From victim to victimizer: Hostility, anger, and depression as mediators of the bullying victimization –bullying perpetration association
Publication date: June 2018 Source:Journal of School Psychology, Volume 68 Author(s): Glenn D. Walters, Dorothy L. Espelage The principal aim of this study was to test one cognitive (i.e., hostility) and two emotional (anger and depression) variables as possible mediators of the well-documented association between bullying victimization and bullying perpetration. Using data from the Illinois Study of Bullying and Sexual Violence (ISBSV), a sample of 718 pre-adolescent/early adolescent children (343 boys and 375 girls) provided self-report data in three waves, with six months between waves. Consistent with predictions, ...
Source: Journal of School Psychology - March 5, 2018 Category: Psychiatry & Psychology Source Type: research
Peer victimization and suicidal ideation: The role of gender and depression in a school-based sample
Publication date: April 2018 Source:Journal of School Psychology, Volume 67 Author(s): Stephanie Secord Fredrick, Michelle K. Demaray The current study investigated the relations among traditional and cyber victimization, depressive symptoms, suicidal ideation, and gender in a school-based sample of 403 9th grade (13 to 16-year-old) adolescents. Path analyses indicated that both traditional victimization and cyber victimization were associated with suicidal ideation indirectly through depressive symptoms. Although there was little evidence of gender differences in the associations among peer victimization and depressiv...
Source: Journal of School Psychology - March 3, 2018 Category: Psychiatry & Psychology Source Type: research
Methods matter: A multi-trait multi-method analysis of student behavior
Publication date: June 2018 Source:Journal of School Psychology, Volume 68 Author(s): Faith G. Miller, Austin H. Johnson, Huihui Yu, Sandra M. Chafouleas, D. Betsy McCoach, T. Chris Riley-Tillman, Gregory A. Fabiano, Megan E. Welsh Reliable and valid data form the foundation for evidence-based practices, yet surprisingly few studies on school-based behavioral assessments have been conducted which implemented one of the most fundamental approaches to construct validation, the multitrait-multimethod matrix (MTMM). To this end, the current study examined the reliability and validity of data derived from three common...
Source: Journal of School Psychology - February 13, 2018 Category: Psychiatry & Psychology Source Type: research
The Journal of School Psychology: Promoting science at JSP: Focus on special content and current status of the journal
Publication date: Available online 1 February 2018 Source:Journal of School Psychology Author(s): Michelle K. Demaray (Source: Journal of School Psychology)
Source: Journal of School Psychology - February 8, 2018 Category: Psychiatry & Psychology Source Type: research
Reductions in aggressive behavior within the context of a universal, social emotional learning program: Classroom- and student-level mechanisms
Publication date: June 2018 Source:Journal of School Psychology, Volume 68 Author(s): Sam Portnow, Jason T. Downer, Joshua Brown The present study uses data from 35 third through fifth-grade urban classrooms and 531 students to examine the extent to which student-level social and emotional skills (e.g., low hostile attribution bias and low aggressive interpersonal negotiation strategies) and emotionally supportive learning environments predict aggressive behavior over the course of a school year. Results of multiple regression analyses indicated that across teacher-reported measures of aggressive behavior, more classr...
Source: Journal of School Psychology - February 8, 2018 Category: Psychiatry & Psychology Source Type: research
Universal screening with automated essay scoring: Evaluating classification accuracy in grades 3 and 4
Publication date: June 2018 Source:Journal of School Psychology, Volume 68 Author(s): Joshua Wilson The adoption of the Common Core State Standards and its associated assessments has placed increased focus on writing performance. Consequently, weak writers may be at risk of failing Common Core English language arts (ELA) assessments. Thus, the current study sampled a diverse group of third and fourth grade students (n =100 and 130, respectively) who were administered Fall and Spring writing screeners using the procedures of a Direct Assessment of Writing (DAW). Results were used to predict whether students did or did no...
Source: Journal of School Psychology - February 8, 2018 Category: Psychiatry & Psychology Source Type: research
Examining the maintenance and generalization effects of repeated practice: A comparison of three interventions
Publication date: June 2018 Source:Journal of School Psychology, Volume 68 Author(s): Scott P. Ardoin, Katherine S. Binder, Andrea M. Zawoyski, Tori E. Foster Repeated reading (RR) procedures are consistent with the procedures recommended by Haring and Eaton's (1978) Instructional Hierarchy (IH) for promoting students' fluent responding to newly learned stimuli. It is therefore not surprising that an extensive body of literature exists, which supports RR as an effective practice for promoting students' reading fluency of practiced passages. Less clear, however, is the extent to which RR helps students read the words ...
Source: Journal of School Psychology - January 5, 2018 Category: Psychiatry & Psychology Source Type: research
Teaching in ethnically diverse classrooms: Examining individual differences in teacher self-efficacy
Publication date: Available online 18 December 2017 Source:Journal of School Psychology Author(s): Jolien Geerlings, Jochem Thijs, Maykel Verkuyten Using data of 40 native Dutch teachers and their native majority (n =112) and ethnic minority students (n =180), this study examined to what extent teachers experience differences in self-efficacy in teaching individual majority and minority students. We hypothesized that teachers would feel less self-efficacious in relation to ethnic minority students and that the difference in self-efficacy would be more pronounced when ethnic group differences are more salient (i.e., in...
Source: Journal of School Psychology - December 19, 2017 Category: Psychiatry & Psychology Source Type: research
Advancing the science and practice of precision education to enhance student outcomes
Publication date: Available online 19 December 2017 Source:Journal of School Psychology Author(s): Clayton R. Cook, Stephen P. Kilgus, Matthew K. Burns School psychology research and practice has considerable room for growth to go beyond “did an intervention work?” to “what intervention worked for whom and how did it work?” The latter question reflects a more precise understanding of intervention, and involves strategic efforts to enhance the precision of services students with academic, behavioral, emotional, or physical health problems receive to enhance the degree to which interventions are appropriately ta...
Source: Journal of School Psychology - December 19, 2017 Category: Psychiatry & Psychology Source Type: research
Initial development and evaluation of the student intervention matching (SIM) form
Publication date: Available online 20 November 2017 Source:Journal of School Psychology Author(s): Faith G. Miller, Clayton R. Cook, Yanchen Zhang There is currently a large gap in both research and practice between student identification practices for those at-risk (i.e., universal screening, teacher referral, or extant data as early identification methods) and the selection of appropriate Tier 2 interventions for social, emotional, and behavioral concerns. The purpose of this study was to develop and test the treatment validity of the Student Intervention Matching (SIM) Form, an intervention matching protocol design...
Source: Journal of School Psychology - November 28, 2017 Category: Psychiatry & Psychology Source Type: research
Chronic absence, eighth-grade achievement, and high school attainment in the Chicago Longitudinal Study
Publication date: Available online 22 November 2017 Source:Journal of School Psychology Author(s): Nicole E. Smerillo, Arthur J. Reynolds, Judy A. Temple, Suh-Ruu Ou Although not as commonly reported as average daily attendance, chronic absence data may be of significant importance for understanding student success. Using data from 1148 participants in the Chicago Longitudinal Study, we assessed the associations of chronic absence in the early middle grades, grades fourth through sixth, with eighth-grade achievement and three measures of high school attainment including four-year graduation by diploma, graduation by ...
Source: Journal of School Psychology - November 28, 2017 Category: Psychiatry & Psychology Source Type: research
A universal behavioral screener linked to personalized classroom interventions: Psychometric characteristics in a large sample of German schoolchildren
Publication date: Available online 23 November 2017 Source:Journal of School Psychology Author(s): Robert J. Volpe, Gino Casale, Changiz Mohiyeddini, Michael Grosche, Thomas Hennemann, Amy M. Briesch, Brian Daniels The current study represents the first psychometric evaluation of an American English into German translation of a school-based universal screening measure designed to assess academic and disruptive behavior problems. This initial study examines the factor structure and diagnostic accuracy of the newly translated measure in a large sample of 1009 German schoolchildren attending grades 1–6 in Western G...
Source: Journal of School Psychology - November 28, 2017 Category: Psychiatry & Psychology Source Type: research
Meta-analysis of targeted small-group reading interventions
Publication date: Available online 15 November 2017 Source:Journal of School Psychology Author(s): Matthew S. Hall, Matthew K. Burns Small-group reading interventions are commonly used in schools but the components that make them effective are still debated or unknown. The current study meta-analyzed 26 small-group reading intervention studies that resulted in 27 effect sizes. Findings suggested a moderate overall effect for small-group reading interventions (weighted g =0.54). Interventions were more effective if they were targeted to a specific skill (g =0.65), then as part of a comprehensive intervention program tha...
Source: Journal of School Psychology - November 16, 2017 Category: Psychiatry & Psychology Source Type: research
Journal Operations Report 2016
Publication date: December 2017 Source:Journal of School Psychology, Volume 65 Author(s): Michelle K. Demaray (Source: Journal of School Psychology)
Source: Journal of School Psychology - November 13, 2017 Category: Psychiatry & Psychology Source Type: research
Improving outgroup attitudes in schools: A meta-analytic review
Publication date: Available online 10 November 2017 Source:Journal of School Psychology Author(s): Zuhal Ülger, Dorothea E. Dette-Hagenmeyer, Barbara Reichle, Samuel L. Gaertner To provide information for educators, educational psychologists, school psychologists, and social psychologists, we conducted a quantitative meta-analytic test of n =50 studies dating from 1995 to 2015 that evaluated the effects of in-school interventions on attitudes toward outgroup members (defined as members of different ethnic or religious backgrounds or different age groups, persons with either physical or mental disabilities, or person...
Source: Journal of School Psychology - November 10, 2017 Category: Psychiatry & Psychology Source Type: research
