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

{"title":"Correction to \"Assessing teachers' intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessment\" by Sanetti et al. (2024).","authors":"","doi":"10.1037/spq0000700","DOIUrl":"https://doi.org/10.1037/spq0000700","url":null,"abstract":"<p><p>Reports an error in \"Assessing teachers' intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessment\" by Lisa M. H. Sanetti, Nedim Yel, Anna C. J. Long, Melissa A. Collier-Meek, Thomas R. Kratochwill and Sabina Rak Neugebauer (<i>School Psychology</i>, 2025[May], Vol 40[3], 323-334; see record 2024-72007-001). In the article (https://doi.org/10.1037/spq0000624), Sabina Rak Neugebauer was incorrectly omitted as a coauthor due to an administrative error. The order of authors has been adjusted. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2024-72007-001.) Individual-level determinants are hypothesized to enable or prevent successful implementation of evidence-based practices, yet there are limited options for measuring theory-informed, individual-level determinants that influence teachers' and other implementers' delivery of school-based interventions. The goal of this study was to develop a self-report scale that measures variables that have been associated with initial and sustained behavior change related to school-based intervention implementation according to the health action process approach (HAPA). Participants were a nationally representative sample of kindergarten through Grade 12 public school teachers, stratified by grade level and geographical region. Item generation was based on a systematic review of the literature on outcome expectations and self-efficacy, the core constructs related to initiating and sustaining behavior change from the HAPA and in consultation with the theory developer. The sample was randomly split; half of the sample was used for exploratory factor analysis (EFA), and the other half was used for confirmatory factor analysis (CFA). The EFA resulted in a final factor structure of three dimensions of the Implementation Beliefs Assessment (IBA): (a) implementation self-efficacy, (b) positive outcome expectations, and (c) negative outcome expectations. This structure was supported in the other half of the sample using CFA. Additional analyses supported the reliability of IBA data. The IBA represents a step forward toward psychometrically sound measurement of factors associated with initial and sustained behavior change. Implications for future research are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":"41 2","pages":"245"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147328358","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":"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":"10.1037/spq0000712","url":null,"abstract":"<p><p>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 4^th- or 5^th-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) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"208-218"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","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}

{"title":"Effects of Feel Your Best Self mini-lessons during morning meetings on kindergarten classwide behaviors.","authors":"Sandra M Chafouleas, Michael A Weiner, Jessica B Koslouski","doi":"10.1037/spq0000707","DOIUrl":"10.1037/spq0000707","url":null,"abstract":"<p><p>In this study, we examined the effects of Feel Your Best Self (FYBS) on classwide behavior. FYBS offers a flexible toolkit for teaching emotion regulation strategies that can be integrated into existing elementary classroom routines. Using an alternating treatment single case design, we investigated the effects of FYBS mini-lessons delivered during morning meeting compared to business-as-usual morning meeting on classwide behaviors in a kindergarten classroom. Results of systematic direct observation by external observers supported higher academic engagement and positive affect, and somewhat lower disruptive behavior, in the instructional period following morning meeting with FYBS mini-lessons. Results from direct behavior ratings completed by the classroom teacher were not as clear, with no differences noted for classwide frustration tolerance or flexibility. FYBS mini-lessons were delivered as intended and perceived as highly usable by the teacher. This study provides initial evidence that FYBS can be used to promote desirable classroom behavior and be integrated into existing classroom routines such as morning meetings. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"173-184"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144823307","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":"Human versus machine: A comparative analysis of qualitative coding by humans and ChatGPT-4.","authors":"Adam Lockwood, Daniel S Newman, Kandace W Mossing, Amy Glubzinski, Elaina Cohen","doi":"10.1037/spq0000715","DOIUrl":"10.1037/spq0000715","url":null,"abstract":"<p><p>Generative artificial intelligence (AI) applications are becoming increasingly influential in psychology training, practice, and research. In this study, the procedures (e.g., coding process) and products (e.g., codes, categories, themes, core story) of a qualitative content analysis (QCA) conducted by Chat Generative Pre-trained Transformer (ChatGPT)-4 and novice human researchers were compared, and advantages and disadvantages of each approach were considered. Data included open-ended survey responses from trainers (<i>N</i> = 60) in school psychology programs regarding assessment practices during the COVID-19 pandemic. Findings indicated that ChatGPT-4 conducted QCA with products that were similar, overall, to human coders and in significantly less time. However, ChatGPT-4's process was not transparent, and some codes and themes were unclear. Meanwhile, human coding allowed for the selection and implementation of a purposeful, coherent methodological approach and an auditable and systematic process resulting in defensible themes. Considerations for the use of AI in qualitative research are considered and discussed, and future research directions are provided. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"161-172"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145330778","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":"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":"10.1037/spq0000702","url":null,"abstract":"<p><p>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, <i>g</i> = 0.856, 95% CI [-0.14, 1.85], <i>p</i> = .09, τ² = 3.71. For the combined analysis, ES = 2.453, 95% CI [0.47, 4.44], <i>p</i> = .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) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"233-245"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","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}

{"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":"10.1037/spq0000711","url":null,"abstract":"<p><p>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) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"219-232"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","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}

{"title":"Ethical dilemmas in school psychology: A systematic review.","authors":"Paula Prendeville, William Kinsella","doi":"10.1037/spq0000705","DOIUrl":"10.1037/spq0000705","url":null,"abstract":"<p><p>Ethical practice is a core clinical competency for school psychologists. To gain a greater insight into ethical dilemmas psychologists encounter to inform their professional training needs, a systematic review was conducted. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were applied to an examination of four databases. Using the standardized Mixed Methods Appraisal Tool, a methodological appraisal and content analysis was completed on selected articles that included calculating an appraisal score. Ten empirical studies published between 2009 and 2023, representing the ethical experiences of 1,319 school psychologists from five countries, met the inclusion criteria. Studies included the use of quantitative methodologies (n = 8), qualitative methodology (n = 1), and a mixed methods approach (n = 1). The quality of these studies was appraised as high (n = 6), medium (n = 3), or low (n = 1). This review highlights gaps in research examining the ethical issues experienced by psychologists. The clinical implications of ethical dilemmas that were identified and future research considerations in this area are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"196-207"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144981888","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":"Measuring the unspoken, voicing the lived: Racism-related stress among Asian American educators.","authors":"Quennie Dong, Chunyan Yang","doi":"10.1037/spq0000741","DOIUrl":"https://doi.org/10.1037/spq0000741","url":null,"abstract":"<p><p>Asian Americans generally and Asian American educators have experienced occupational stress during the COVID-19 pandemic as well as racism-related stress due to the uptick in anti-Asian hate. In this study, we validated the scores of a revised version of the Asian American Racism-related Stress Inventory and examined the experiences of racism-related stress as a result of anti-Asian discrimination and violence. This mixed methods study included 256 Asian American educators who completed a survey and 21 Asian American educators who participated in semistructured interviews. We conducted confirmatory factor analyses and other analyses to evaluate the psychometric properties of the revised Asian American Racism-related Stress Inventory scores. Results indicated that a second-order model with racism-related stress as the best supported higher order factor and three first-order factors: sociohistorical, general, and perpetual foreigner racism-related stress. Descriptive thematic analysis of semistructured interviews further revealed contextualized racialized experiences and associated racism-related stressors. These findings highlight the significance of stress stemming from racism and the distinct encounters Asian American educators experience in the context of anti-Asian hate. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147292116","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":"Exploring self-referral as a low-burden, universally administered strategy to connect adolescents to mental health supports following anonymous school-based screening.","authors":"Meghan A Costello, John Crocker, Jasmeen Kaur, Rosie Du, Elizabeth Oxendine, Lauren Greenspan, Rebecca Butler, Randi M Schuster","doi":"10.1037/spq0000719","DOIUrl":"10.1037/spq0000719","url":null,"abstract":"<p><p>Integrating widespread, low-burden approaches to facilitate connection to school-based care may be helpful in expanding mental health reach in schools. The present study describes students' use of a single-item self-referral process following a school-wide anonymous screener of mental health and substance use. The Substance Use and Risk Factor Survey included a school-based referral request item in 47 Massachusetts public middle and high schools in fall 2023 (<i>N</i> = 16,236; 47% girls; 4% gender diverse; 41% racially or ethnically marginalized or minoritized). Students who self-referred, in comparison to those who did not self-refer, endorsed more symptoms of depression and anxiety (<i>M</i>_{self-referral} = 3.7 [<i>SD</i> = 3.8], <i>M</i>_noReferral = 3.0 [<i>SD</i> = 3.3], <i>p</i> = .0001), psychoticlike experiences (<i>M</i>_{self-referral} = 1.1 [<i>SD</i> = 1.6], <i>M</i>_noReferral = 0.9 [<i>SD</i> = 1.4], <i>p</i> = .0004), emotional reactivity (<i>M</i>_{self-referral} = 24.4 [<i>SD</i> = 23.7], <i>M</i>_noReferral- = 20.8 [<i>SD</i> = 20.8], <i>p</i> = .001), and inattention and hyperactivity (<i>M</i>_{self-referral} = 0.8 [<i>SD</i> = .8], <i>M</i>_noReferral = 0.7 [<i>SD</i> = 0.7], <i>p</i> = .001). Students who self-referred were more likely to endorse a past-year suicide attempt (6.6% among self-referral group, 3.1% among the no-referral group; <i>OR</i> = 1.7, <i>p</i> = .02) and not talking to anyone (formal or informal mental health supports) about their mental health in the past year (31.4% self-referrals, 21.9% no referral; <i>OR</i> = 1.7, <i>p</i> < .001). Students who self-referred were also more likely to hold a minoritized gender identity (6.9% self-referrals, 3.9% no self-referrals; <i>OR</i> = 1.8, <i>p</i> = .012). School staff (<i>N</i> = 15) noted that the self-referral process was helpful (<i>M</i> = 3.87/5, <i>SD</i> = 1.27), and approximately half of the students requesting support (53.7%) were not already engaged in school-based mental health support. Self-referral requests following school-wide screeners may be a useful strategy to identify students experiencing mental health distress without supports in place. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12948036/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147292136","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}

{"title":"Nose to the grindstone: The role of task effort in elementary-aged students' text generation.","authors":"Tanya L Eckert, Tyler J Young, Sophia V Alderman, Monique S Antoine, Eleanor L Czajkowski, Grier M Adams, Siani Y M Amidon, Jennifer L Williams","doi":"10.1037/spq0000740","DOIUrl":"https://doi.org/10.1037/spq0000740","url":null,"abstract":"<p><p>Although task effort has been identified as an underlying factor in students' writing performance (Hier & Mahony, 2018), the relationship between elementary students' writing task effort and their writing performance has not been examined. This study investigated students' perceived task effort after each session of a class-wide writing intervention, examining whether it predicted postintervention writing performance. The sample included 88 third-grade students participating in a randomized controlled trial assessing the efficacy of a writing performance feedback intervention. Results indicated that students' task effort ratings remained consistently high throughout the intervention. Additionally, students' writing productivity increased from pre- to postintervention and higher task effort was significantly associated with increased writing productivity. Considerations regarding the use of students' self-reports of task effort, as well as the limitations of the study, are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147292140","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}