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

{"title":"Evaluating the effects of the color wheel system on a teacher's repeated directions.","authors":"Jade Bennett, Christopher H Skinner, Thomas John, Tara C Moore, Mari-Beth Coleman, Merilee McCurdy","doi":"10.1037/spq0000588","DOIUrl":"10.1037/spq0000588","url":null,"abstract":"<p><p>Students are less likely to hear and understand teacher-delivered directions or instructions when they are attending to other activities (e.g., a classmate, a previously assigned task). A classroom management system known as the Color Wheel System includes rules and transition procedures designed to increase the probability that students stop their current activities and attend to teachers as they deliver directions or instructions for the next activity. A withdrawal design was used to evaluate the effects of the Color Wheel System on a teacher's repeated directions in a first-grade general-education classroom. Results showed large and immediate decreases in teacher repeated directions both times the Color Wheel System was applied and an immediate increase when it was withdrawn. Discussion focuses on limitations and directions for future longitudinal research evaluating the effects of the Color Wheel System on uninterrupted teaching and learning time, classroom climates, student-teacher relationships, and compliance. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"56-64"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92158060","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}

{"title":"Effects of brief mindfulness practice on reading performance among racially minoritized adolescents.","authors":"Joshua C Felver, Adam J Clawson, Tory L Ash, Qiu Wang","doi":"10.1037/spq0000368","DOIUrl":"10.1037/spq0000368","url":null,"abstract":"<p><p>This research evaluated the effects of a year-long mindfulness intervention in a predominately Black student sample in an urban high-poverty middle school. Five English Language Arts classrooms (<i>n</i> = 56) were randomly assigned to brief daily 5-min mindfulness practice or an active control. Students were measured at three time points throughout the school year on standardized curriculum-based measures of reading performance. Results indicate that students in the mindfulness condition had significantly higher reading scores (sentence-level comprehension and fluency) than students assigned to control condition at the end of the school year. Our findings indicate that brief mindfulness practice may indirectly affect performance in specific academic skills. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"85-91"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71430009","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}

{"title":"Evaluating the factor structure and measurement invariance of the Academic Competence Evaluation Scales-Short Form.","authors":"Katherine E Frye, Emily H Winkelman, Christopher J Anthony","doi":"10.1037/spq0000609","DOIUrl":"10.1037/spq0000609","url":null,"abstract":"<p><p>The Academic Competence Evaluation Scales-Short Form (ACES-SF) is a brief measure of students' academic skills and academic enablers that is completed by K-12 teachers for screening and intervention planning purposes. This study examined the factor structure and measurement invariance of the ACES-SF using multigroup confirmatory factor analysis to support cross-group comparisons of students' academic competence across grade level, gender, and race/ethnicity. The sample included 512 certified K-8 teachers from across the United States who provided demographic information and ACES-SF ratings for 1,024 students (50% female). Results indicated good fit of a seven-factor structure and full scalar invariance across gender, grade level, and race/ethnicity. Implications and future directions are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"77-84"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138814968","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}

{"title":"Putting ourselves together: School belonging, parental socialization, and teacher support of Latinx youth.","authors":"Ana Sofia Ocegueda, Joseph M Barron, Erin M Rodríguez","doi":"10.1037/spq0000613","DOIUrl":"10.1037/spq0000613","url":null,"abstract":"<p><p>Limited research has considered how family and school factors combine to support Latinx students' academic achievement in early adolescence. We examined associations between parental academic socialization (PAS), teacher support (TS), school belonging, and achievement outcomes to understand the roles of family and teacher factors in youths' school belonging and achievement. Youth (<i>N</i> = 65, mean age = 11.74, <i>SD</i> = 1.11) and their parents completed questionnaires on school belonging, PAS, and TS, and we collected grade point average, standardized test results, and teacher perceptions of student skills and traits from their schools. Results indicated that TS, but not PAS, was negatively associated with school belonging and achievement. Belonging mediated the effect of TS on academic outcomes through a positive indirect relation. Findings implicate the role of school psychologists in guiding teacher support strategies for Latinx students. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"45-55"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139708777","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}

{"title":"Professional support, efficacy beliefs, and compassion fatigue in principals during the COVID-19 pandemic.","authors":"Xueqin Lin, Chunyan Yang, Rebecca Cheung","doi":"10.1037/spq0000564","DOIUrl":"10.1037/spq0000564","url":null,"abstract":"<p><p>Guided by the social cognitive theory and job demands-resources model, we used multiple regression analyses to examine the concurrent and interactive influences of professional support and efficacy beliefs on compassion fatigue during COVID-19 among 231 school principals in California. Controlling for principals' individual- and school-level demographic factors, professional support and their district collective efficacy (but not self-efficacy) were significantly and negatively associated with compassion fatigue. The negative association between professional support and compassion fatigue was moderated by both collective and self-efficacy. Professional support had a significantly negative association with compassion fatigue only among principals with both lower collective and self-efficacy beliefs. In addition, female principals reported significantly higher compassion fatigue than their male counterparts. Principals who oversee schools with larger student populations (i.e., 500-1,000 students) reported significantly less compassion fatigue than those who lead smaller schools (i.e., less than 200 students). Findings highlighted the importance of promoting principals' efficacy beliefs and increasing professional support to address their compassion fatigue. Findings also indicated that professional support and efficacy beliefs interact with each other in a compensatory way to influence the principal's compassion fatigue concurrently. Practical implications for school psychologists' capacity to support school leaders' compassion fatigue are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"24-35"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9967723","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}

{"title":"Independent factor structure replication of the SAEBRS teacher and student scales.","authors":"Thomas J Gross, Susan Keesey","doi":"10.1037/spq0000597","DOIUrl":"10.1037/spq0000597","url":null,"abstract":"<p><p>The purpose of this study was to independently assess the best-fitting factor models of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) student and teacher forms. To do this, we used previously published confirmatory factor analysis procedures (see von der Embse, Iaccarino, et al., 2017) in an attempt to replicate the factor structure. Unidimensional, correlated-factors, higher order, bifactor, and bifactor with correlated residuals models were assessed. The bifactor model yielded the best fit for the student, χ² = 286.58, <i>p</i> < .001, <i>χ²/df</i> = 1.91, RMSEA = .070, CFI = .839, TLI = .796, WRMR = 1.047, and teacher forms, χ² = 502.44, <i>p</i> < .001, <i>χ²/df</i> = 3.78, RMSEA = .095, CFI = .977, TLI = .971, WRMR = 1.193. Nonetheless, the majority of the fit statistics indicated an adequate fit for the student form. The SAEBRS Total Behavior score was found to have the greatest reliability for the student, ω = .77, ωH = .76, and teacher forms, ω = .93, ωH = .86, as well. Model, factor, and item-level indexes indicated mixed support for unidimensionality versus multidimensionality on student and teacher forms. Generally, it is implicated that the SAEBRS overall score was the soundest score for screening risk with the student and teacher forms. However, future investigations could consider a wider variety of methods to test competing factor structures. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"65-76"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92158061","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}

{"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":"https://doi.org/10.1037/spq0000675","url":null,"abstract":"<p><p>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) 2024 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-12-12","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}

{"title":"Behavioral interventions for Black male students: A systematic review.","authors":"MacKenzie D Sidwell, Shengtian Wu, Berenice Contreras","doi":"10.1037/spq0000668","DOIUrl":"https://doi.org/10.1037/spq0000668","url":null,"abstract":"<p><p>Educators use behavioral interventions to help children with behavioral concerns in school settings. Research on these interventions has shown that they can be effective in reducing concerning behaviors in students of different ages, educational settings, and behavioral topographies. However, Black male students continue to be disproportionately punished in schools. Although various factors (e.g., systemic racism) likely contributed to this issue, a review of the research participants of evidence-based interventions reported by the What Works Clearinghouse found a lack of representation of Black children in the studies. Without research on the effectiveness of interventions for Black male students, educators and researchers may perpetuate the current problem. This necessitates examining their representation in such research to inform effective behavioral interventions at schools. The criteria for inclusion were as follows: (a) journal articles and unpublished dissertations or theses, (b) participants who were children aged 3-18 years, (c) interventions targeting behavioral modification to reduce problem behaviors, (d) studies conducted in school settings, and (e) research utilizing single-subject designs. The results of the review included 15 studies with a total of 34 Black male participants. Of the studies reviewed, the majority were not function-based and did not meet the What Works Clearinghouse's design standards without reservations. Limitations and practical implications within a cultural context are also discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819536","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}

{"title":"The longitudinal effect of perceived social support on school engagement: A multiple mediation model examining the role of emotion regulation and left-behind status.","authors":"Hanbin Wang, Shane Jimerson, Abudusalamu Saiding, Kejing Guo, Chun Chen","doi":"10.1037/spq0000673","DOIUrl":"https://doi.org/10.1037/spq0000673","url":null,"abstract":"<p><p>School engagement generally declines during adolescence and was reported to be worse in Chinese adolescents in rural areas compared to those in urban cities. Extensive studies have investigated the roles of perceived social support (i.e., students' perceived teacher support, family cohesion, and peer support) in shaping students' school engagement. However, inconsistent findings were documented. Furthermore, the underlying mechanism between perceived social support and school engagement lacks investigation. Therefore, informed by the bioecological model and the process model of interpersonal strategies, this longitudinal study examined (a) whether three sources of perceived social support (i.e., teacher support, family cohesion, and peer support) at Time 1 were associated with school engagement at Time 2 both directly and indirectly through emotion regulation (i.e., cognitive reappraisal and expressive suppression) at Time 2 and (b) whether such pathways differentiated between non-left-behind adolescents and left-behind adolescents (LBA), with left behind being a unique cultural phenomenon in rural China. Structural equation modeling was employed to test the multiple mediation models among 3,043 Chinese rural adolescents (46.86% boys; <i>M</i>_age = 15.82 years, <i>SD</i> = 1.56) in two rural boarding schools in Guizhou and Gansu province. In the overall sample, (a) cognitive reappraisal fully mediated the association between teacher support and school engagement. (b) Family cohesion was positively associated with school engagement, while the indirect effects were not significant. Different pathways were revealed in non-left-behind adolescents and left-behind adolescents. (c) Peer support had no direct or indirect effect on school engagement. This study contributes to the understanding of how social-emotional processes influence school engagement and informs culturally responsive strategies and practices that enhance school engagement. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819781","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}

{"title":"Cultural adaptation of positive behavioral interventions and supports tier 1 in a Chinese elementary school.","authors":"Hao-Jan Luh, Hong Ni, Chun Chen, Yonghui Feng","doi":"10.1037/spq0000677","DOIUrl":"10.1037/spq0000677","url":null,"abstract":"<p><p>Research has shown the positive effects of positive behavioral interventions and supports (PBIS) on student outcomes. Despite its effectiveness, there is limited research on the cultural adaptation of PBIS in other cultures, especially in Asia. Based on cultural adaptation frameworks, the current case study reports the cultural adaptation and implementation process of PBIS Tier 1 in a Chinese elementary school, including the steps and strategies in its engagement, design, and implementation. Using multiple questionnaires, we also examined the pre- and postintervention differences in students' emotional and behavioral problems, their perceptions of school climate, and important factors related to academic engagement. Mainly, students' prosocial behaviors, emotional symptoms, and their interpersonal relationships with teachers and peers improved. However, there was also an increase in hyperactivity/inattention and conduct problems. Limitations and future directions are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819562","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}