School psychology (Washington, D.C.)最新文献_第4页

The importance of treatment integrity: Examining the relationship between dosage and writing intervention outcomes. 治疗完整性的重要性：检查剂量与书面干预结果之间的关系。

School psychology (Washington, D.C.) Pub Date : 2024-11-01 Epub Date: 2023-08-10 DOI: 10.1037/spq0000573

Samantha C Maguire, Tanya L Eckert

引用次数: 0

Exploring threats to internal validity of direct assessment in single-case design research. 探索单例设计研究中直接评估内部有效性的威胁。

School psychology (Washington, D.C.) Pub Date : 2024-11-01 Epub Date: 2024-09-12 DOI: 10.1037/spq0000664

Brian Daniels, Lindsay M Fallon, Andrea Molina Palacios, Margarida B Veiga, Amy L Cook

{"title":"Exploring threats to internal validity of direct assessment in single-case design research.","authors":"Brian Daniels, Lindsay M Fallon, Andrea Molina Palacios, Margarida B Veiga, Amy L Cook","doi":"10.1037/spq0000664","DOIUrl":"10.1037/spq0000664","url":null,"abstract":"Single-case design research studies have historically used external observers to collect time series data that may be used to evaluate intervention effectiveness; however, single-case interventions implemented in educational settings may use the person implementing the intervention (e.g., teacher) to collect data in order to maximize feasibility. The implementer's knowledge of intervention goals and phase has the potential to influence assessment of dependent variables, particularly when ratings involving some degree of judgment (e.g., Direct Behavior Rating-Single Item Scales [DBR-SIS]) are used. Given the potential for rater effects and expectancy to influence data collection, this study sought to determine whether DBR-SIS measuring social skills collected in vivo by interventionists with full knowledge of intervention goals and phase were equivalent to data collected by external raters masked to intervention phase. Results indicated in vivo DBR-SIS differed from those completed by masked external raters, which has the potential to result in different conclusions regarding intervention effectiveness. The potential for negative effects resulting from sole reliance on in vivo ratings conducted by an interventionist may be mitigated by including additional data streams collected by external personnel masked to intervention phase or by using effect sizes that account for baseline trends. Implications for training and practice are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"646-657"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302951","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

Single-case design effect-size distributions: Association with procedural parameters. 单例设计效应大小分布：与程序参数的关系

School psychology (Washington, D.C.) Pub Date : 2024-11-01 Epub Date: 2024-05-23 DOI: 10.1037/spq0000636

Jennifer R Ledford, Paige B Eyler, Sienna A Windsor, Jason C Chow

{"title":"Single-case design effect-size distributions: Association with procedural parameters.","authors":"Jennifer R Ledford, Paige B Eyler, Sienna A Windsor, Jason C Chow","doi":"10.1037/spq0000636","DOIUrl":"10.1037/spq0000636","url":null,"abstract":"Visual analysis is historically and conventionally used to draw conclusions about outcomes in single-case studies, but researchers are increasingly using effect sizes to supplement conclusions drawn about functional relations with additional information about magnitude of behavior change. However, there is limited information about the extent to which methodological choices (i.e., design type, measurement system) may impact the magnitude of behavior change. We conducted a systematic review of interventions conducted in elementary school classrooms to characterize effect sizes for engagement behaviors and challenging behaviors in those studies. We found that researchers most often used A-B-A-B and multiple baseline across-participants designs, that a variety of measurement systems were used for engagement but not challenging behavior, and that some variability in effect-size distributions can be explained by dependent variable type, design type, and measurement system. The empirically derived distributions from this study may be helpful for single-case researchers to contextualize past, ongoing, and future work related to engagement and challenging behavior. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"589-600"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141083037","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

What interventions are cost-effective? A systematic review of cost-effectiveness analyses of school-based programs from 2000 to 2020. 哪些干预措施具有成本效益？2000年至2020年学校项目成本效益分析的系统回顾。

School psychology (Washington, D.C.) Pub Date : 2024-11-01 Epub Date: 2023-10-30 DOI: 10.1037/spq0000590

Courtenay A Barrett, Shelbie E Spear, Andryce Clinkscales, Lindsay L Wood, Kathrin E Maki

引用次数: 0

Time spent on distance learning moderates changes in teachers' work-related well-being one year after the first school closures. 学校首次关闭一年后，用于远程学习的时间调节了教师工作相关幸福感的变化。

School psychology (Washington, D.C.) Pub Date : 2024-11-01 Epub Date: 2023-09-07 DOI: 10.1037/spq0000575

Annalisa Soncini, Emanuele Politi, Maria Cristina Matteucci

{"title":"Time spent on distance learning moderates changes in teachers' work-related well-being one year after the first school closures.","authors":"Annalisa Soncini, Emanuele Politi, Maria Cristina Matteucci","doi":"10.1037/spq0000575","DOIUrl":"10.1037/spq0000575","url":null,"abstract":"It is now well documented that school closures enforced at the beginning of the COVID-19 pandemic impaired teachers' well-being. Yet, only a few studies tracked changes in teachers' well-being during the subsequent phases of the pandemic, phases that were characterized by the discontinuous implementation of in-person teaching and distance learning. To fill this gap, we conducted a follow-up study at the end of the school year 2020-2021 (May-June 2021, T2), administering an online questionnaire to Italian teachers (N = 240) who had previously taken part in a data collection conducted at the end of the first school closures (May-June 2020, T1). Our first aim was to monitor changes in teachers' psychological and work-related well-being between T1 and T2. Our second aim was to assess whether time spent on distance learning moderates these changes in psychological and work-related well-being. Results showed that teachers' psychological well-being decreased between T1 and T2, whereas work-related well-being increased. What is more, time spent on distance learning moderated the general increase in work-related well-being observed at T2: The longer teachers implemented distance learning during the school year 2021, the less their work-related well-being increased. In conclusion, although it seems that teachers have adapted to the changes associated with the first school closures, this study showed that distance learning remains a possible risk factor for teachers' well-being. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"711-718"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10171834","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 of visual analysis reporting procedures in the functional communication training literature. 功能性沟通培训文献中的视觉分析报告程序回顾。

School psychology (Washington, D.C.) Pub Date : 2024-11-01 Epub Date: 2024-09-19 DOI: 10.1037/spq0000660

Katie Wolfe, Meka N McCammon, Lauren M LeJeune, Aaron R Check, Timothy A Slocum

{"title":"A review of visual analysis reporting procedures in the functional communication training literature.","authors":"Katie Wolfe, Meka N McCammon, Lauren M LeJeune, Aaron R Check, Timothy A Slocum","doi":"10.1037/spq0000660","DOIUrl":"10.1037/spq0000660","url":null,"abstract":"Few guidelines exist for conducting and reporting visual analysis procedures and results in single-case research. Previous research examining how authors describe their analytic procedures and results has found that authors use key terms such as level, trend, and variability infrequently. Additionally, in a previous review, the authors rarely agreed with the original study authors on their conclusions. The purpose of this study was to document single-case researchers' analytic procedures, including use of key visual analysis terms; description of data features; within- and between-condition analysis; and inclusion of descriptive statistics, effect sizes, or inferential statistics in the literature on a common Tier 3 behavior intervention, functional communication training. We also compared our determinations about functional relations to the authors' conclusions. Our results suggest that most authors describe level, but almost a third did not describe trend or variability. Agreement with study authors was better than in previous studies but still below minimally acceptable thresholds. We discuss areas for future research and implications for reporting the analysis and results of single-case research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"548-556"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302946","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-centered instruction can build social-emotional skills and peer relations: Findings from a cluster-randomized trial of technology-supported cooperative learning. 以学生为中心的教学可以建立社会情感技能和同伴关系：一项技术支持的合作学习的集群随机试验的结果。

School psychology (Washington, D.C.) Pub Date : 2024-11-01 Epub Date: 2023-10-30 DOI: 10.1037/spq0000589

Sabina Low, Mark J Van Ryzin

{"title":"Student-centered instruction can build social-emotional skills and peer relations: Findings from a cluster-randomized trial of technology-supported cooperative learning.","authors":"Sabina Low, Mark J Van Ryzin","doi":"10.1037/spq0000589","DOIUrl":"10.1037/spq0000589","url":null,"abstract":"Given the uneven track record of adjunctive social-emotional learning (SEL) programs and waning effects by middle and high school, we propose a more integrative approach to SEL through cooperative learning (CL). CL has demonstrated the ability to improve social-emotional, behavioral, academic, and mental health benefits, but CL lessons are complex and thus can be difficult to design and consistently deliver with fidelity. The present study attempted to address this barrier by examining the effects of technology-assisted CL on five social-emotional competencies, as well as social and behavioral outcomes. Participants were 813 students (50.2% female, N = 408, and 70.7% White, N = 575) from 12 middle and high schools in the Pacific Northwest in a cluster-randomized design where six intervention schools implemented technology-assisted CL and six control schools conducted business as usual. Using multilevel modeling, intervention effects on all outcomes after 1 year were significant, with moderate to large effect sizes, inviting further evaluation of integrative approaches to SEL that are developmentally aligned with the needs of students in secondary education. Although there remains a dearth of universal school-based interventions with demonstrated impacts on social outcomes in middle and high school, the present study builds support for the use of integrative, relationship-based instructional approaches, supported by technology, to promote positive peer relations, and social competencies for this age group. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"672-681"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71415847","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

Are child and adolescent students more uncivil after COVID-19? COVID-19 之后，儿童和青少年学生是否更不文明？

School psychology (Washington, D.C.) Pub Date : 2024-10-31 DOI: 10.1037/spq0000672

Natalie Spadafora, Elizabeth Al-Jbouri, Anthony A Volk

引用次数: 0

A scoping review of universal school-based resilience programs for adolescents. 针对青少年的校本抗逆力普及计划的范围界定审查。

School psychology (Washington, D.C.) Pub Date : 2024-10-17 DOI: 10.1037/spq0000659

Clément Métais, Lea Waters, Charles Martin-Krumm, Cyril Tarquinio, Nicolas Burel

{"title":"A scoping review of universal school-based resilience programs for adolescents.","authors":"Clément Métais, Lea Waters, Charles Martin-Krumm, Cyril Tarquinio, Nicolas Burel","doi":"10.1037/spq0000659","DOIUrl":"https://doi.org/10.1037/spq0000659","url":null,"abstract":"Resilience, broadly defined as effective adaptation to stress, adversity, or change, is an important capacity to foster in adolescence. To date, there has been little review of the literature on universal school-based resilience programs for teens. The current scoping review had three aims. The first aim was to report on the scope of literature on universal school-based resilience programs for adolescents. The second aim was to code and summarize the features and outcomes of these programs (stand-alone programs and whole-school programs). The third was to identify key themes emanating from nonempirical articles (i.e., theoretical articles, review articles, published guidelines, and reports) about what makes an effective school-based resilience program for adolescents. A total of 34 articles met the criteria for the review (47% empirical and 53% nonempirical). The collated data present a summary of who (e.g., sample demographics), how (e.g., research designs, the duration and number of posttest evaluations), and what has been studied (e.g., the types of programs and the types of outcomes). Randomized control trial evaluations (53%) and quasi-experimental designs (47%) were the common designs. The studies displayed large variation when it came to program delivery aspects such as number of lessons, length of the lessons, duration of the program, type of teaching, and program facilitators. Six themes were identified for creating effective universal school-based resilience programs: dual focus (ill-being and well-being), ethos and embedding, nurturing environment, adopting a systems approach, building teacher resilience, and fostering real-time resilience through implicit and explicit teaching. Suggestions for future research are provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142482704","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

The common element of test taking: Reading and responding to questions. 考试的共同要素：阅读和回答问题。

School psychology (Washington, D.C.) Pub Date : 2024-10-10 DOI: 10.1037/spq0000671

Scott P Ardoin, Katherine S Binder, Christina Novelli, Peter L Robertson

{"title":"The common element of test taking: Reading and responding to questions.","authors":"Scott P Ardoin, Katherine S Binder, Christina Novelli, Peter L Robertson","doi":"10.1037/spq0000671","DOIUrl":"https://doi.org/10.1037/spq0000671","url":null,"abstract":"Taking a reading comprehension (RC) test is a goal-oriented task, with the goal of answering questions correctly. We assume the number of questions students correctly answer represents their ability to engage successfully in the RC processes necessary to understand texts. Students, however, use various test-taking strategies, some of which negatively impact passage comprehension. The present study used eye-tracking procedures to measure what students do when reading the one part of the tests that all students must read to perform well on an RC test, the questions. Participants included 248 third-, fifth-, and eighth-grade students who read six texts and responded to associated questions while researchers recorded their eye movements. Eye-movement records were used to code students' test-taking strategy and measure the time students spent reading multiple-choice questions and each response option. Students were also administered a measure of reading achievement. Analyses suggest eye movements on multiple-choice questions were associated with reading achievement, and the challenges less-skilled readers experience with texts are also present when reading in the question region. Differences in strategies and processes do not only occur in the text region. Therefore, researchers and practitioners should pay increased attention to the strategies that are taught and used by students when reading and responding to RC questions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142482705","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