School psychology (Washington, D.C.)最新文献_第5页

Meta-analysis of single-case design research: Application of multilevel modeling. 单例设计研究的元分析：多层次模型的应用

School psychology (Washington, D.C.) Pub Date : 2024-11-01 Epub Date: 2024-05-23 DOI: 10.1037/spq0000637

Mikyung Shin, Stephanie L Hart, Michelle Simmons

{"title":"Meta-analysis of single-case design research: Application of multilevel modeling.","authors":"Mikyung Shin, Stephanie L Hart, Michelle Simmons","doi":"10.1037/spq0000637","DOIUrl":"10.1037/spq0000637","url":null,"abstract":"This study describes the benefits and challenges of meta-analyses of single-case design research using multilevel modeling. The researchers illustrate procedures for conducting meta-analyses using four-level multilevel modeling through open-source R code. The demonstration uses data from multiple-baseline or multiple-probe across-participant single-case design studies (n = 21) on word problem instruction for students with learning disabilities published between 1975 and 2023. Researchers explore changes in levels and trends between adjacent phases (baseline vs. intervention and intervention vs. maintenance) using the sample data. The researchers conclude that word problem solving of students with learning disabilities varies based on the complexity of the word problem measures involving single-word problem, mixed-word problem, and generalization questions. These moderating effects differed across adjacent phases. These findings extend previous literature on meta-analyses methodology by describing how multilevel modeling can be used to compare the impacts of time-varying predictors within and across cases when analyzing single-case design studies. Future researchers may want to use this methodology to explore the roles of time-varying predictors as well as case or study-level moderators. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"625-635"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141083036","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 emphasis in American Psychological Association-accredited school psychology programs. 美国心理学会认证的学校心理学课程强调单一案例设计。

School psychology (Washington, D.C.) Pub Date : 2024-11-01 Epub Date: 2024-07-18 DOI: 10.1037/spq0000645

MacKenzie D Sidwell, Landon W Bonner, Kayla Bates-Brantley, Marsha Hasenoehrl, Daniel L Gadke

{"title":"Single-case design emphasis in American Psychological Association-accredited school psychology programs.","authors":"MacKenzie D Sidwell, Landon W Bonner, Kayla Bates-Brantley, Marsha Hasenoehrl, Daniel L Gadke","doi":"10.1037/spq0000645","DOIUrl":"10.1037/spq0000645","url":null,"abstract":"Single-case design (SCD) is an underutilized research methodology in school psychology literature. Despite its relevance to practitioners and applied intervention researchers alike, the majority of intervention research disseminated in school psychology journals tends to involve group designs, such as the randomized controlled trial. Group designs are useful for answering a wide variety of research questions but may not always be relevant to practitioners seeking procedures that work for their students or researchers seeking for the optimal design to answer their research questions. In comparison, the relative dearth of SCD studies in school psychology literature, in conjunction with common values among the field regarding data-based decision making and the scientist-practitioner model to training, raises questions about the cause of this gap. The present study sought to review doctoral training programs in school psychology and evaluate their relative emphasis on SCD in training. Seventy-six American Psychological Association-accredited school psychology programs were reviewed, and results indicated that roughly two thirds of programs do not emphasize SCD during training. Implications regarding school psychology training and research are discussed and recommendations are provided on future directions for school psychology trainers and researchers. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"636-645"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141636066","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 in school psychology: Issues of design, analysis, and training. 学校心理学中的单案例设计：设计、分析和训练问题。

School psychology (Washington, D.C.) Pub Date : 2024-11-01 DOI: 10.1037/spq0000682

Evan H Dart, Keith C Radley

引用次数: 0

Reputable and affordable programs with a strong commitment to diversity: Factors influencing school psychology student admission decisions. 声誉良好且负担得起的项目，对多样性有着坚定的承诺：影响学校心理学学生录取决定的因素。

School psychology (Washington, D.C.) Pub Date : 2024-11-01 Epub Date: 2023-10-30 DOI: 10.1037/spq0000579

Kathleen B Aspiranti, David M Hulac, Joseph H Hammer, Jessica Blake

{"title":"Reputable and affordable programs with a strong commitment to diversity: Factors influencing school psychology student admission decisions.","authors":"Kathleen B Aspiranti, David M Hulac, Joseph H Hammer, Jessica Blake","doi":"10.1037/spq0000579","DOIUrl":"10.1037/spq0000579","url":null,"abstract":"A current issue in the field of school psychology is the extreme shortage of school psychologists, and this is likely to persist in the future. Effective recruitment into school psychology programs is one of the most important strategies to increase the number of school psychologists. Within the present study, researchers created the Graduate Enrollment Admissions Rating Scale (GEARS), a survey measuring several different factors that school psychology students consider when applying to graduate programs, to determine what factors contributed to school psychology students' choice of program. The GEARS was sent via email to current school psychology graduate students. Overall, current students rated program quality, including faculty friendliness, as the most important factor influencing their decision. Second, considerations reflecting the program cost were influential. Diversity issues were the third most important factor in students choosing their school psychology programs. Costs and research/teaching opportunities were more important in the recruitment of doctoral students than specialist students, but specialist students valued convenience of a program more than doctoral students. Results of this study suggest that faculty members in charge of recruiting need to consider ways to manage tuition costs, develop relationships with future students, and strive toward high-quality programs as the best ways to increase the likelihood that students will attend their university. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"702-710"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71415846","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

Correlates of social justice values in school psychology graduate students. 学校心理学研究生社会公正价值观的相关因素。

School psychology (Washington, D.C.) Pub Date : 2024-11-01 Epub Date: 2023-08-17 DOI: 10.1037/spq0000572

Celeste M Malone, MyLea Barclift

{"title":"Correlates of social justice values in school psychology graduate students.","authors":"Celeste M Malone, MyLea Barclift","doi":"10.1037/spq0000572","DOIUrl":"10.1037/spq0000572","url":null,"abstract":"School psychologists are well-positioned to serve as advocates for marginalized students to address educational inequities and challenge systemic barriers to well-being. However, if they do not personally endorse social justice values, they may be unwilling to take personal and professional risks to engage in social justice work. The purpose of this study was to examine the extent to which personal characteristics and multicultural competence are associated with social justice values in school psychology graduate students. A sample of 108 graduate students completed the Social Justice Scale, School Psychology Multicultural Competence Scale, and Marlowe-Crowne Social Desirability Scale. Participants strongly endorsed having social justice values; however, they were less likely to report being in a context supportive of social justice work. There was no difference in reported social justice values based on gender or race; however, sexual marginalized students and those with very liberal political ideology reported more positive attitudes toward social justice. Students with very liberal political ideology also reported greater intent to engage in social justice actions in the future. Additionally, there were several positive correlations between social justice values and perceived multicultural competence. Multicultural competence accounted for most of the variance in participants' perceived ability to engage in social justice actions and being in environments supportive of social justice, while personal characteristics explained most of the variance in participants' intent to engage in future social justice actions. Notably, political ideology was the most consistent predictor of social justice values. Findings and implications for graduate education programs are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"691-701"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10015119","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

Characteristics of school psychology faculty in 2021. 2021年学校心理教师特点分析。

School psychology (Washington, D.C.) Pub Date : 2024-11-01 Epub Date: 2023-09-04 DOI: 10.1037/spq0000578

Austin H Johnson, Celeste M Malone, Tara C Raines, Tyler A Womack, Bhawandeep K Bains

{"title":"Characteristics of school psychology faculty in 2021.","authors":"Austin H Johnson, Celeste M Malone, Tara C Raines, Tyler A Womack, Bhawandeep K Bains","doi":"10.1037/spq0000578","DOIUrl":"10.1037/spq0000578","url":null,"abstract":"Although racial, ethnic, and linguistically minoritized school-aged students within the United States are increasing in population, school psychologists have historically been predominantly white, monolingual females. Diversity within the field of school psychology is important for improving students' achievement and postsecondary success, particularly as it relates to underrepresented students. Research shows that the diversity of school psychology faculty is important for the recruitment and retention of minoritized graduate students. However, demographic information within school psychology has only been calculated within the context of memberships to psychological organizations (e.g., the National Association of School Psychologists), which could underestimate the actual diversity of school psychology faculty currently in the profession. The purpose of this study was to collect information on the demographic characteristics of school psychology faculty as of 2021. A total of 429 school psychology trainers completed a brief web-based survey in which they self-identified their employment characteristics, gender identity, sexual orientation, racial-ethnic identity, (dis)ability status, and languages spoken. At the time of the survey, most of the sample were employed as full professors (30.5%) or assistant professors (29.4%). Results demonstrated that majority of the sample identified as white (78.6%), cisgender female (66.2%), heterosexual (87.2%), non(dis)abled (95.1%), and monolingual English speaking (83.9%). Faculty of color were more likely to report a higher percentage of time spent teaching as compared to white faculty. Implications of these findings and future directions are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"719-724"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10154018","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 effect of the level of data presentation on visual analysts' decisions. 数据展示水平对视觉分析师决策的影响。

School psychology (Washington, D.C.) Pub Date : 2024-11-01 Epub Date: 2024-07-18 DOI: 10.1037/spq0000656

Keith C Radley, Evan H Dart

{"title":"The effect of the level of data presentation on visual analysts' decisions.","authors":"Keith C Radley, Evan H Dart","doi":"10.1037/spq0000656","DOIUrl":"10.1037/spq0000656","url":null,"abstract":"Single-case design (SCD) is frequently utilized in research and applied settings to evaluate the effect of an intervention over time. Once collected, single-case data are typically graphed and analyzed visually in both research and practice contexts. Despite the ubiquity of visual analysis in SCD, this analytic framework has often been critiqued due to findings of limited reliability across visual analysts. Recent research has identified that the way a graph is constructed may contribute to the limitations of visual analysis. The present study sought to evaluate the effect of visually representing multiple measurement occasions as a single data point (e.g., combining measurements taken daily into a weekly composite data point) on visual analysts' decisions regarding the magnitude of an intervention effect. Eleven participants viewed identical data sets, plotted to show different numbers of measurement occasions combined as a single data point, and provided ratings regarding the magnitude of intervention effect depicted within the graph. Results indicated a significant main effect, with data sets with higher levels of data combination being rated as demonstrating significantly larger intervention effects. The results of the study provide additional support for standardization of data presentation and graph construction within SCD in both research and practice contexts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"572-578"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141636067","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 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