Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school
Publication date: Available online 4 November 2017 Source:Journal of School Psychology Author(s): Desiree W. Murray, David L. Rabiner, Laura Kuhn, Yi Pan, Raha Forooz Sabet The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management Program (IY-TCM) and its effects on early elementary teachers' management strategies, classroom climate, and students' emotion regulation, attention, and academic competence. IY-TCM was implemented in 11 rural and semi-rural schools with K-2 teachers and a diverse student sample. Outcomes were compared for 45 teachers who ...
Source: Journal of School Psychology - November 5, 2017 Category: Psychiatry & Psychology Source Type: research
Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement
Publication date: Available online 4 November 2017 Source:Journal of School Psychology Author(s): Jan N. Hughes, Qian Cao Using piece-wise longitudinal trajectory analysis, this study investigated trajectories of teacher-reported warmth and conflict in their relationships with students 4years prior to and 3years following the transition to middle school in a sample of 550 academically at-risk and ethnically diverse adolescents. At the transition to middle school, teacher reports of warmth showed a significant drop (shift in intercept), above age-related declines. Both warmth and conflict declined across the middle scho...
Source: Journal of School Psychology - November 4, 2017 Category: Psychiatry & Psychology Source Type: research
Getting “SMART” about implementing multi-tiered systems of support to promote school mental health
Publication date: Available online 28 October 2017 Source:Journal of School Psychology Author(s): Gerald J. August, Timothy F. Piehler, Faith G. Miller With the growing adoption and implementation of multi-tiered systems of support (MTSS) in school settings, there is increasing need for rigorous evaluations of adaptive-sequential interventions. That is, MTSS specify universal, selected, and indicated interventions to be delivered at each tier of support, yet few investigations have empirically examined the continuum of supports that are provided to students both within and across tiers. This need is compounded by a va...
Source: Journal of School Psychology - October 29, 2017 Category: Psychiatry & Psychology Source Type: research
Informant similarities, twin studies, and the assessment of externalizing behavior: A meta-analysis
Publication date: Available online 6 October 2017 Source:Journal of School Psychology Author(s): Elizabeth Talbott, George Karabatsos, Jaime L. Zurheide The purpose of this study was to examine similarity within informant ratings of the externalizing behavior of monozygotic (MZ) and dizygotic (DZ) twin pairs. To do this, we conducted a meta-analysis of correlations within ratings completed by mothers, fathers, teachers, and youth. We retrieved n =204 correlations for MZ twins and n =267 correlations for DZ twins from n =54 studies containing n =55 samples. Results indicated that all four informants were significant ne...
Source: Journal of School Psychology - October 7, 2017 Category: Psychiatry & Psychology Source Type: research
Selecting effective intervention strategies for escape-maintained academic-performance problems: Consider giving 'em a break!
This study compared consequence-and antecedent-based strategies to determine which treatments or combination of treatments produced the strongest improvements in math computation fluency with four elementary-aged students whose math computation was under the control of an escape contingency. Functional analyses were conducted to identify elementary-school students whose academic responding was under a negative-reinforcement contingency. A multielement design was then used to examine the impact of four treatments (DNRA, DRA, task choice, and task choice plus DRA) on each student's rate of correct digits per min. All four tr...
Source: Journal of School Psychology - October 5, 2017 Category: Psychiatry & Psychology Source Type: research
Mentor Support Provisions Scale: Measure dimensionality, measurement invariance, and associations with adolescent school functioning
This study investigated the psychometric properties of the Mentor Support Provisions Scale (MSPS), a tool for assessing the types of support that mentors provide. Exploratory factor analyses and confirmatory factor analyses were used to determine measure dimensionality. Findings indicated acceptable fit with a three-factor structure: Academic Support, Intimacy, and Warmth. The MSPS was found to have scalar invariance; thus, factor loadings and intercepts are the same across student sex and ethnic groups (e.g., White, Hispanic, and Black). In structural equation modeling analyses, the three latent factors predicted academic...
Source: Journal of School Psychology - October 4, 2017 Category: Psychiatry & Psychology Source Type: research
Associations between peer victimization, perceived teacher unfairness, and adolescents' adjustment and well-being
In this study, we investigated the concurrent role of peer victimization and perceived teacher unfairness in explaining psychosocial problems in a sample of 1378 Italian students (353 middle school students, M age =12.61, SD =0.69, and 1025 high school students, M age =14.92, SD =0.81). Structural equation modeling showed that both peer victimization and perceived teacher unfairness were positively associated with reports of more frequent psychological and somatic problems, and negatively related to satisfaction with friends and sense of safety. Only perceived teacher unfairness showed a significant association with satisf...
Source: Journal of School Psychology - October 2, 2017 Category: Psychiatry & Psychology Source Type: research
Harsh parenting and academic achievement in Chinese adolescents: Potential mediating roles of effortful control and classroom engagement
This study examined (a) the potential mediating roles of effortful control and classroom engagement in the association between harsh parenting and adolescent academic achievement, and (b) the potential moderating role of gender. Sixth through eighth graders in rural China (n =815, mean age=12.55years) reported on harsh parenting, effortful control, and classroom engagement. Parents also reported on each other's harsh parenting. Academic achievement was assessed by students' test scores and teacher-rated academic performance. Results of structural equation modeling revealed gender differences in patterns of association amon...
Source: Journal of School Psychology - September 29, 2017 Category: Psychiatry & Psychology Source Type: research
Personalized reading intervention for children with Down syndrome
Publication date: Available online 20 September 2017 Source:Journal of School Psychology Author(s): Christopher J. Lemons, Seth A. King, Kimberly A. Davidson, Cynthia S. Puranik, Stephanie Al Otaiba, Deborah J. Fidler The purpose of this replication study was to evaluate the potential efficacy and feasibility of an early reading intervention for children with Down syndrome. The intervention was developed in alignment with the Down syndrome behavioral phenotype. Six children between the ages of seven and ten years participated in a series of multiple-probe across lessons single-case design studies. Results indicate ...
Source: Journal of School Psychology - September 20, 2017 Category: Psychiatry & Psychology Source Type: research
Cognitive ability influences on written expression: Evidence for developmental and sex-based differences in school-age children
Publication date: Available online 18 September 2017 Source:Journal of School Psychology Author(s): Daniel B. Hajovsky, Ethan F. Villeneuve, Matthew R. Reynolds, Christopher R. Niileksela, Benjamin A. Mason, Nicholas J. Shudak Some studies have demonstrated that the Cattell-Horn-Carroll (CHC) cognitive abilities influence writing; however, little research has investigated whether CHC cognitive abilities influence writing the same way for males and females across grades. We used multiple group structural equation models to investigate whether CHC cognitive ability influences on written expression differed between gr...
Source: Journal of School Psychology - September 19, 2017 Category: Psychiatry & Psychology Source Type: research
Happy classes make happy students: Classmates' well-being predicts individual student well-being
Publication date: December 2017 Source:Journal of School Psychology, Volume 65 Author(s): Ronnel B. King, Jesus Alfonso Datu Student well-being has mostly been studied as an individual phenomenon with little research investigating how the well-being of one's classmates could influence a student's well-being. The aim of the current study was to examine how the aggregate well-being of students who comprise a class could predict students' subsequent well-being (Time 2 well-being) after controlling for the effects of prior well-being (Time 1 well-being) as well as key demographic variables such as gender and age. Two studi...
Source: Journal of School Psychology - August 30, 2017 Category: Psychiatry & Psychology Source Type: research
Teacher factors contributing to dosage of the KiVa anti-bullying program
Publication date: December 2017 Source:Journal of School Psychology, Volume 65 Author(s): Lauren E. Swift, Julie A. Hubbard, Megan K. Bookhout, Stevie N. Grassetti, Marissa A. Smith, Michael T. Morrow The KiVa Anti-Bullying Program (KiVa) seeks to meet the growing need for anti-bullying programming through a school-based, teacher-led intervention for elementary school children. The goals of this study were to examine how intervention dosage impacts outcomes of KiVa and how teacher factors influence dosage. Participants included 74 teachers and 1409 4th- and 5th-grade students in nine elementary schools. Teachers an...
Source: Journal of School Psychology - August 30, 2017 Category: Psychiatry & Psychology Source Type: research
Patterns of peer- and teacher-rated aggression, victimization, and prosocial behavior in an urban, predominantly African American preadolescent sample: Associations with peer-perceived characteristics
This study investigated peer-perceived social/reputational correlates of patterns of aggression, victimization, and prosocial behavior. Participants were a predominantly African-American (i.e., 87%) sample of 320 fourth and fifth graders (45% male, Mean age=10.4years) attending six urban public elementary schools. Using latent profile analysis, profiles of peer-perceived and teacher-perceived aggressive, victimized, and prosocial youth were identified. These latent profiles were then compared on a range of peer-perceived social/reputational characteristics. Results indicated that teachers and peers identified similar profi...
Source: Journal of School Psychology - August 17, 2017 Category: Psychiatry & Psychology Source Type: research
Latent national subpopulations of early education classroom disengagement of children from underresourced families
Publication date: December 2017 Source:Journal of School Psychology, Volume 65 Author(s): Paul A. McDermott, Michael J. Rovine, Marley W. Watkins, Jessica L. Chao, Clare W. Irwin, Roland Reyes This research examined the latent developmental patterns for early classroom disengagement among children from some of the most underresourced families in the nation. Based on standardized teacher observations from the Head Start Impact Study, a nationally representative sample of children (N =1377) was assessed for manifestations of reticent/withdrawn and low energy behavior over four years spanning prekindergarten through f...
Source: Journal of School Psychology - August 9, 2017 Category: Psychiatry & Psychology Source Type: research
Possible economic benefits of full-grade acceleration
In this study data from five longitudinal datasets were combined to compare adult incomes of accelerated and non-accelerated subjects after controlling for five important childhood covariates. Results showed that accelerated adults earned 4.66% more per year (d =0.044). Income differences between accelerated and non-accelerated groups were larger for women than men. A conservative estimate is that there is a $72,000 lifetime earnings difference between accelerated and non-accelerated subjects, though this study cannot show a causal association between acceleration and increased income. (Source: Journal of School Psychology)
Source: Journal of School Psychology - July 25, 2017 Category: Psychiatry & Psychology Source Type: research
