The utility of single-item readiness screeners in middle school
This study examined the benefit of utilizing one-item academic and one-item behavior readiness teacher-rated screeners at the beginning of the school year to predict end-of-school year outcomes for middle school students. The Middle School Academic and Behavior Readiness (M-ABR) screeners were developed to provide an efficient and effective way to assess readiness in students. Participants included 889 students in 62 middle school classrooms in an urban Missouri school district. Concurrent validity with the M-ABR items and other indicators of readiness in the fall were evaluated using Pearson product-moment correlation coe...
Source: Journal of School Psychology - April 29, 2017 Category: Psychiatry & Psychology Source Type: research
Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences
Publication date: August 2017 Source:Journal of School Psychology, Volume 63 Author(s): Daniel B. Hajovsky, Benjamin A. Mason, Luke A. McCune Multiple group longitudinal cross-lagged panel models were implemented to understand the directional influences between teacher-student closeness and conflict and measured math and reading achievement across elementary grades and gender groups using the National Institute of Child Health and Human Development longitudinal sample (N =1133). Specifically, after testing multiple group longitudinal measurement invariance to ensure consistent measurement across genders and time, and ...
Source: Journal of School Psychology - April 24, 2017 Category: Psychiatry & Psychology Source Type: research
Parent involvement in beginning primary school: Correlates and changes in involvement across the first two years of school in a New Zealand sample
This study described the relations of parents' and teachers' beliefs and attitudes to forms of parents' involvement in children's first two years of primary school. Parents of children in their first year of primary school (age 5) were recruited from 12 classrooms within four schools in New Zealand; 196 families participated in their child's first year, and 124 families continued to participate in their child's second school year. Parents completed the Family-Involvement Questionnaire, New Zealand, and we archivally collected parent-documented children's oral reading homework. Teachers' rated helpfulness of parents' involv...
Source: Journal of School Psychology - April 13, 2017 Category: Psychiatry & Psychology Source Type: research
Promoting parent academic expectations predicts improved school outcomes for low-income children entering kindergarten
This study explored patterns of change in the REDI (Research-based Developmentally Informed) Parent program (REDI-P), designed to help parents support child learning at the transition into kindergarten. Participants were 200 prekindergarten children attending Head Start (55% European-American, 26% African American, 19% Latino, 56% male, Mage =4.45years, SD =0.29) and their primary caregivers, who were randomized to a 16-session home-visiting intervention (REDI-P) or a control group. Extending beyond a prior study documenting intervention effects on parenting behaviors and child kindergarten outcomes, this study assessed th...
Source: Journal of School Psychology - April 13, 2017 Category: Psychiatry & Psychology Source Type: research
The impact of ordinate scaling on the visual analysis of single-case data
Publication date: August 2017 Source:Journal of School Psychology, Volume 63 Author(s): Evan H. Dart, Keith C. Radley Visual analysis is the primary method for detecting the presence of treatment effects in graphically displayed single-case data and it is often referred to as the “gold standard.” Although researchers have developed standards for the application of visual analysis (e.g., Horner et al., 2005), over- and underestimation of effect size magnitude is not uncommon among analysts. Several characteristics have been identified as potential contributors to these errors; however, researchers have largely focus...
Source: Journal of School Psychology - April 13, 2017 Category: Psychiatry & Psychology Source Type: research
The efficacy of conjoint behavioral consultation in the home setting: Outcomes and mechanisms in rural communities
This study reports the results of a randomized controlled trial examining the effect of Conjoint Behavioral Consultation (CBC), a family-school partnership intervention, on children's behaviors, parents' skills, and parent-teacher relationships in rural community and town settings. Participants were 267 children, 267 parents, and 152 teachers in 45 Midwestern schools. Using an Intent to Treat approach and data analyzed within a multilevel modeling framework, CBC yielded promising results for some but not all outcomes. Specifically, children participating in CBC experienced decreases in daily reports of aggressiveness, nonc...
Source: Journal of School Psychology - April 11, 2017 Category: Psychiatry & Psychology Source Type: research
Mindfulness-based interventions with youth: A comprehensive meta-analysis of group-design studies
Publication date: August 2017 Source:Journal of School Psychology, Volume 63 Author(s): David A. Klingbeil, Tyler L. Renshaw, Jessica B. Willenbrink, Rebecca A. Copek, Kai Tai Chan, Aaron Haddock, Jordan Yassine, Jesse Clifton The treatment effects of Mindfulness-Based Interventions (MBIs) with youth were synthesized from 76 studies involving 6121 participants. A total of 885 effect sizes were aggregated using meta-regression with robust variance estimation. Overall, MBIs were associated with small treatment effects in studies using pre-post (g =0.305, SE =0.039) and controlled designs (g =0.322, SE =0.040). Trea...
Source: Journal of School Psychology - April 11, 2017 Category: Psychiatry & Psychology Source Type: research
Testing the feasibility of a briefer school-based preventive intervention with aggressive children: A hybrid intervention with face-to-face and internet components
This study describes the results from a feasibility study of an innovative indicated prevention intervention with hybrid face-to-face and web-based components for preadolescent youth. This intervention includes a considerably briefer set of face-to-face sessions from the evidence-based Coping Power program and a carefully integrated internet component with practice and teaching activities and cartoon videos for children and for parents. The Coping Power – Internet Enhanced (CP-IE) program introduces a set of cognitive-behavioral skills in 12 small group sessions for children delivered during the school day and 7 group se...
Source: Journal of School Psychology - April 10, 2017 Category: Psychiatry & Psychology Source Type: research
Impact of Incredible Years ® on teacher perceptions of parental involvement: A latent transition analysis
Publication date: Available online 9 April 2017 Source:Journal of School Psychology Author(s): Aaron M. Thompson, Keith C. Herman, Melissa A. Stormont, Wendy M. Reinke, Carolyn Webster-Stratton The purpose of the present study was to examine the impact of the Incredible Years® Teacher Classroom Management (IY TCM) training on teacher perceptions of parental involvement. A cluster randomized design was used to assign 42 classroom teachers to either an IY TCM training (n =19) or a control condition (n =23). Teachers rated parental involvement (i.e., bonding with teacher, parental involvement at school) for the famili...
Source: Journal of School Psychology - April 10, 2017 Category: Psychiatry & Psychology Source Type: research
A comparison of problem identification interviews conducted face-to-face and via videoconferencing using the consultation analysis record
Publication date: August 2017 Source:Journal of School Psychology, Volume 63 Author(s): Aaron J. Fischer, Melissa A. Collier-Meek, Bradley Bloomfield, William P. Erchul, Frank M. Gresham School psychologists who experience challenges delivering face-to-face consultation may utilize videoconferencing to facilitate their consultation activities. Videoconferencing has been found to be an effective method of service delivery in related fields and emerging research suggests that it may be effective for providing teacher training and support in school settings. In this exploratory investigation, we used the Consultation A...
Source: Journal of School Psychology - April 10, 2017 Category: Psychiatry & Psychology Source Type: research
Effectiveness evaluation of the Positive Family Support intervention: A three-tiered public health delivery model for middle schools
This article presents the results of an evaluation of Positive Family Support, an ecological family intervention and treatment approach to parent supports and family management training developed from a history of basic and translational research. This effectiveness trial, with 41 public middle schools randomly assigned to intervention or control, examined student-, teacher-, and parent-reported outcomes, as well as math and reading scores and school attendance. Multilevel analyses suggested that for students at risk for behavior problems, immediate-intervention schools outperformed control schools on parent-reported negat...
Source: Journal of School Psychology - April 5, 2017 Category: Psychiatry & Psychology Source Type: research
Classroom relationship qualities and social-cognitive correlates of defending and passive bystanding in school bullying in Sweden: A multilevel analysis
Publication date: August 2017 Source:Journal of School Psychology, Volume 63 Author(s): Robert Thornberg, Linda Wänström, Jun Sung Hong, Dorothy L. Espelage Using the social-ecological and social cognitive theories as integrated guiding frameworks, the present study examined whether moral disengagement and defender self-efficacy at the individual level, and moral disengagement, quality of teacher–student relationships and quality of student–student relationships at the classroom level were associated with passive bystanding and defending in bullying situations. Participants were 900 Swedish students from 43 cla...
Source: Journal of School Psychology - April 5, 2017 Category: Psychiatry & Psychology Source Type: research
Our teacher likes you, so I like you: A social network approach to social referencing
Publication date: August 2017 Source:Journal of School Psychology, Volume 63 Author(s): Marloes M.H.G. Hendrickx, Tim Mainhard, Henrike J. Boor-Klip, Mieke Brekelmans A teacher is a social referent for peer liking and disliking when students adjust their evaluations of a peer based on their perceptions of teacher liking and disliking for this peer. The present study investigated social referencing as an intra-individual process that occurs over time, using stochastic actor-oriented modeling with RSiena. The co-evolution of peer-perceived teacher liking and disliking networks with peer liking and disliking networks wa...
Source: Journal of School Psychology - March 22, 2017 Category: Psychiatry & Psychology Source Type: research
Additional comparisons of randomization-test procedures for single-case multiple-baseline designs: Alternative effect types
Publication date: August 2017 Source:Journal of School Psychology, Volume 63 Author(s): Joel R. Levin, John M. Ferron, Boris S. Gafurov A number of randomization statistical procedures have been developed to analyze the results from single-case multiple-baseline intervention investigations. In a previous simulation study, comparisons of the various procedures revealed distinct differences among them in their ability to detect immediate abrupt intervention effects of moderate size, with some procedures (typically those with randomized intervention start points) exhibiting power that was both respectable and superior to...
Source: Journal of School Psychology - March 8, 2017 Category: Psychiatry & Psychology Source Type: research
Trajectories of self-evaluation bias in primary and secondary school: Parental antecedents and academic consequences
Publication date: August 2017 Source:Journal of School Psychology, Volume 63 Author(s): Arielle Bonneville-Roussy, Thérèse Bouffard, Carole Vezeau Using a longitudinal approach spanning nine years of children's formal education, this study investigated the developmental trajectories of self-evaluation bias of academic competence. The study also examined how parenting styles were associated with the trajectories of bias in mid-primary school, and how those trajectories predicted academic outcomes at the end of secondary school and the beginning of college. A total of 711 children in 4th and 5th grades (mean age=10.71...
Source: Journal of School Psychology - March 8, 2017 Category: Psychiatry & Psychology Source Type: research
