Evaluation of the Olweus Bullying Prevention Program: A large scale study of U.S. students in grades 3 –11
Publication date: August 2018 Source:Journal of School Psychology, Volume 69 Author(s): Susan P. Limber, Dan Olweus, Weijun Wang, Matthew Masiello, Kyrre Breivik The purpose of this quasi-experimental study was to evaluate a large-scale implementation of the Olweus Bullying Prevention Program with children and youth in grades 3–11 in the U.S. Two major sets of analyses are presented, one following 210 schools over two years (Study 1; n = 70,998 at baseline) and the other following a subsample of 95 schools over three years (Study 2; n = 31,675 at baseline). Schools were located in 49 counties in central an...
Source: Journal of School Psychology - May 23, 2018 Category: Psychiatry & Psychology Source Type: research
The impact of stimulus preference, order-effects, and treatment component omission in evaluating treatment integrity
Publication date: August 2018 Source:Journal of School Psychology, Volume 69 Author(s): Joanna E. Lomas Mevers, George H. Noell, Mindy Scheithauer, Sarah Miller, Jessica P. Alvarez, Aaron J. Fischer Prior research on treatment integrity has focused either on the lack of measurement of the independent variable or on methods to increase overall levels of treatment integrity. Little research has focused on the effectiveness of common interventions when implemented with less than perfect integrity. The current investigation evaluated the effectiveness of using differential reinforcement of alternative behavior (DRA) an...
Source: Journal of School Psychology - May 23, 2018 Category: Psychiatry & Psychology Source Type: research
Boys' and girls' latent profiles of behavior and social adjustment in school: Longitudinal links with later student behavioral engagement and academic achievement?
Publication date: August 2018 Source:Journal of School Psychology, Volume 69 Author(s): E. Olivier, I. Archambault, V. Dupéré Using a person-centered approach, this study identified profiles of students exhibiting behavior and social adjustment problems in school. We conducted Latent Profile Analysis to identify these subgroups in a sample of 582 fifth and sixth graders. We found four profiles among girls—well-adjusted girls (66.10%); girls displaying externalizing behaviors and student–teacher conflict (4.75%); girls exhibiting internalizing behaviors and isolation from peers (10.17%); and girls with student–...
Source: Journal of School Psychology - May 14, 2018 Category: Psychiatry & Psychology Source Type: research
Everyday discrimination, negative emotions, and academic achievement in Filipino secondary school students: Cross-sectional and cross-lagged panel investigations
Publication date: June 2018 Source:Journal of School Psychology, Volume 68 Author(s): Jesus Alfonso D. Datu Different forms of overt discrimination have been consistently linked to maladaptive psychological, physical health, and educational outcomes. However, limited research has been carried out to assess the link of subtle forms of discrimination like everyday discrimination on academic functioning in the school context. The current study addressed this research gap through examining the association of everyday discrimination with negative emotions and academic achievement among Filipino high school students. A cross-...
Source: Journal of School Psychology - May 11, 2018 Category: Psychiatry & Psychology Source Type: research
Teacher-student relationship quality from kindergarten to sixth grade and students' school adjustment: A person-centered approach
Publication date: June 2018 Source:Journal of School Psychology, Volume 68 Author(s): Rianne J. Bosman, Debora L. Roorda, Ineke van der Veen, Helma M.Y. Koomen The present study used a person-centered approach to identify teacher-student relationship trajectories from kindergarten to sixth grade in a Dutch sample (N = 1300). Teachers reported about relationships with individual students (closeness, conflict, and dependency) in kindergarten, grade 3, and grade 6, and about externalizing behaviors in kindergarten. Students were tested for verbal ability in kindergarten, and completed math and reading tests and ques...
Source: Journal of School Psychology - May 11, 2018 Category: Psychiatry & Psychology Source Type: research
Family dysfunction and anxiety in adolescents: A moderated mediation model of self-esteem and perceived school stress
Publication date: August 2018 Source:Journal of School Psychology, Volume 69 Author(s): Leilei Guo, Lili Tian, E. Scott Huebner This 18-month longitudinal study examined a moderated mediation model addressing the psychosocial mechanisms that account for the association between family dysfunction and anxiety. A sample of 847 Chinese early adolescents (M age = 12.96 years, SD = 0.67) completed questionnaires assessing family dysfunction, self-esteem, perceived school stress, and anxiety on three occasions at 6-month intervals. After gender and socioeconomic status were included as covariates, the results revea...
Source: Journal of School Psychology - May 11, 2018 Category: Psychiatry & Psychology Source Type: research
Teacher support within an ecological model of adolescent development: Predictors of school engagement
Publication date: August 2018 Source:Journal of School Psychology, Volume 69 Author(s): Daniel Quin, Jessica A. Heerde, John W. Toumbourou There is a need to further understand the development of student engagement. Ecological models of adolescent development state that proximal factors, such as teacher support, should strongly influence student engagement. Theoretical models also explain concurrent influences from the individual, family, peer, and community contexts. The current study applied an ecological model to the development of five indicators of students' engagement in school. Six hundred and sixty-five full-t...
Source: Journal of School Psychology - May 11, 2018 Category: Psychiatry & Psychology Source Type: research
Gender differences in response to a school-based mindfulness training intervention for early adolescents
Publication date: June 2018 Source:Journal of School Psychology, Volume 68 Author(s): Yoona Kang, Hadley Rahrig, Kristina Eichel, Halsey F. Niles, Tomas Rocha, Nathaniel E. Lepp, Jonathan Gold, Willoughby B. Britton Mindfulness training has been used to improve emotional wellbeing in early adolescents. However, little is known about treatment outcome moderators, or individual differences that may differentially impact responses to treatment. The current study focused on gender as a potential moderator for affective outcomes in response to school-based mindfulness training. Sixth grade students (N = 100) were ...
Source: Journal of School Psychology - April 8, 2018 Category: Psychiatry & Psychology Source Type: research
Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?
This study tests an explanatory model based on self-determination theory, which posits that pressure experienced by teachers when they are evaluated based on their students' academic performance will differentially predict teacher adaptive and maladaptive motivation, well-being, and ill-being. A total of 360 Spanish physical education teachers completed a multi-scale inventory. We found support for a structural equation model that showed that perceived pressure predicted teacher autonomous motivation negatively, predicted amotivation positively, and was unrelated to controlled motivation. In addition, autonomous motivation...
Source: Journal of School Psychology - March 31, 2018 Category: Psychiatry & Psychology Source Type: research
An examination of student reading outcomes following tier II exit decisions
Publication date: June 2018 Source:Journal of School Psychology, Volume 68 Author(s): Peter M. Nelson, Ethan R. Van Norman, David C. Parker The current study examined reading skills at two distal time-points for 6828 students who received support from a tier II reading intervention program in the 2015 and 2016 school years. The first follow-up assessment occurred at the end of the year in which intervention was provided and the second assessment occurred at the beginning of the next year. Multilevel models were fit to the data to predict the log odds that a student would meet spring and fall reading benchmarks dependi...
Source: Journal of School Psychology - March 27, 2018 Category: Psychiatry & Psychology Source Type: research
Evidence for the interpretation of Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) scores: An argument-based approach to screener validation
Publication date: June 2018 Source:Journal of School Psychology, Volume 68 Author(s): Stephen P. Kilgus, Wes E. Bonifay, Nathaniel P. von der Embse, Amanda N. Allen, Katie Eklund In accordance with an argument-based approach to validation, the purpose of the current study was to yield evidence relating to Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) score interpretation. Bifactor item response theory analyses were performed to examine SAEBRS item functioning. Structural equation modeling (SEM) was used to simultaneously evaluate intra- and inter-scale relationships, expressed through (a) a measure...
Source: Journal of School Psychology - March 20, 2018 Category: Psychiatry & Psychology Source Type: research
Emailed implementation supports to promote treatment integrity: Comparing the effectiveness and acceptability of prompts and performance feedback
Publication date: June 2018 Source:Journal of School Psychology, Volume 68 Author(s): Lindsay M. Fallon, Melissa A. Collier-Meek, Kathryn D. Kurtz, Emily R. DeFouw Teachers struggle to maintain high levels of treatment integrity, which are associated with efficient improvements in student outcomes. To address this challenge, school psychologists can provide implementation support, such as prompts or performance feedback, to increase teachers' treatment integrity when it is low. Implementation prompts are an emerging implementation support having been investigated in one previous study, but are feasible and require li...
Source: Journal of School Psychology - March 19, 2018 Category: Psychiatry & Psychology Source Type: research
Using response ratios for meta-analyzing single-case designs with behavioral outcomes
Publication date: June 2018 Source:Journal of School Psychology, Volume 68 Author(s): James E. Pustejovsky Methods for meta-analyzing single-case designs (SCDs) are needed to inform evidence-based practice in clinical and school settings and to draw broader and more defensible generalizations in areas where SCDs comprise a large part of the research base. The most widely used outcomes in single-case research are measures of behavior collected using systematic direct observation, which typically take the form of rates or proportions. For studies that use such measures, one simple and intuitive way to quantify effect size...
Source: Journal of School Psychology - March 15, 2018 Category: Psychiatry & Psychology Source Type: research
Early developmental trajectories of number knowledge and math achievement from 4 to 10 years: Low-persistent profile and early-life predictors
Publication date: June 2018 Source:Journal of School Psychology, Volume 68 Author(s): Gabrielle Garon-Carrier, Michel Boivin, Jean-Pascal Lemelin, Yulia Kovas, Sophie Parent, Jean Séguin, Frank Vitaro, Richard E. Tremblay, Ginette Dionne Little is known about the development of number knowledge (NK) and the antecedents of low-persistent NK profiles in early childhood. We documented the developmental trajectories of NK across the transition from preschool to elementary school, their predictive validity with respect to later math achievement, and the child and family early-life factors associated with low NK prof...
Source: Journal of School Psychology - March 9, 2018 Category: Psychiatry & Psychology Source Type: research
Comparison of progress monitoring data from general outcome measures and specific subskill mastery measures for reading
Publication date: Available online 5 March 2018 Source:Journal of School Psychology Author(s): Ethan R. Van Norman, Kathrin E. Maki, Matthew K. Burns, Jennifer J. McComas, Lori Helman Interventionists often monitor the progress of students receiving supplemental interventions with general outcome measures (GOMs) such as curriculum-based measurement of reading (CBM-R). However, some researchers have suggested that interventionists should collect data more closely related to instructional targets, specific subskill mastery measures (SSMMs) because outcomes from GOMs such as CBM-R may not be sufficiently sensitive to g...
Source: Journal of School Psychology - March 6, 2018 Category: Psychiatry & Psychology Source Type: research
