School psychology (Washington, D.C.)最新文献_第8页

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 : 2025-11-01 Epub 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":"697-706"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","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

School Psychology: 5-year summary. 学校心理学：5年总结。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-11-01 DOI: 10.1037/spq0000725

Robin S Codding

引用次数: 0

Youth mental health first aid for educators of immigrant-origin youth: A mixed-method evaluation of the virtual delivery approach. 移民出身青年教育工作者的青少年心理健康急救：虚拟交付方法的混合方法评估。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-11-01 Epub Date: 2025-02-13 DOI: 10.1037/spq0000687

Olivia Kit Chooi Khoo, Prerna G Arora, Dennis De Guzman Caindec, Sonali Rajan, Cindy Y Huang

{"title":"Youth mental health first aid for educators of immigrant-origin youth: A mixed-method evaluation of the virtual delivery approach.","authors":"Olivia Kit Chooi Khoo, Prerna G Arora, Dennis De Guzman Caindec, Sonali Rajan, Cindy Y Huang","doi":"10.1037/spq0000687","DOIUrl":"10.1037/spq0000687","url":null,"abstract":"Immigrant-origin youth (IOY) are a growing population within the United States with a high risk of mental health challenges as a consequence of unique stressors and risk factors, disparities in access to mental health services, and disproportionate distress associated with the COVID-19 pandemic. This study examined the effectiveness, utility, acceptability, and cultural fit of the virtual Youth Mental Health First Aid (YMHFA) training program for school staff who work with IOY. Educators and school staff working predominantly with IOY (n = 36) attended a standard virtual YMHFA, completed surveys at pretraining, posttraining, and 3-month follow-up, and participated in virtual focus groups at posttraining. Results revealed significant improvements in mental health knowledge (d = .48), confidence to help (d = .70), and attitudes toward mental illness (d = .35) that were sustained at 3-month follow-up. The content and format of the virtual training was highly rated in its utility and acceptability. Qualitative themes related to virtual YMFHA's general utility and acceptability, perceptions of its cultural relevance, and recommendations to improve the cultural relevance of YMHFA were identified. Based on these results, several implications for implementation of YMHFA training in schools, improving the training's cultural relevance for helping IOY in schools, and future directions in research are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"680-696"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143416361","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

Randomization in single-case design experiments: Addressing threats to internal validity. 单例设计实验中的随机化：解决对内部有效性的威胁。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-11-01 Epub Date: 2025-02-20 DOI: 10.1037/spq0000685

Thomas R Kratochwill, Joel R Levin

{"title":"Randomization in single-case design experiments: Addressing threats to internal validity.","authors":"Thomas R Kratochwill, Joel R Levin","doi":"10.1037/spq0000685","DOIUrl":"10.1037/spq0000685","url":null,"abstract":"We review how various forms of randomization can be applied in single-case experimental design (SCED) methodology to help control various threats to internal validity. Randomization strategies that can be added to various SCEDs include phase-order randomization, between-intervention case randomization, within-intervention case randomization, and intervention start-point randomization, along with two- and three-way combinations of each. Specific examples of how these forms of randomization can be applied in numerous variations of SCEDs wherein replication is a primary internal and external validity feature (e.g., intrasubject replication or ABAB, alternating treatment, multiple baseline) to increase the scientific credibility of these methodologies are discussed. We also provide examples of the utility of randomization to control validity threats in nonconventional designs where replication is not part of the design structure. Previous recommendations to adopt randomization have assumed implicit advantages of this strategy but without specific details of how randomization serves to control validity threats. We make explicit how each form of randomization controls for internal validity concerns that traditional replication alone may not address. Additional benefits of randomization in SCED experiments include improving the status of this methodology and increasing the likelihood of researchers including SCED intervention research in their literature syntheses. In addition, design randomization allows for various randomization statistical tests to be conducted, thereby increasing data-evaluation/statistical-conclusion validity. Implications for future SCED intervention research methodology are discussed, along with recommendations targeting the need for randomization standards in SCED research. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"754-768"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143470240","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 : 2025-11-01 Epub 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":"707-717"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","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

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？

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-11-01 Epub Date: 2024-10-31 DOI: 10.1037/spq0000672

Natalie Spadafora, Elizabeth Al-Jbouri, Anthony A Volk

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 : 2025-11-01 Epub 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":"718-728"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","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

Student mental health since COVID-19 and teachers' use of culturally relevant and emotionally supportive practices. 自2019冠状病毒病以来的学生心理健康状况以及教师使用与文化相关和情感支持的做法。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-09-01 Epub Date: 2024-12-12 DOI: 10.1037/spq0000675

Diane J Lee, Erika A Patall, Amanda Vite, Jeanette Zambrano

{"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":"10.1037/spq0000675","url":null,"abstract":"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) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"614-621"},"PeriodicalIF":1.8,"publicationDate":"2025-09-01","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}

引用次数: 0

"They are aware; they choose to ignore it": The state of culturally responsive school practices through the lens of parents. "他们知道，但他们选择忽视"：从家长的视角看学校文化应对措施的现状。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-09-01 Epub Date: 2024-09-19 DOI: 10.1037/spq0000641

Aijah K B Goodwin, Anna C J Long, Jennifer Vasquez, Sam F Allouche, Kennedi Boatner

{"title":"\"They are aware; they choose to ignore it\": The state of culturally responsive school practices through the lens of parents.","authors":"Aijah K B Goodwin, Anna C J Long, Jennifer Vasquez, Sam F Allouche, Kennedi Boatner","doi":"10.1037/spq0000641","DOIUrl":"10.1037/spq0000641","url":null,"abstract":"There is a continuous push from researchers, accrediting bodies, and national education and behavioral health centers to address the safety, well-being, and success of our diverse student population in U.S. schools. However, several states are introducing or passing bills that ban or restrict culturally responsive practices in schools. The opposing views overshadow the importance of cultural responsiveness for children and the benefits of cultural responsiveness from the caregivers' perspective based on their lived experiences. Therefore, this study utilized phenomenological inquiry to gain caregivers' experiences of culturally responsive (and unresponsive) practices in their child(ren)'s preschool or elementary school. Interviews were conducted with 13 culturally diverse parents and caregivers from varying racial, ethnic, linguistic, religious, and financial backgrounds. An analysis of the interviews revealed six themes: (1) creating an inclusive and safe educational space, (2) establishing a parent-school alliance, (3) a need for cultural cognizance in the school community, (4) accommodation of religious and cultural holidays, (5) culture in the curriculum, and (6) equitable access to educational opportunities. This study reflects an essential step toward examining and incorporating the perspectives of parents and caregivers into our practice, research, and policy efforts for enhancing cultural responsiveness in schools. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"584-593"},"PeriodicalIF":1.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302944","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 call to disrupt hetero- and cisnormativity (HetCisNorms) in school psychology with guidance from the adapting strategies to promote implementation reach and equity (ASPIRE) framework. 呼吁在学校心理学中打破异性恋和同性恋规范（HetCisNorms），并以促进实施范围和公平的调整战略（ASPIRE）框架为指导。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-09-01 Epub Date: 2024-09-19 DOI: 10.1037/spq0000658

Sarah Kiperman, Carrie E Lorig, Eileen Cullen

引用次数: 0