Linear-linear piecewise growth mixture models with unknown random knots: A primer for school psychology
Publication date: April 2019Source: Journal of School Psychology, Volume 73Author(s): Nidhi Kohli, Amanda L. SullivanAbstractStudying change over time requires rigorous and sometimes novel statistical methods that can support increasingly complex applied research questions. In this article, we provide an overview of the potential of piecewise growth mixture models. This type of longitudinal model can be used to advance our understanding of group and individual growth that may follow a segmented, or disjointed, pattern of change, and where the data come from a mixture of two or more latent classes. We then demonstrate the p...
Source: Journal of School Psychology - March 22, 2019 Category: Psychiatry & Psychology Source Type: research
Social emotional learning (SEL) practices in schools: Effects on perceptions of bullying victimization
Publication date: April 2019Source: Journal of School Psychology, Volume 73Author(s): Amanda B. Nickerson, Stephanie S. Fredrick, Kathleen P. Allen, Lyndsay N. JenkinsAbstractThe direct and indirect effects of student perceptions of the extent to which social emotional learning (SEL) instruction is provided on bullying at school and student victimization experiences were examined for 2832 public school students. Students in grades 4–12 completed several subscales of the Delaware School Climate Survey (Bear et al., 2016) at a single timepoint to assess their perceptions of the extent to which SEL instruction is used at th...
Source: Journal of School Psychology - March 20, 2019 Category: Psychiatry & Psychology Source Type: research
A latent transition analysis of the longitudinal stability of dual-factor mental health in adolescence
Publication date: April 2019Source: Journal of School Psychology, Volume 73Author(s): Stephanie A. Moore, Erin Dowdy, Karen Nylund-Gibson, Michael J. FurlongAbstractDual-factor models of mental health are increasingly supported but little is known about longitudinal trends in dual-factor mental health. The current study used latent profile analysis (LPA) to empirically identify dual-factor mental health classes at each of Grades 9 through 12 and latent transition analysis (LTA) to examine stability of classes over four academic years. A sample of 875 adolescents from two cohorts reported on their social-emotional strengths...
Source: Journal of School Psychology - March 17, 2019 Category: Psychiatry & Psychology Source Type: research
A state-wide quasi-experimental effectiveness study of the scale-up of school-wide Positive Behavioral Interventions and Supports
Publication date: April 2019Source: Journal of School Psychology, Volume 73Author(s): Elise T. Pas, Ji Hoon Ryoo, Rashelle J. Musci, Catherine P. BradshawAbstractThe three-tiered Positive Behavioral Interventions and Supports (PBIS) framework promotes the development of systems and data analysis to guide the selection and implementation of evidence-based practices across multiple tiers. The current study examined the effects of universal (tier 1) or school-wide PBIS (SW-PBIS) in one state's scale-up of this tier of the framework. Annual propensity score weights were generated to examine the longitudinal effects of SW-PBIS ...
Source: Journal of School Psychology - March 16, 2019 Category: Psychiatry & Psychology Source Type: research
Parent involvement and children's externalizing behavior: Exploring longitudinal bidirectional effects across gender
Publication date: April 2019Source: Journal of School Psychology, Volume 73Author(s): Julia Ogg, Christopher J. AnthonyAbstractThe current study longitudinally examined potential bidirectional associations between parents' home-based involvement, school-based involvement, and home-school communication and their children's externalizing behavior across child gender. Using the Early Childhood-Longitudinal Study – Kindergarten Cohort of 1998–99, three sets of analyses were conducted examining home involvement (n = 16,555), school involvement (n = 12,011), and home-school communication (n = 16,555). Cross-lagge...
Source: Journal of School Psychology - March 4, 2019 Category: Psychiatry & Psychology Source Type: research
Editorial Board
Publication date: February 2019Source: Journal of School Psychology, Volume 72Author(s): (Source: Journal of School Psychology)
Source: Journal of School Psychology - February 27, 2019 Category: Psychiatry & Psychology Source Type: research
The Future of the Journal of School Psychology
Publication date: February 2019Source: Journal of School Psychology, Volume 72Author(s): Michelle K. Demaray (Source: Journal of School Psychology)
Source: Journal of School Psychology - February 27, 2019 Category: Psychiatry & Psychology Source Type: research
The effect of the Preparing Pequeños small-group cognitive instruction program on academic and concurrent social and behavioral outcomes in young Spanish-speaking dual-language learners
Publication date: April 2019Source: Journal of School Psychology, Volume 73Author(s): Susan H. Landry, Mike A. Assel, María S. Carlo, Jeffrey M. Williams, Wei Wu, Janelle J. MontroyAbstractAcademic achievement for young dual language learners (DLL) is a critically acknowledged problem of national significance that has been understudied. To address this shortage, this study evaluated the effectiveness of Preparing Pequeños, an integrated small-group instruction program designed to promote increased learning for Spanish speaking DLL in language, literacy, and math. The DLL in the randomized Preparing Pequeños intervention...
Source: Journal of School Psychology - February 16, 2019 Category: Psychiatry & Psychology Source Type: research
Do organizational conditions influence teacher implementation of effective classroom management practices: Findings from a randomized trial
We examined how teacher perceptions of their school environment moderated intervention effects for previously established treatment outcomes – implementation of effective classroom methods, students' social behaviors, emotional regulation, and social competence. Results showed that treatment effects on teacher implementation and student outcomes were moderated by teachers' sense of affiliation to their school. Specifically, main effects on implementation of effective classroom management strategies were only observed among teachers whose perceptions of initial teacher affiliation was low or average; whereas main effects ...
Source: Journal of School Psychology - February 5, 2019 Category: Psychiatry & Psychology Source Type: research
Leveraging technology: A multi-component personalized system of instruction to teach sight words
This study evaluated the effectiveness and efficiency of a PSI that incorporated adaptive assessment, incremental rehearsal, and peer-assisted learning to teach sight words. Participants in grades 1–3 were randomly assigned to either a control condition or treatment condition. In the treatment condition, participants engaged in the PSI in dyads, working at their instructional level with minimal adult supervision. Compared to the control condition, target learners engaging in the PSI acquired previously unknown sight words, then maintained and generalized the words 30 days post-intervention with a moderate main effect (...
Source: Journal of School Psychology - February 5, 2019 Category: Psychiatry & Psychology Source Type: research
Does dose of early intervention matter for preschoolers with externalizing behavior problems? A pilot randomized trial comparing intensive summer programming to school consultation
Publication date: February 2019Source: Journal of School Psychology, Volume 72Author(s): Katie C. Hart, Andre V. Maharaj, Paulo A. GrazianoAbstractThe goals of this study were to (a) isolate the ideal length (i.e., 4 or 8 weeks) of the Summer Treatment Program for Kindergarteners (STP-PreK) for improving school readiness and kindergarten success outcomes of preschool children with externalizing behavior problems (EBPs) during the transition to kindergarten; and (b) compare the STP-PreK model to a more standard approach in school settings (i.e., behavioral school consultation). Forty-five preschool children (82% boys; Mag...
Source: Journal of School Psychology - February 3, 2019 Category: Psychiatry & Psychology Source Type: research
Evaluating implementation supports delivered within problem-solving consultation
This study involves the evaluation of five implementation supports designed to address implementation barriers (i.e., Implementation Planning, Role Play, Participant Modeling, Raising Awareness, Motivational Consulting) within problem-solving consultation. Across 14 randomized individual single-case AB intervention designs, we evaluated the impact of these implementation supports on teacher treatment fidelity of classroom management plans and class-wide academic engagement and disruptive behavior. Visual analysis, descriptive statistics, and randomization test analyses suggest that these implementation supports have the po...
Source: Journal of School Psychology - January 16, 2019 Category: Psychiatry & Psychology Source Type: research
Tracks as frames of reference for academic self-concept
This study compared the development of academic self-concepts between different educational programs. A longitudinal cohort study in Flanders (3205 students in 46 schools) was used to compare students' academic self-concepts during the first three years of secondary education. General academic self-concept, self-concept in mathematics and self-concept in Dutch were measured. The investigated educational programs, called tracks, differ in the extent they are academically or vocationally focused and differ in average student academic ability. To control for selection effects, students who are comparable across the four track...
Source: Journal of School Psychology - January 13, 2019 Category: Psychiatry & Psychology Source Type: research
Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction
Publication date: February 2019Source: Journal of School Psychology, Volume 72Author(s): Kelly N. Clark, Christine K. MaleckiAbstractAfter a decade of research, grit has been linked to many adaptive outcomes for adolescents and the development of school-based interventions for promoting adolescents' grit has been recommended. However, a reconceptualization of grit and its measurement may be vital for future grit research and application. The currently predominant grit assessments may be inappropriate for youth populations, yielding evidence of low psychometric properties and variable criterion-related validity. In a sample...
Source: Journal of School Psychology - January 3, 2019 Category: Psychiatry & Psychology Source Type: research
Test use and assessment practices of school psychologists in the United States: Findings from the 2017 National Survey
Publication date: February 2019Source: Journal of School Psychology, Volume 72Author(s): Nicholas F. Benson, Randy G. Floyd, John H. Kranzler, Tanya L. Eckert, Sarah A. Fefer, Grant B. MorganAbstractAlthough several studies have examined the specific instruments and procedures used by school psychologists when conducting comprehensive psychoeducational evaluations, the last one was published over 20 years ago (viz., Wilson & Reschly, 1996). Given the substantial theoretical and practical advances in assessment since then, the purpose of the current study was to examine the test use and assessment practices of contemporar...
Source: Journal of School Psychology - December 31, 2018 Category: Psychiatry & Psychology Source Type: research
