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

Supporting implementation of culturally responsive teaching in a therapeutic setting. 支持在治疗环境中实施文化适应性教学。

School psychology (Washington, D.C.) Pub Date : 2025-05-01 Epub Date: 2024-07-25 DOI: 10.1037/spq0000638

Lindsay M Fallon, Diana P Laenen, Julia Kausel, Ryan Sunda, Andrea Molina Palacios, Emily Romero

引用次数: 0

Evaluating and comparing three variations of cover, copy, and compare on multiplication fact fluency. 评估和比较 "覆盖、复制和比较 "的三种变化对乘法事实流利性的影响。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-05-01 Epub Date: 2024-02-08 DOI: 10.1037/spq0000618

Jillian Dawes, Brian C Poncy, Benjamin G Solomon, Gary J Duhon, Christopher H Skinner

{"title":"Evaluating and comparing three variations of cover, copy, and compare on multiplication fact fluency.","authors":"Jillian Dawes, Brian C Poncy, Benjamin G Solomon, Gary J Duhon, Christopher H Skinner","doi":"10.1037/spq0000618","DOIUrl":"10.1037/spq0000618","url":null,"abstract":"A longitudinal randomized design was used with a sample of 57 third-grade students to evaluate and compare the effectiveness of three variations of cover, copy, and compare (CCC; traditional CCC, CCC-answer only, and CCC-paired responding) on multiplication fluency in third-grade students. Traditional CCC requires students to write the problem and answer as a response, CCC-answer only requires students only to write the answer, and CCC-paired responding requires students to write the answer only, then verbally state the problem and answer twice. The interventions occurred for 4 min per day, 5 days per week, across 11 calendar weeks (minus 1 week during a school break). Digits correct per minute (DCPM) level and trend data were significantly higher for each of the CCC variations when compared to control probes, with a posttest unstandardized effect of 7.22 [5.39, 9.10] DCPM. However, there were no significant differences in learning across the three CCC variations. Overall, these results provide additional evidence that all three forms of CCC can enhance math fact fluency and suggest that educators could choose which version to apply based on idiosyncratic or contextual factors. The discussion focuses on future theoretical research designed to investigate these findings and the advantages of studies that evaluate multiple interventions and compare their effectiveness. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"345-355"},"PeriodicalIF":1.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139708775","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

Changes in patterns of peer relationships in primary education classroom networks through cooperative learning. 通过合作学习改变小学教育课堂网络中的同伴关系模式。

School psychology (Washington, D.C.) Pub Date : 2025-05-01 Epub Date: 2024-02-15 DOI: 10.1037/spq0000617

M A Veldman, S Doolaard, R J Bosker, T A B Snijders

{"title":"Changes in patterns of peer relationships in primary education classroom networks through cooperative learning.","authors":"M A Veldman, S Doolaard, R J Bosker, T A B Snijders","doi":"10.1037/spq0000617","DOIUrl":"10.1037/spq0000617","url":null,"abstract":"We studied the impact of cooperative learning on positive peer relationships, that is, liking to work together, in classroom networks. Cooperative learning was implemented as part of the \"Success for All\" program. Longitudinal social network analysis was used to investigate the development of structures and patterns of relationships in 16 intervention and 16 control classrooms, including a total of 791 students. Results showed significantly less reciprocation and transitivity in the dynamics of the intervention networks, while the number of nominations in the intervention classes was at least not smaller than in the control classes, indicating less tendency toward the formation of small clusters or cliques. We did not find that peer relationships became more diverse with regard to gender, socioeconomic status, or academic performance through the implementation of cooperative learning. In intervention classrooms, children tended to nominate their teammates with whom they work together in cooperative learning activities; however, also in control classrooms, children tended to nominate children with whom they are seated in the classroom. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"366-378"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139736887","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

Supporting children's mental health in school over a decade later: Current teacher perspectives. 十多年后在学校支持儿童的心理健康：当前教师的观点。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-04-28 DOI: 10.1037/spq0000696

Wendy M Reinke, Keith C Herman, Melissa Stormont, Wenxi Yang, Cheryl Wan

{"title":"Supporting children's mental health in school over a decade later: Current teacher perspectives.","authors":"Wendy M Reinke, Keith C Herman, Melissa Stormont, Wenxi Yang, Cheryl Wan","doi":"10.1037/spq0000696","DOIUrl":"10.1037/spq0000696","url":null,"abstract":"Over a decade ago, teacher perspectives of supporting student mental health in schools were assessed, including perceptions of mental health needs; their knowledge, skills, and training needs; their roles for supporting children's mental health; and barriers to supporting mental health needs in their school settings. The purpose of this study was to again assess teacher perceptions on these same topics to determine the current landscape for supporting student mental health. Findings from a sample of 420 teachers indicate that the majority of teachers agree that schools should be involved in supporting the mental health of students. Most teachers also felt that they should be involved in implementing classroom interventions and social-emotional learning curriculum. Teachers continue to report that they do not have the knowledge to meet the mental health needs of students, in particular students from diverse backgrounds. The top areas for professional development were identifying mental health issues, classroom behavior management, and culturally responsive practices. The most identified mental health issue in schools was disruptive behavior problems. Finally, the vast majority of teachers now recognize the term evidence-based interventions/practices as compared to the prior study, but teachers note the same barriers to implementing mental health supports as over a decade ago. Implications for practice are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144060686","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

High school students' pandemic adversity and behavioral health: Evidence from the adolescent behaviors and experiences survey. 高中生流行病逆境与行为健康：来自青少年行为与经历调查的证据。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-04-28 DOI: 10.1037/spq0000695

Brittany N Zakszeski, Jingwen Zhou

{"title":"High school students' pandemic adversity and behavioral health: Evidence from the adolescent behaviors and experiences survey.","authors":"Brittany N Zakszeski, Jingwen Zhou","doi":"10.1037/spq0000695","DOIUrl":"10.1037/spq0000695","url":null,"abstract":"The COVID-19 pandemic created unique challenges for adolescents, impacting their well-being. The present study sought to answer the questions: (a) What are the latent classes of youth according to their self-reported adverse experiences during the COVID-19 pandemic? (b) To what extent do behavioral health outcomes differ across these latent classes? And (c) to what extent do youth sociodemographic characteristics predict latent class membership? This study used data from a nationally representative sample of United States high school students who completed the Adolescent Behaviors and Experiences Survey in early 2021. Latent class analysis categorized youth based on their self-reported pandemic-related adversities, including parental and personal job loss, food insecurity, physical and verbal abuse in the home, social disconnection, and difficulty with schoolwork. Most participants were assigned to the class labeled generalized lower adversity, followed by the heightened academic and/or economic stressors class, and finally, the heightened adverse home experiences class. Across the three classes, significant differences in proportions of latent class members reporting poor mental health, increased alcohol use, and increased drug use during the pandemic were found. In addition, identifying as lesbian, gay, bisexual, or questioning was consistently associated with higher odds of membership in a higher risk latent class. Conducted to inform school crisis preparedness efforts, this study highlights opportunities for strengthening universal and targeted prevention systems, and tailoring supports for student subpopulations during societal crises and schooling disruptions. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144059451","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 interplay of stress, burnout, and mindful self-care in school psychologists. 压力，倦怠和自我照顾的相互作用在学校心理学家。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-04-07 DOI: 10.1037/spq0000692

Nikita M Pike, Randy G Floyd, Caitlin M Porter

{"title":"The interplay of stress, burnout, and mindful self-care in school psychologists.","authors":"Nikita M Pike, Randy G Floyd, Caitlin M Porter","doi":"10.1037/spq0000692","DOIUrl":"10.1037/spq0000692","url":null,"abstract":"School psychologists take on many tasks and responsibilities in their practice, whether that be in schools, clinics, or private practices. In this role, they risk experiencing ongoing stress that can result in burnout. Although previous literature on this topic has mentioned methods of coping with stress and preventing burnout, there has been little research on the impact of mindful self-care methods on levels of stress and burnout in school psychologists. Using data from a sample of 350 practicing school psychologists, this research examined the interplay of mindful self-care with stress and general and specific features of burnout in school psychologists. School psychologists reported moderate to high levels of stress, general burnout, and emotional exhaustion. They reported engaging in mindful self-care activities 2-3 days per week, on average. Moderation analysis revealed that the interaction of mindful self-care and stress was not a statistically significant predictor of general burnout; however, it was a statistically significant predictor of emotional exhaustion. The interaction terms represented small to medium effect sizes, respectively. Mindful self-care appeared to strengthen the relationship between stress and emotional exhaustion. These findings indicate that, despite experiencing notable work-related stress, school psychologists do not appear to be reaping the potential benefits of mindful self-care in terms of decreased feelings of emotional exhaustion at high levels of stress. Because mindful self-care is not a comprehensive solution to burnout among school psychologists, systemic changes should be made to their work environments and their expectations to address the stress and burnout they experience. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143805040","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

Improving written-expression curriculum-based measurement feasibility with automated writing evaluation programs. 利用自动写作评估程序改进基于书面表达课程的测量可行性。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-03-20 DOI: 10.1037/spq0000691

Michael Matta, Milena A Keller-Margulis, Sterett H Mercer

{"title":"Improving written-expression curriculum-based measurement feasibility with automated writing evaluation programs.","authors":"Michael Matta, Milena A Keller-Margulis, Sterett H Mercer","doi":"10.1037/spq0000691","DOIUrl":"10.1037/spq0000691","url":null,"abstract":"Automated writing evaluation programs have emerged as alternative, feasible approaches for scoring student writing. This study evaluated accuracy, predictive validity, diagnostic accuracy, and bias of automated scores of Written-Expression Curriculum-Based Measurement (WE-CBM). A sample of 722 students in Grades 2-5 completed 3-min WE-CBM tasks during one school year. A subset of students also completed the state-mandated writing test the same year or 1 year later. Writing samples were hand-scored for four WE-CBM metrics. A computer-based approach generated automated scores for the same four metrics. Findings indicate simpler automated metrics such as total words written and words spelled correctly, closely matched hand-calculated scores, while small differences were observed for more complex metrics including correct word sequences and correct minus incorrect word sequences. Automated scores for simpler WE-CBM metrics also predicted performance on the state test similarly to hand-calculated scores. Finally, we failed to identify evidence of bias between African American and Hispanic students associated with automated scores. Implications of using automated scores for educational decision making are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671915","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

Therapeutic processes in a school-based intervention for high school students with attention-deficit/hyperactivity disorder. 高中学生注意缺陷/多动障碍校本干预的治疗过程。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-03-03 DOI: 10.1037/spq0000690

Sean T Morse, George J DuPaul, Steven W Evans

{"title":"Therapeutic processes in a school-based intervention for high school students with attention-deficit/hyperactivity disorder.","authors":"Sean T Morse, George J DuPaul, Steven W Evans","doi":"10.1037/spq0000690","DOIUrl":"10.1037/spq0000690","url":null,"abstract":"Therapeutic processes are important in potentially facilitating psychosocial treatment outcomes. Our aim in this study was to evaluate clinician skills and behaviors (i.e., clinician adherence, clinician competence) and relational factors (i.e., working alliance, adolescent treatment engagement) as predictors of academic and organizational skill outcomes in a school-based, multicomponent skills training intervention for 84 high school students (83.3% male, Mage = 15.0, SD = 0.8) with attention-deficit/hyperactivity disorder. Clinician adherence and competence as well as working alliance, after controlling for baseline functioning and other therapeutic processes, did not account for a significant amount of variance for any treatment outcome. Alternatively, adolescent engagement emerged as a predictor of parent ratings of organizational skills and homework performance at posttreatment. These findings highlight treatment engagement as a key component in the mechanisms of effects in skills training interventions for adolescents with attention-deficit/hyperactivity disorder and important areas for assessment (e.g., measurement of engagement) and implementation support (e.g., training in engagement enhancement strategies) in school-based mental health practice at the secondary level. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143544798","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

Enhancing outcomes: Culturally adapted social-emotional and behavioral interventions for rural black elementary learners at risk. 提高成果：针对农村高风险黑人小学生的文化适应性社会情感和行为干预。

School psychology (Washington, D.C.) Pub Date : 2025-03-01 Epub Date: 2024-07-25 DOI: 10.1037/spq0000648

Aaron Rachelle Campbell, Mary Rose Sallese, Mariola Moeyaert, T Elyse Calhoun, Madison H Imler

{"title":"Enhancing outcomes: Culturally adapted social-emotional and behavioral interventions for rural black elementary learners at risk.","authors":"Aaron Rachelle Campbell, Mary Rose Sallese, Mariola Moeyaert, T Elyse Calhoun, Madison H Imler","doi":"10.1037/spq0000648","DOIUrl":"10.1037/spq0000648","url":null,"abstract":"Educators are responsible for supporting positive school experiences for all students, including those with or at risk for emotional and behavioral disorders (EBD). Students with or at risk for EBD experience multiple negative outcomes impacting their school years, and these negative outcomes extend past graduation. Social and emotional learning programs are being used by schools to build students' competency in areas designed to help them successfully manage the school environment and life in general. However, studies have not provided evidence that universal social-emotional learning (SEL) programs are effective for Black students. This study provides data on the efficacy of an intervention package comprised of the Strong Kids SEL Program and a Tier 2 culturally adapted check-in/check-out (CICO) with Black students in a rural district in an underserved community. Cultural adaptations presented for the SEL curriculum were based on developers' recommendations and teacher feedback from prior studies and incorporated focus groups. Behavior management support in the form of a culturally adapted CICO was provided to participants exhibiting externalizing behaviors disruptive to the learning process. Results indicated a functional relation between the intervention package culturally adapted (SEL + CICO) and a decrease in student rate of externalizing behavior and strong social validity across teachers and students. Hierarchical linear modeling showed a statistically significant decrease in externalizing behavior from baseline to intervention phases, with data suggesting the moderator of grade-level explained variability in the effectiveness of the intervention. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"223-236"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141763162","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

Development of the Cultural Adaptations Content Checklist: Measuring cultural adaptations to evidence-based psychological interventions for racial and ethnic minoritized youth. 开发文化适应内容核对表：针对少数种族和少数族裔青少年的循证心理干预措施的文化适应性测量。

School psychology (Washington, D.C.) Pub Date : 2025-03-01 Epub Date: 2024-09-12 DOI: 10.1037/spq0000651

Prerna G Arora, Kayla Parr, Kayla Staubi, Aaron Soo Ping Chow, Veronica Coriano, Courtney N Baker

{"title":"Development of the Cultural Adaptations Content Checklist: Measuring cultural adaptations to evidence-based psychological interventions for racial and ethnic minoritized youth.","authors":"Prerna G Arora, Kayla Parr, Kayla Staubi, Aaron Soo Ping Chow, Veronica Coriano, Courtney N Baker","doi":"10.1037/spq0000651","DOIUrl":"10.1037/spq0000651","url":null,"abstract":"Disparities in mental health need and service use among racial and ethnic minoritized (REM) youth remain a pervasive public health concern in the United States. Cultural adaptations (CAs) have been put forth as a way to increase the cultural and contextual relevance of evidence-based psychological interventions (EBIs) to improve treatment outcomes among REM youth. Currently, no measure of CAs to EBIs for REM youth in the United States exists in the literature. Using a multistage method, this study sought to develop such a tool, the Cultural Adaptations Content Checklist (CACC). In a previous foundational study conducted via a systematic literature review, authors identified a comprehensive list of existing CAs. In the first two stages, we used a modified Delphi method as a part of which expert practice and research stakeholders (N = 17) provided feedback on CA types, definitions, and groupings via survey methodology. In the third stage, we conducted cognitive interviews with a subset of participants (n = 10) to assess participant comprehension of the CACC. The final CACC was developed and consists of 36 CA types organized into eight groups. Implications for use of the CACC in research and practice are presented. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"297-308"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302949","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