns about privacy, bias, and the need for clear professional guidelines. Despite growing interest in AI's potential to enhance efficiency and streamline workflows, formal training and institutional policies on AI use remain limited. Findings highlight the need for clearer guidance, professional development opportunities, and ethical considerations to ensure AI's responsible integration into school psychology. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Differential item functioning of teacher-rated universal mental health screening in elementary schools. 小学教师评定普遍心理健康筛查的差异项目功能。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-09-29 DOI: 10.1037/spq0000712

Joni Williams Splett, Nicholas A Gage, Erin A Chaparro, Aaron R Lyon, Melanie A Sonsteng-Person, Zoë Z Alfonso, Colleen A Halliday

{"title":"Differential item functioning of teacher-rated universal mental health screening in elementary schools.","authors":"Joni Williams Splett, Nicholas A Gage, Erin A Chaparro, Aaron R Lyon, Melanie A Sonsteng-Person, Zoë Z Alfonso, Colleen A Halliday","doi":"10.1037/spq0000712","DOIUrl":"https://doi.org/10.1037/spq0000712","url":null,"abstract":"Recommendations, resources, and policy for schools to implement a continuum or multitiered system of prevention and intervention supports (MTSS) for academic, behavioral, and mental health functioning continue to increase. Accurate and meaningful data, including universal screening, are a central component of MTSS and must perform consistently across racially and ethnically diverse student groups. The present study examined scores from the Behavior Intervention Monitoring Assessment System-Second Edition, a universal mental health screening tool used widely in large, racially diverse school districts, as a function of student race to identify any differential functioning in the assessment. Participants included 1,168 students (68% Black and 32% White) rated by their 4th- or 5th-grade teacher across nine elementary schools in a partnering school district in the Southeastern United States. Results from an item response theory approach using differential item functioning revealed several items with differential item functioning by student race on subscales included in the measure's Behavioral Concerns Scale and Adaptive Scale. In addition, differential item functioning items were found to impact students' risk status in these domains, specifically the Negative Affect and Social subscales, as well as all items on Academic Functioning performing differently between groups. These findings are problematic for using the Behavior Intervention Monitoring Assessment System-Second Edition as a universal mental health screening assessment in the MTSS of a racially diverse school or district. Future research should explore other facets of the Behavior Intervention Monitoring Assessment System-Second Edition and similar screening instruments that may be driving differential ratings including improvements to the instrument and efforts to mitigate misidentification. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","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 and meta-analysis of the effectiveness and efficiency of incremental rehearsal. 增量预演的有效性与效率综述与元分析。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-09-29 DOI: 10.1037/spq0000702

Shawna Petersen-Brown, Kourtney R Kromminga, Emily K Fischer, Elizabeth Kinsey Hawley

{"title":"A review and meta-analysis of the effectiveness and efficiency of incremental rehearsal.","authors":"Shawna Petersen-Brown, Kourtney R Kromminga, Emily K Fischer, Elizabeth Kinsey Hawley","doi":"10.1037/spq0000702","DOIUrl":"https://doi.org/10.1037/spq0000702","url":null,"abstract":"Incremental rehearsal (IR) is a drill intervention that supports acquisition and fluency in basic academic skills according to prior research and a meta-analysis. The objectives of this updated and expanded systematic review and meta-analysis were to investigate the effectiveness and efficiency of IR, implementation and methodological characteristics, and whether IR can be considered an evidence-based practice. Thirty-six single case design and 24 group design studies were included, with 1,305 participants total. Within the meta-analysis, random effects models were used to estimate the effects of IR. IR resulted in large effects overall in group design and combined (group and single case design) analyses. For the group design analysis, g = 0.856, 95% CI [-0.14, 1.85], p = .09, τ² = 3.71. For the combined analysis, ES = 2.453, 95% CI [0.47, 4.44], p = .02, τ² = 10.5. IR was determined to be a practice with mixed evidence based on the findings of 10 methodologically sound studies. Additionally, IR was found to be less efficient in delayed retention than other drill interventions and similarly efficient to IR modifications. Moderator analyses did not identify statistically significant moderators of IR's effects, although these analyses were likely impacted by variability in effect sizes. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Measuring bias in manifestation determination reviews. 表现确定评价中的测量偏倚。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-09-29 DOI: 10.1037/spq0000710

Kelli R Lahman, Sean A Lauderdale, Justin P Allen, Bradley H Smith

{"title":"Measuring bias in manifestation determination reviews.","authors":"Kelli R Lahman, Sean A Lauderdale, Justin P Allen, Bradley H Smith","doi":"10.1037/spq0000710","DOIUrl":"https://doi.org/10.1037/spq0000710","url":null,"abstract":"Manifestation determination reviews (MDRs) are federally mandated as a condition of extended removal for students with disabilities. Despite the potentially significant consequences MDRs hold for students with disabilities, data on the role that biases play in these high-stakes decisions are limited. This investigation sought to elucidate potential biases affecting MDRs across 105 school districts (N = 517) using two newly developed MDR measures assessing MDR knowledge and perceived student intentionality. In an online investigation using experimental and cross-sectional strategies, school personnel made MDR decisions after being randomly assigned to read a vignette about a Black or White student who might have acted out due to an emotional disability. Results revealed that racial and stigmatizing biases covaried with MDR decisions. Higher MDR substantive knowledge (whether the student's misconduct was a manifestation of their disability) was associated with a manifestation decision for the White student only. For both students, greater endorsement of student intentionality was associated with making more nonmanifestation decisions. Black students were held to a higher behavioral standard than White students when school personnel made local educational agency implementation failure decisions. Men school personnel were more likely to make nonmanifestation decisions and believed that the students had behavioral control and consequential awareness. Additionally, teachers endorsed more negative racial stereotypical beliefs about White and Black students than other school personnel. Our findings support the need to develop evidence-based training to help school personnel identify and address biases affecting MDR decisions, including measures that assess team members' knowledge and potential biases before these high-stakes decisions. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student mental health since COVID-19 and teachers' use of culturally relevant and emotionally supportive practices. 自2019冠状病毒病以来的学生心理健康状况以及教师使用与文化相关和情感支持的做法。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-09-01 Epub Date: 2024-12-12 DOI: 10.1037/spq0000675

Diane J Lee, Erika A Patall, Amanda Vite, Jeanette Zambrano

{"title":"Student mental health since COVID-19 and teachers' use of culturally relevant and emotionally supportive practices.","authors":"Diane J Lee, Erika A Patall, Amanda Vite, Jeanette Zambrano","doi":"10.1037/spq0000675","DOIUrl":"10.1037/spq0000675","url":null,"abstract":"The rising social unrest regarding social justice issues across the nation, as well as health concerns and isolation as a result of the COVID-19 pandemic, brought about a time of unprecedented distress for students across the United States. As schools transitioned back to in-person instruction, teachers may have utilized different strategies in the classroom to help support student mental health during this time of crisis. In the present study, we surveyed a sample of 1,449 full-time K-12 teachers during the Spring 2022 semester to examine the relationships between their perceptions of student mental health decline and their use of emotionally supportive and culturally relevant practices. We examined whether these relationships differed depending on whether students spoke a foreign language at home and the racial background of the students in the class. Structural equation modeling results revealed that teachers' perceptions of student mental health decline were associated with greater use of emotionally supportive, but not culturally relevant, strategies. The relationship between teachers' perceptions of student mental health decline and use of both types of strategies were stronger in classrooms with 50% or more students who spoke a foreign language at home, but not as a function of the proportion of Black, Indigenous, and people of color students in class. Results highlight teachers' responsive use of emotional support, and use of both emotionally supportive and culturally relevant strategies to support the mental health of students from non-English-speaking households. However, findings point to the need for teachers to utilize more culturally relevant strategies in times of crisis, particularly in classrooms with more Black, Indigenous, and people of color students. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"614-621"},"PeriodicalIF":1.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A social-contextual analysis of African American adolescents' coping self-efficacy. 非裔美国青少年应对自我效能的社会情境分析。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-09-01 DOI: 10.1037/spq0000709

Caleb E Flack, Christopher R Whipple, W LaVome Robinson

{"title":"A social-contextual analysis of African American adolescents' coping self-efficacy.","authors":"Caleb E Flack, Christopher R Whipple, W LaVome Robinson","doi":"10.1037/spq0000709","DOIUrl":"10.1037/spq0000709","url":null,"abstract":"Coping self-efficacy is linked to adaptive coping skills and improved psychological well-being, yet few studies have examined coping self-efficacy in African American adolescents. This study examined change over time in African American adolescents' coping self-efficacy and the extent to which social-contextual factors (maternal warmth and community violence exposure) and gender are associated with coping self-efficacy. Participants were 160 African American adolescents who resided in a large Midwestern city. Ninth-grade adolescents were followed through 10th grade and reported on coping self-efficacy, maternal warmth, and community violence exposure at four 6-month time intervals. Latent growth modeling was used to examine change over time in coping self-efficacy, along with the effects of social-contextual factors and gender on coping self-efficacy. Latent growth modeling results suggest that, on average, coping self-efficacy linearly declined over the course of ninth and 10th grade. Maternal warmth was associated with higher coping self-efficacy over time, whereas community violence exposure was not associated with coping self-efficacy. Girls reported a lower initial level of coping self-efficacy than boys at the start of ninth grade, but there was no difference in the slope (rate of change) of coping self-efficacy between girls and boys. Implications of study results for research and school based, culturally and contextually relevant coping skills intervention for African American adolescents are discussed. Study limitations and future directions are also described. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12435913/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144981878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

"They are aware; they choose to ignore it": The state of culturally responsive school practices through the lens of parents. "他们知道，但他们选择忽视"：从家长的视角看学校文化应对措施的现状。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-09-01 Epub Date: 2024-09-19 DOI: 10.1037/spq0000641

Aijah K B Goodwin, Anna C J Long, Jennifer Vasquez, Sam F Allouche, Kennedi Boatner

{"title":"\"They are aware; they choose to ignore it\": The state of culturally responsive school practices through the lens of parents.","authors":"Aijah K B Goodwin, Anna C J Long, Jennifer Vasquez, Sam F Allouche, Kennedi Boatner","doi":"10.1037/spq0000641","DOIUrl":"10.1037/spq0000641","url":null,"abstract":"There is a continuous push from researchers, accrediting bodies, and national education and behavioral health centers to address the safety, well-being, and success of our diverse student population in U.S. schools. However, several states are introducing or passing bills that ban or restrict culturally responsive practices in schools. The opposing views overshadow the importance of cultural responsiveness for children and the benefits of cultural responsiveness from the caregivers' perspective based on their lived experiences. Therefore, this study utilized phenomenological inquiry to gain caregivers' experiences of culturally responsive (and unresponsive) practices in their child(ren)'s preschool or elementary school. Interviews were conducted with 13 culturally diverse parents and caregivers from varying racial, ethnic, linguistic, religious, and financial backgrounds. An analysis of the interviews revealed six themes: (1) creating an inclusive and safe educational space, (2) establishing a parent-school alliance, (3) a need for cultural cognizance in the school community, (4) accommodation of religious and cultural holidays, (5) culture in the curriculum, and (6) equitable access to educational opportunities. This study reflects an essential step toward examining and incorporating the perspectives of parents and caregivers into our practice, research, and policy efforts for enhancing cultural responsiveness in schools. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"584-593"},"PeriodicalIF":1.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A call to disrupt hetero- and cisnormativity (HetCisNorms) in school psychology with guidance from the adapting strategies to promote implementation reach and equity (ASPIRE) framework. 呼吁在学校心理学中打破异性恋和同性恋规范（HetCisNorms），并以促进实施范围和公平的调整战略（ASPIRE）框架为指导。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-09-01 Epub Date: 2024-09-19 DOI: 10.1037/spq0000658

Sarah Kiperman, Carrie E Lorig, Eileen Cullen

引用次数: 0

School readiness profiles: Does the quality of preschool education matter? 入学准备概况：学前教育质量重要吗？

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-09-01 Epub Date: 2024-09-12 DOI: 10.1037/spq0000652

Marilia Mariano, Erika Felix, Marcos V V Ribeiro, Jacy Perissinoto, Clara Brandão de Ávila, Maria Conceição do Rosário, Thiago M Fidalgo, Rosa Resegue, Zila M Sanchez, Pamela J Surkan, Silvia S Martins, Sheila C Caetano

引用次数: 0