{"title":"Supplemental Material for Evaluating the Correspondence Between Expert Visual Analysis and Quantitative Methods","authors":"","doi":"10.1037/spq0000644.supp","DOIUrl":"https://doi.org/10.1037/spq0000644.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Assessing Attention-Deficit/Hyperactivity Disorder-Related Impairment: Differential Item Functioning Based on Child Demographic Characteristics","authors":"","doi":"10.1037/spq0000643.supp","DOIUrl":"https://doi.org/10.1037/spq0000643.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Supporting Implementation of Culturally Responsive Teaching in a Therapeutic Setting","authors":"","doi":"10.1037/spq0000638.supp","DOIUrl":"https://doi.org/10.1037/spq0000638.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Enhancing Outcomes: Culturally Adapted Social–Emotional and Behavioral Interventions for Rural Black Elementary Learners at Risk","authors":"","doi":"10.1037/spq0000648.supp","DOIUrl":"https://doi.org/10.1037/spq0000648.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Cultural Adaptations to Social–Emotional Learning Programs: A Systematic Review","authors":"","doi":"10.1037/spq0000649.supp","DOIUrl":"https://doi.org/10.1037/spq0000649.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141826625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Mindful Discipline: A Pilot Study Exploring Mindfulness and the Reduction of Punitive Discipline for Black Male Students","authors":"","doi":"10.1037/spq0000654.supp","DOIUrl":"https://doi.org/10.1037/spq0000654.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Meta-Analysis of Single-Case Design Research: Application of Multilevel Modeling","authors":"","doi":"10.1037/spq0000637.supp","DOIUrl":"https://doi.org/10.1037/spq0000637.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140969507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Associations Among Educators’ Beliefs, Intervention Fidelity, and Student Outcomes in School-Wide Positive Behavior Interventions, and Supports: A School-Level Moderated Mediation Analysis","authors":"","doi":"10.1037/spq0000615.supp","DOIUrl":"https://doi.org/10.1037/spq0000615.supp","url":null,"abstract":"","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140685932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gena Nelson, Derek B. Kosty, Jessica Turtura, Christian T. Doabler, Benjamin Clarke
The purpose of the present study was to examine the diagnostic accuracy of different universal screening approaches for identifying mathematics difficulties in kindergarteners. We used extant data from 2,010 kindergarten students from 23 schools across two states. First, we identified the diagnostic accuracy of two individual screeners: (a) a set of three curriculum-based measures (CBM) and (b) a diagnostic measure, the Number Sense Brief (NSB). Then, we determined the diagnostic accuracy of a gated screening approach considering both the CBM and NSB. The criterion measure was a norm-referenced mathematics achievement test. The results indicated that area under the curve values met or exceeded .80 for both individual screeners; however, the number of false positives was high. The gated screening approach yielded fewer false positives at the expense of increasing false negatives. Directions for future research and the practical implications of the results for screening in kindergarten mathematics are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
本研究旨在考察不同的通用筛查方法在识别幼儿园学生数学困难方面的诊断准确性。我们使用了来自两个州 23 所学校 2 010 名幼儿园学生的现有数据。首先，我们确定了两种个别筛查方法的诊断准确性：(a) 一套基于课程的三项测量（CBM）和 (b) 一项诊断测量--数感简测（NSB）。然后，我们确定了一种同时考虑 CBM 和 NSB 的筛选方法的诊断准确性。标准测量是常模参照数学成绩测验。结果表明，两种筛查方法的曲线下面积值都达到或超过了 0.80；然而，假阳性的数量却很高。有门筛查法的假阳性人数较少，但假阴性人数却有所增加。本文讨论了未来研究的方向以及研究结果对幼儿园数学筛查的实际意义。(PsycInfo Database Record (c) 2024 APA, all rights reserved)。
{"title":"Evaluating a gated screening approach for identifying risk in kindergarten mathematics.","authors":"Gena Nelson, Derek B. Kosty, Jessica Turtura, Christian T. Doabler, Benjamin Clarke","doi":"10.1037/spq0000630","DOIUrl":"https://doi.org/10.1037/spq0000630","url":null,"abstract":"The purpose of the present study was to examine the diagnostic accuracy of different universal screening approaches for identifying mathematics difficulties in kindergarteners. We used extant data from 2,010 kindergarten students from 23 schools across two states. First, we identified the diagnostic accuracy of two individual screeners: (a) a set of three curriculum-based measures (CBM) and (b) a diagnostic measure, the Number Sense Brief (NSB). Then, we determined the diagnostic accuracy of a gated screening approach considering both the CBM and NSB. The criterion measure was a norm-referenced mathematics achievement test. The results indicated that area under the curve values met or exceeded .80 for both individual screeners; however, the number of false positives was high. The gated screening approach yielded fewer false positives at the expense of increasing false negatives. Directions for future research and the practical implications of the results for screening in kindergarten mathematics are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140713940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rabia Özen-Uyar, Durmuş Aslan, W. Reinke, Yaşare Aktaş-Arnas
A growing evidence base demonstrates the effectiveness of teacher training and coaching interventions to improve teacher- and child-level outcomes in high-income countries. However, more information is needed to show the benefits of these interventions in low- and middle-income countries (LMICs). To provide an evidence base for LMICs, we conducted a cluster-randomized controlled trial examining the efficacy of a teacher training and coaching intervention for promoting children's social, emotional, and behavioral competence, Reaching Educators and Children (REACH) Classroom Check-Up (CCU), on teachers' behaviors, teacher-child relationship quality, and children's social competence and problem behaviors. Participants included 20 early childhood teachers and 175 children (4-6 year olds) in Turkey. Findings indicate that REACH CCU increased teachers' positive behaviors and teacher behaviors that support social, emotional, and behavioral competence of children, while reducing teachers' negative behaviors. Teachers in REACH CCU demonstrated an increased level of closeness and reduced levels of conflict with children in their classrooms. Furthermore, REACH CCU improved teacher-reported social competence and reduced problem behaviors of children. Results provide evidence that REACH CCU is a promising approach for improving teachers' behaviors, teacher-child relationship quality, and children's social, emotional, and behavioral competence, especially in LMICs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
越来越多的证据表明，在高收入国家，教师培训和辅导干预措施能够有效改善教师和儿童的教学成果。然而，还需要更多信息来证明这些干预措施在中低收入国家（LMICs）的益处。为了给低收入和中等收入国家提供证据基础，我们开展了一项分组随机对照试验，研究教师培训和辅导干预措施（即 "接触教育者和儿童"（REACH）课堂检查（CCU））在促进儿童社交、情感和行为能力方面对教师行为、师幼关系质量以及儿童社交能力和问题行为的效果。参与者包括土耳其的 20 名幼儿教师和 175 名儿童（4-6 岁）。研究结果表明，REACH CCU 增加了教师的积极行为和支持儿童社交、情感和行为能力的教师行为，同时减少了教师的消极行为。参加 REACH CCU 的教师在课堂上与儿童的亲密程度有所提高，冲突程度有所降低。此外，REACH CCU 提高了教师报告的社交能力，减少了儿童的问题行为。研究结果证明，REACH CCU 是改善教师行为、师幼关系质量以及儿童社交、情感和行为能力的有效方法，尤其是在低收入国家。(PsycInfo Database Record (c) 2024 APA, 版权所有）。
{"title":"Training and coaching early childhood teachers to foster social, emotional, and behavioral competence of children in Turkey.","authors":"Rabia Özen-Uyar, Durmuş Aslan, W. Reinke, Yaşare Aktaş-Arnas","doi":"10.1037/spq0000625","DOIUrl":"https://doi.org/10.1037/spq0000625","url":null,"abstract":"A growing evidence base demonstrates the effectiveness of teacher training and coaching interventions to improve teacher- and child-level outcomes in high-income countries. However, more information is needed to show the benefits of these interventions in low- and middle-income countries (LMICs). To provide an evidence base for LMICs, we conducted a cluster-randomized controlled trial examining the efficacy of a teacher training and coaching intervention for promoting children's social, emotional, and behavioral competence, Reaching Educators and Children (REACH) Classroom Check-Up (CCU), on teachers' behaviors, teacher-child relationship quality, and children's social competence and problem behaviors. Participants included 20 early childhood teachers and 175 children (4-6 year olds) in Turkey. Findings indicate that REACH CCU increased teachers' positive behaviors and teacher behaviors that support social, emotional, and behavioral competence of children, while reducing teachers' negative behaviors. Teachers in REACH CCU demonstrated an increased level of closeness and reduced levels of conflict with children in their classrooms. Furthermore, REACH CCU improved teacher-reported social competence and reduced problem behaviors of children. Results provide evidence that REACH CCU is a promising approach for improving teachers' behaviors, teacher-child relationship quality, and children's social, emotional, and behavioral competence, especially in LMICs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":44991,"journal":{"name":"School Psychology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140714576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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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