Pub Date : 2022-07-18DOI: 10.1080/2372966x.2022.2087477
Andryce Clinkscales, Courtenay A. Barrett, Shelbie E Spear
{"title":"The Role of Racial Match Between Students and Teachers in School-Based Consultation","authors":"Andryce Clinkscales, Courtenay A. Barrett, Shelbie E Spear","doi":"10.1080/2372966x.2022.2087477","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2087477","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48581064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.1080/2372966X.2022.2041212
Isaac L. Woods
Abstract After decades of advancement in education equality, a disproportional number of racially minoritized students are placed in special education. Addressing the disproportionality is a complicated issue due to various contributing factors. One possible cause is racial bias from teachers who rate problem behaviors of African American boys for special education evaluations. This study investigated the effect of a student’s race on teachers’ ratings of problem behavior for special education evaluations. In an online study, the race of an African American student, Asian American student, and European American student were manipulated in a vignette of a hypothetical child. Participants read one of three vignettes and completed the Achenbach System of Empirically Based Assessment Teacher Report Form and a 7-item questionnaire. Although results evinced teachers perceived the home life of the African American student as poorer quality, no racial bias in ratings of internalizing behaviors, externalizing behaviors, referrals for special education, likelihood of postsecondary education, and academic functioning were found. The strengths, limitations, and implications for experimental studies and clinical practice for examining racial bias are discussed. Impact Statement This experimental study seeks to determine when manipulating the race/ethnicity of a child, can teachers rate a vignette of a student similarly on a broad rating scale. No prior study has centered African American boys, used a norm-referenced broad rating scale for both externalizing disorders and internalizing disorders in a vignette, and included national sample in an online study on racial bias in the United States of America.
{"title":"Teachers’ Racial Bias: Can Teachers Rate an African American Boy Similarly to His Racial Counterparts on Problem Behaviors for a Broad Rating Scale?","authors":"Isaac L. Woods","doi":"10.1080/2372966X.2022.2041212","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2041212","url":null,"abstract":"Abstract After decades of advancement in education equality, a disproportional number of racially minoritized students are placed in special education. Addressing the disproportionality is a complicated issue due to various contributing factors. One possible cause is racial bias from teachers who rate problem behaviors of African American boys for special education evaluations. This study investigated the effect of a student’s race on teachers’ ratings of problem behavior for special education evaluations. In an online study, the race of an African American student, Asian American student, and European American student were manipulated in a vignette of a hypothetical child. Participants read one of three vignettes and completed the Achenbach System of Empirically Based Assessment Teacher Report Form and a 7-item questionnaire. Although results evinced teachers perceived the home life of the African American student as poorer quality, no racial bias in ratings of internalizing behaviors, externalizing behaviors, referrals for special education, likelihood of postsecondary education, and academic functioning were found. The strengths, limitations, and implications for experimental studies and clinical practice for examining racial bias are discussed. Impact Statement This experimental study seeks to determine when manipulating the race/ethnicity of a child, can teachers rate a vignette of a student similarly on a broad rating scale. No prior study has centered African American boys, used a norm-referenced broad rating scale for both externalizing disorders and internalizing disorders in a vignette, and included national sample in an online study on racial bias in the United States of America.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"264 - 278"},"PeriodicalIF":3.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43599180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.1080/2372966x.2022.2087476
Emily R. DeFouw, J. Owens, Samantha M. Margherio, S. Evans
{"title":"Supporting Teachers’ Use of Classroom Management Strategies via Different School-Based Consultation Models: Which Is More Cost-Effective for Whom?","authors":"Emily R. DeFouw, J. Owens, Samantha M. Margherio, S. Evans","doi":"10.1080/2372966x.2022.2087476","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2087476","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49230353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.1080/2372966x.2022.2088250
Qianyu Zhu, Yeram Cheong, Cixin Wang
{"title":"Relation Between Peer Victimization and Mental Health Among Chinese Students: Perceived School Climate and Covitality as Potential Moderators","authors":"Qianyu Zhu, Yeram Cheong, Cixin Wang","doi":"10.1080/2372966x.2022.2088250","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2088250","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47118036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-04DOI: 10.1080/2372966X.2022.2041211
G. J. Hall, Mitchell A. Markham, Meghan McMackin, Elizabeth C. Moore, Craig A Albers
Abstract The current study examined the validity of curriculum-based measures (CBM) in mathematics computation (M-COMP) and oral reading fluency (R-CBM) in predicting spring mathematics and reading performance level and performance risk (>1 SD below the national mean) among students classified as English Learners (ELs). Additionally, the current study assessed the incremental predictive value of English language proficiency (ELP) beyond CBM performance. The results indicated that ELP explains a significant portion of variability above M-COMP and R-CBM and increases the accuracy of predicting at-risk performance status on spring measures of mathematics and reading. The findings highlight the challenges of assessing the predictive accuracy of M-COMP and R-CBM among students classified as ELs, as well as the extent to which comprehensive measures of ELP account for variance in both performance level and at-risk status beyond CBMs. The implications for school data-based decision-making for language-minoritized students and directions for future research are discussed. Impact Statement Equity in Response-to-Intervention (RTI) is predicated on accurate measurement of skills within universal screening. The current study’s findings suggest that CBMs alone explain less variance and are less predictive of academic performance than when combined with English language proficiency scores. The predictive accuracy of R-CBM and M-COMP varied between students classified as ELs and non-ELs but in only very limited circumstances were these measurable differences. These results indicated that although CBMs are an efficient system of screening among non-ELs, it is also necessary to consider students’ ELP levels when making decisions within RTI models.
{"title":"Predicting Interim Assessment Outcomes Among Elementary-Aged English Learners Using Mathematics Computation, Oral Reading Fluency, and English Proficiency Levels","authors":"G. J. Hall, Mitchell A. Markham, Meghan McMackin, Elizabeth C. Moore, Craig A Albers","doi":"10.1080/2372966X.2022.2041211","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2041211","url":null,"abstract":"Abstract The current study examined the validity of curriculum-based measures (CBM) in mathematics computation (M-COMP) and oral reading fluency (R-CBM) in predicting spring mathematics and reading performance level and performance risk (>1 SD below the national mean) among students classified as English Learners (ELs). Additionally, the current study assessed the incremental predictive value of English language proficiency (ELP) beyond CBM performance. The results indicated that ELP explains a significant portion of variability above M-COMP and R-CBM and increases the accuracy of predicting at-risk performance status on spring measures of mathematics and reading. The findings highlight the challenges of assessing the predictive accuracy of M-COMP and R-CBM among students classified as ELs, as well as the extent to which comprehensive measures of ELP account for variance in both performance level and at-risk status beyond CBMs. The implications for school data-based decision-making for language-minoritized students and directions for future research are discussed. Impact Statement Equity in Response-to-Intervention (RTI) is predicated on accurate measurement of skills within universal screening. The current study’s findings suggest that CBMs alone explain less variance and are less predictive of academic performance than when combined with English language proficiency scores. The predictive accuracy of R-CBM and M-COMP varied between students classified as ELs and non-ELs but in only very limited circumstances were these measurable differences. These results indicated that although CBMs are an efficient system of screening among non-ELs, it is also necessary to consider students’ ELP levels when making decisions within RTI models.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"51 1","pages":"498 - 516"},"PeriodicalIF":3.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42905910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-04DOI: 10.1080/2372966X.2022.2105612
Jorge E. Gonzalez, Lillian Durán, Sylvia Linan-Thompson, S. Jimerson
Abstract With its emphasis on early identification, quality instruction, interventions for students at risk of educational failure, and use of data on student response to instruction, multitiered systems of support (MTSS) offer numerous advantages over a remedial approach. Leveraging the promise of MTSS will rely, however, on equitable distribution of the advantages of this approach, especially for culturally and linguistically diverse students (CLD). The articles in this special topic section address CLD student contexts and apply this knowledge to culturally responsive explorations of assessment and instruction with an emphasis on the role of English language proficiency and language of instruction. Recognizing the importance of early identification and progress monitoring, several studies focus on the adequacy of screeners and curriculum-based measurement (CBM) tools for CLD children within MTSS. Across the studies, several important themes emerge in unlocking the promise of MTSS for CLD students, including (a) the need for validated measures for use with CLD, especially those sensitive to levels of English proficiency; (b) the importance of English language proficiency (ELP) in understanding responsiveness to intervention; (c) the language of instruction holds important relationships to performance on screeners, CBM, and achievement outcomes; and (d) English language instruction did not appear to impede performance on outcomes. Implications for advancing practice are also discussed. Impact Statement This article provides a synthesis of articles in a special topic section focused on MTSS with CLD students. Key themes across articles highlight the challenges and opportunities to advance the science of MTSS and invite scholars to further examine challenges of MTSS with CLD, including implementation and policy implications.
{"title":"Unlocking the Promise of Multitiered Systems of Support (MTSS) for Linguistically Diverse Students: Advancing Science, Practice, and Equity","authors":"Jorge E. Gonzalez, Lillian Durán, Sylvia Linan-Thompson, S. Jimerson","doi":"10.1080/2372966X.2022.2105612","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2105612","url":null,"abstract":"Abstract With its emphasis on early identification, quality instruction, interventions for students at risk of educational failure, and use of data on student response to instruction, multitiered systems of support (MTSS) offer numerous advantages over a remedial approach. Leveraging the promise of MTSS will rely, however, on equitable distribution of the advantages of this approach, especially for culturally and linguistically diverse students (CLD). The articles in this special topic section address CLD student contexts and apply this knowledge to culturally responsive explorations of assessment and instruction with an emphasis on the role of English language proficiency and language of instruction. Recognizing the importance of early identification and progress monitoring, several studies focus on the adequacy of screeners and curriculum-based measurement (CBM) tools for CLD children within MTSS. Across the studies, several important themes emerge in unlocking the promise of MTSS for CLD students, including (a) the need for validated measures for use with CLD, especially those sensitive to levels of English proficiency; (b) the importance of English language proficiency (ELP) in understanding responsiveness to intervention; (c) the language of instruction holds important relationships to performance on screeners, CBM, and achievement outcomes; and (d) English language instruction did not appear to impede performance on outcomes. Implications for advancing practice are also discussed. Impact Statement This article provides a synthesis of articles in a special topic section focused on MTSS with CLD students. Key themes across articles highlight the challenges and opportunities to advance the science of MTSS and invite scholars to further examine challenges of MTSS with CLD, including implementation and policy implications.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"51 1","pages":"387 - 391"},"PeriodicalIF":3.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47099823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-06DOI: 10.1080/2372966x.2022.2064727
Anne Drescher, Alberto Valido, Ashley B. Woolweaver, Dorothy L. Espelage
Abstract
In the fall of 2020, many students and educators returned to school in person, despite the threat of the COVID-19 virus. Though safety measures such as masks and social distancing were put in place, educators remained concerned for their students’ health, well-being, and academic attainment. The current study examined teacher concern for students’ well-being amidst the COVID-19 pandemic in relation to classroom climate. Data were collected from third- to fifth-grade students (N = 1,022) and teachers (N = 52) across 11 elementary schools in the Great Plains region. Students and teachers attended school in person during data collection in the fall of 2020, despite rising COVID-19 numbers in the area. Structural equation modeling was used to determine whether student emotional problems and well-being had indirect effects on the association between teacher concerns and classroom climate. Findings suggest significant indirect effects of teacher concerns and classroom climate through student emotional problems and well-being. The results are important in the context of COVID-19, because teacher concern for students may indicate the overall health of the classroom environment.
Impact Statement
The current study can assist school psychology practitioners in understanding the need to support teacher and student well-being in the context of the COVID-19 pandemic.
The findings emphasize the need for school policymakers and administrators to elevate teacher voices throughout the COVID-19 pandemic. Considering teacher concern for student well-being may assist in improving classroom climate and supporting students as the pandemic continues.
{"title":"Teacher Concern During COVID-19: Associations With Classroom Climate","authors":"Anne Drescher, Alberto Valido, Ashley B. Woolweaver, Dorothy L. Espelage","doi":"10.1080/2372966x.2022.2064727","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2064727","url":null,"abstract":"<p><b>Abstract</b></p><p>In the fall of 2020, many students and educators returned to school in person, despite the threat of the COVID-19 virus. Though safety measures such as masks and social distancing were put in place, educators remained concerned for their students’ health, well-being, and academic attainment. The current study examined teacher concern for students’ well-being amidst the COVID-19 pandemic in relation to classroom climate. Data were collected from third- to fifth-grade students (<i>N</i> = 1,022) and teachers (<i>N</i> = 52) across 11 elementary schools in the Great Plains region. Students and teachers attended school in person during data collection in the fall of 2020, despite rising COVID-19 numbers in the area. Structural equation modeling was used to determine whether student emotional problems and well-being had indirect effects on the association between teacher concerns and classroom climate. Findings suggest significant indirect effects of teacher concerns and classroom climate through student emotional problems and well-being. The results are important in the context of COVID-19, because teacher concern for students may indicate the overall health of the classroom environment.</p><p><b>Impact Statement</b></p><p>The current study can assist school psychology practitioners in understanding the need to support teacher and student well-being in the context of the COVID-19 pandemic.</p><p>The findings emphasize the need for school policymakers and administrators to elevate teacher voices throughout the COVID-19 pandemic. Considering teacher concern for student well-being may assist in improving classroom climate and supporting students as the pandemic continues.</p>","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"111 ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1080/2372966X.2022.2072693
Scott L. Graves, Yixi Wang
Abstract The suspension of Black boys from school is a longstanding issue that places them at increased risk for negative academic and social–emotional outcomes. While risk factors for suspension are often documented, concurrently examining protective factors such as school belonging and self-esteem occurs infrequently. The purpose of this study was to examine the relationships between Body Mass Index (BMI), school belonging, self-esteem, race, gender, and school suspension. Results from the National Longitudinal Study of Adolescent to Adult Health (Add Health) indicated that BMI was a significant predictor of school suspension overall, but not for Black boys. Furthermore our hypotheses were not supported in that regardless of the levels of school belonging for Black boys, their levels of school suspension were not impacted as was the case with their peers. So it was not that they were big, just that they were Black as it relates to school suspension and Black boys. Implications are discussed in terms of the improving outcomes of Black boys. Impact Statement Black boys are suspended from school at higher rates than any group. Large body size is thought to be a risk factor for negative outcomes based on societal perceptions. For Black boys, body mass index does not predict school suspension.
{"title":"It’s Not That They Are Big, It’s Just That They Are Black: The Impact of Body Mass Index, School Belonging, and Self Esteem on Black Boys’ School Suspension","authors":"Scott L. Graves, Yixi Wang","doi":"10.1080/2372966X.2022.2072693","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2072693","url":null,"abstract":"Abstract The suspension of Black boys from school is a longstanding issue that places them at increased risk for negative academic and social–emotional outcomes. While risk factors for suspension are often documented, concurrently examining protective factors such as school belonging and self-esteem occurs infrequently. The purpose of this study was to examine the relationships between Body Mass Index (BMI), school belonging, self-esteem, race, gender, and school suspension. Results from the National Longitudinal Study of Adolescent to Adult Health (Add Health) indicated that BMI was a significant predictor of school suspension overall, but not for Black boys. Furthermore our hypotheses were not supported in that regardless of the levels of school belonging for Black boys, their levels of school suspension were not impacted as was the case with their peers. So it was not that they were big, just that they were Black as it relates to school suspension and Black boys. Implications are discussed in terms of the improving outcomes of Black boys. Impact Statement Black boys are suspended from school at higher rates than any group. Large body size is thought to be a risk factor for negative outcomes based on societal perceptions. For Black boys, body mass index does not predict school suspension.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"279 - 291"},"PeriodicalIF":3.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47207544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1080/2372966x.2022.2043127
Margaret Crewdson, Robert D. Richardson, Kristen Fowler, C. Skinner, Shelby Wright, David F. Cihak
{"title":"Supplementing Social Skills Training With Tootling to Simultaneously Enhance First-Grade Students’ Performance of Two Social Skills","authors":"Margaret Crewdson, Robert D. Richardson, Kristen Fowler, C. Skinner, Shelby Wright, David F. Cihak","doi":"10.1080/2372966x.2022.2043127","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2043127","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47679667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1080/2372966x.2022.2067736
W. Ford, Keith C. Radley, D. Tingstrom, Evan H. Dart, Brad A. Dufrene
{"title":"Evaluation of the Good Behavior Game Using ClassDojo in Secondary Classrooms","authors":"W. Ford, Keith C. Radley, D. Tingstrom, Evan H. Dart, Brad A. Dufrene","doi":"10.1080/2372966x.2022.2067736","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2067736","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47374750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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