Pub Date : 2023-10-03DOI: 10.1080/15377903.2023.2263391
Maura A. Miglioretti, Ara J. Schmitt, Kara E. McGoey, M. Tina Benno
AbstractPediatric acute-onset neuropsychiatric syndrome (PANS) is an increasingly studied disorder that has been linked to negative neuropsychiatric outcomes, with the most frequently cited consequence being rapid onset of obsessive-compulsive symptoms. Little is known, however, about the educational impacts of this disorder on school-aged children. This study aimed to learn (1) what school-related problems do parents report in children with PANS?; (2) with what frequency do school-aged children with PANS receive formal special services at school?; (3) what types and severity of obsessions and compulsions are exhibited by school-aged children with PANS?; and (4) does OCD symptom severity classification predict the presence of a school special service plan? Parents (n = 208) of children with PANS participated in this study by completing a survey that included the Children’s Yale-Brown Obsessive-Compulsive Scale Parent Report (CY-BOCS-PR) and additional questions regarding child school performance and participation in formal special services at school. Anxiety and inattention, among a variety of other school-based problems, are reported at school in this population. Approximately 60% of the children received some form of school special services across their educational career. A variety of mild to severe obsessive-compulsive behaviors were reported in the children, though the severity of those behaviors did not predict the existence of a school special services plan. School psychologists must be prepared to evaluate children with PANS and recommend evidence-based interventions.Keywords: PANSOCDschool problemsspecial services Disclosure statementNo potential conflict of interest was reported by the author(s)
{"title":"An Exploratory Study of Obsessive-Compulsive Behavior and School Problems Associated with Pediatric Acute-Onset Neuropsychiatric Syndrome (PANS)","authors":"Maura A. Miglioretti, Ara J. Schmitt, Kara E. McGoey, M. Tina Benno","doi":"10.1080/15377903.2023.2263391","DOIUrl":"https://doi.org/10.1080/15377903.2023.2263391","url":null,"abstract":"AbstractPediatric acute-onset neuropsychiatric syndrome (PANS) is an increasingly studied disorder that has been linked to negative neuropsychiatric outcomes, with the most frequently cited consequence being rapid onset of obsessive-compulsive symptoms. Little is known, however, about the educational impacts of this disorder on school-aged children. This study aimed to learn (1) what school-related problems do parents report in children with PANS?; (2) with what frequency do school-aged children with PANS receive formal special services at school?; (3) what types and severity of obsessions and compulsions are exhibited by school-aged children with PANS?; and (4) does OCD symptom severity classification predict the presence of a school special service plan? Parents (n = 208) of children with PANS participated in this study by completing a survey that included the Children’s Yale-Brown Obsessive-Compulsive Scale Parent Report (CY-BOCS-PR) and additional questions regarding child school performance and participation in formal special services at school. Anxiety and inattention, among a variety of other school-based problems, are reported at school in this population. Approximately 60% of the children received some form of school special services across their educational career. A variety of mild to severe obsessive-compulsive behaviors were reported in the children, though the severity of those behaviors did not predict the existence of a school special services plan. School psychologists must be prepared to evaluate children with PANS and recommend evidence-based interventions.Keywords: PANSOCDschool problemsspecial services Disclosure statementNo potential conflict of interest was reported by the author(s)","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135744495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1080/15377903.2023.2236982
B. S. Lotyczewski, Renae A. Whittington, Lynn Smith, Shelley M Sanyshyn, E. Duprey, Marjorie Allan, Joseph P. McFall, Ann Marie White
{"title":"The Effect of the Primary Project Program on School Attendance in Early Childhood","authors":"B. S. Lotyczewski, Renae A. Whittington, Lynn Smith, Shelley M Sanyshyn, E. Duprey, Marjorie Allan, Joseph P. McFall, Ann Marie White","doi":"10.1080/15377903.2023.2236982","DOIUrl":"https://doi.org/10.1080/15377903.2023.2236982","url":null,"abstract":"","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47304524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-22DOI: 10.1080/15377903.2023.2236974
Sara C. McDaniel, Carlson H. Coogler, Kelly W. Guyotte
{"title":"‘It’s a Process’: Preliminary Educator Perceptions of Tier 2 Implementation Barriers, Facilitators, and Attitudes","authors":"Sara C. McDaniel, Carlson H. Coogler, Kelly W. Guyotte","doi":"10.1080/15377903.2023.2236974","DOIUrl":"https://doi.org/10.1080/15377903.2023.2236974","url":null,"abstract":"","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42728594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-22DOI: 10.1080/15377903.2023.2236958
Victor Villarreal
{"title":"Considerations for Mental Health Screening and Referrals: Implications from a School-University Case Study","authors":"Victor Villarreal","doi":"10.1080/15377903.2023.2236958","DOIUrl":"https://doi.org/10.1080/15377903.2023.2236958","url":null,"abstract":"","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45577209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-12DOI: 10.1080/15377903.2023.2221202
Chun Chen, R. Nadler, J. Sharkey, Chunyan Yang
{"title":"Ethical and Legal Considerations in Balancing Mental Health of Sexual and Gender Minority Students and Parental Consent","authors":"Chun Chen, R. Nadler, J. Sharkey, Chunyan Yang","doi":"10.1080/15377903.2023.2221202","DOIUrl":"https://doi.org/10.1080/15377903.2023.2221202","url":null,"abstract":"","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43694073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-08DOI: 10.1080/15377903.2023.2221201
Kaitlyn Ayala
Abstract During life transitions, individuals with autism spectrum disorder (ASD) face unique challenges. When navigating the transition from high school to higher education, individuals with ASD confront increased vulnerability in social situations, decreased likelihood of program completion, and increased risk of mental health problems. To help these individuals successfully navigate this transition, high school mental health professionals should consider including them in a psychoeducational support group which focuses on the development of executive functioning skills, regulation and coping skills, and social skills and which allows for the practice and role-playing of newly learned skills as well as the discussion of ideas and personal experiences. A proposed curriculum (LEADERS) is discussed, along with the logistical and ethical considerations of running the proposed group.
{"title":"LEADERS: A Psychoeducational Support Group for College-Bound High School Students with Autism Spectrum Disorder (ASD)","authors":"Kaitlyn Ayala","doi":"10.1080/15377903.2023.2221201","DOIUrl":"https://doi.org/10.1080/15377903.2023.2221201","url":null,"abstract":"Abstract During life transitions, individuals with autism spectrum disorder (ASD) face unique challenges. When navigating the transition from high school to higher education, individuals with ASD confront increased vulnerability in social situations, decreased likelihood of program completion, and increased risk of mental health problems. To help these individuals successfully navigate this transition, high school mental health professionals should consider including them in a psychoeducational support group which focuses on the development of executive functioning skills, regulation and coping skills, and social skills and which allows for the practice and role-playing of newly learned skills as well as the discussion of ideas and personal experiences. A proposed curriculum (LEADERS) is discussed, along with the logistical and ethical considerations of running the proposed group.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46430448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-08DOI: 10.1080/15377903.2023.2221191
Adelle K. Sturgell, Ethan R. Van Norman
Abstract Problem-solving frameworks have the potential to promote objective data-based decisions that increase the likelihood students are matched to appropriate evidence-based interventions. Unfortunately, cognitive biases, heuristics, and fallacies can lead to erroneous conclusions within problem-solving frameworks. Some of these effects have been well-studied within special education and related fields, while the effects of lesser-known biases that have not garnered the same level of attention have been extensively investigated in fields like finance and medicine. Previous educational decision-making research has focused largely on special education evaluation processes. The purpose of this paper is twofold. First, we highlight lesser-known cognitive biases that may impact educational decision making. Second, we discuss how said biases can be researched within problem-solving frameworks and challenged in practice.
{"title":"Exploring Judgment and Decision-Making in School Psychology: Setting an Agenda","authors":"Adelle K. Sturgell, Ethan R. Van Norman","doi":"10.1080/15377903.2023.2221191","DOIUrl":"https://doi.org/10.1080/15377903.2023.2221191","url":null,"abstract":"Abstract Problem-solving frameworks have the potential to promote objective data-based decisions that increase the likelihood students are matched to appropriate evidence-based interventions. Unfortunately, cognitive biases, heuristics, and fallacies can lead to erroneous conclusions within problem-solving frameworks. Some of these effects have been well-studied within special education and related fields, while the effects of lesser-known biases that have not garnered the same level of attention have been extensively investigated in fields like finance and medicine. Previous educational decision-making research has focused largely on special education evaluation processes. The purpose of this paper is twofold. First, we highlight lesser-known cognitive biases that may impact educational decision making. Second, we discuss how said biases can be researched within problem-solving frameworks and challenged in practice.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49158680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-10DOI: 10.1080/15377903.2023.2196946
Sara C. McDaniel, Laci Watkins, Jason C. Chow, Megan Fedewa, Sharon Nemer
Abstract Coping Power (CP) is an evidence-based intervention that reduces externalizing behaviors in students who are identified as aggressive or disruptive. CP is based on a cognitive-behavioral model and involves child-focused group sessions and parent-focused sessions. A large body of research has demonstrated the effectiveness of CP, but to date there has not been a systematic review or meta-analysis of published CP studies. Therefore, the purpose of this work was to conduct a systematic review examining the characteristics, methodological rigor, and social validity of CP studies and to conduct a selective meta-analysis to examine the effects of CP across studies and to identify potential moderators of intervention effectiveness. The 21 studies included in the review indicate that the CP intervention is supported by rigorous research, effectively reduces maladaptive behavior, and has demonstrated multiple indicators of social validity. A selective meta-analysis of 12 studies indicates that CP has resulted in small to moderate reductions in externalizing behavior, although these findings were not statistically significant. Intervention dosage, agent, and parent/caregiverparticipation did not moderate effects. Limitations, implications for future research, and recommendations for clinical practice are provided.
{"title":"Systematic Literature Review and Meta-Analysis of Coping Power: Effects and Implications for Implementation","authors":"Sara C. McDaniel, Laci Watkins, Jason C. Chow, Megan Fedewa, Sharon Nemer","doi":"10.1080/15377903.2023.2196946","DOIUrl":"https://doi.org/10.1080/15377903.2023.2196946","url":null,"abstract":"Abstract Coping Power (CP) is an evidence-based intervention that reduces externalizing behaviors in students who are identified as aggressive or disruptive. CP is based on a cognitive-behavioral model and involves child-focused group sessions and parent-focused sessions. A large body of research has demonstrated the effectiveness of CP, but to date there has not been a systematic review or meta-analysis of published CP studies. Therefore, the purpose of this work was to conduct a systematic review examining the characteristics, methodological rigor, and social validity of CP studies and to conduct a selective meta-analysis to examine the effects of CP across studies and to identify potential moderators of intervention effectiveness. The 21 studies included in the review indicate that the CP intervention is supported by rigorous research, effectively reduces maladaptive behavior, and has demonstrated multiple indicators of social validity. A selective meta-analysis of 12 studies indicates that CP has resulted in small to moderate reductions in externalizing behavior, although these findings were not statistically significant. Intervention dosage, agent, and parent/caregiverparticipation did not moderate effects. Limitations, implications for future research, and recommendations for clinical practice are provided.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44498636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-06DOI: 10.1080/15377903.2023.2196944
Veronica R. DiStasi, Meghan A. Deshais, Jason C. Vladescu, Ruth M. DeBar
Abstract Group contingencies are evidence-based behavioral interventions frequently employed in educational settings. Group contingencies are composed of four distinct parameters: (1) a criterion, (2) a reward, (3) target students, and (4) target behaviors. Although it is common practice for teachers to reveal these parameters to students before the intervention begins (i.e. a traditional group contingency), doing so may threaten intervention effectiveness, acceptability and feasibility. One approach that has emerged in the literature to protect against these threats is randomizing group contingencies. In randomized group contingencies, some or all parameters of the group contingency are undisclosed to students to safeguard against the aforementioned threats. Given the need for maximally effective, empirically supported behavioral interventions in schools, a practical guide to using randomized group contingencies in classrooms could be useful to educators. Thus, the goal of this paper is threefold: (a) to identify drawbacks of traditional group contingencies that threaten to adversely impact their effectiveness and acceptability in schools, (b) to describe how randomized group contingencies can protect against those threats, and (c) to outline practical advantages of using randomized group contingencies in schools.
{"title":"More than Just a Game: A Guide to Using Randomized Group Contingencies in Schools","authors":"Veronica R. DiStasi, Meghan A. Deshais, Jason C. Vladescu, Ruth M. DeBar","doi":"10.1080/15377903.2023.2196944","DOIUrl":"https://doi.org/10.1080/15377903.2023.2196944","url":null,"abstract":"Abstract Group contingencies are evidence-based behavioral interventions frequently employed in educational settings. Group contingencies are composed of four distinct parameters: (1) a criterion, (2) a reward, (3) target students, and (4) target behaviors. Although it is common practice for teachers to reveal these parameters to students before the intervention begins (i.e. a traditional group contingency), doing so may threaten intervention effectiveness, acceptability and feasibility. One approach that has emerged in the literature to protect against these threats is randomizing group contingencies. In randomized group contingencies, some or all parameters of the group contingency are undisclosed to students to safeguard against the aforementioned threats. Given the need for maximally effective, empirically supported behavioral interventions in schools, a practical guide to using randomized group contingencies in classrooms could be useful to educators. Thus, the goal of this paper is threefold: (a) to identify drawbacks of traditional group contingencies that threaten to adversely impact their effectiveness and acceptability in schools, (b) to describe how randomized group contingencies can protect against those threats, and (c) to outline practical advantages of using randomized group contingencies in schools.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42200711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.1080/15377903.2023.2182857
Jonathan Safer-Lichtenstein, Jillian C. Hamilton, L. L. McIntyre
Abstract School and medical settings often use different identification criteria for autism spectrum disorder (ASD), a neurodevelopmental disability affecting social-communication, behavioral patterns, and sensory experiences. Further, individual states may use varied definitions for special education eligibility. On January 1, 2019, the State of Oregon began implementing overhauled statewide criteria and evaluation requirements for ASD special education eligibility that directly align with current medical system criteria specified in the Diagnostic and Statistical Manual, Fifth Edition (DSM-5). Immediately following these changes, and then again 1 year later in January of 2020 (prior to the COVID-19 pandemic), we surveyed school-based practitioners across the state about their ASD evaluation practices as well as their knowledge, training, and beliefs regarding the newly revised standards. Our results indicated that practitioners felt more familiar with and had received better training on the new standards after a full year of implementation and that 58% of practitioners had changed their evaluation procedures in some way. However, 74% of practitioners reported that despite these changes, there was no difference in the number of students being found eligible for an ASD diagnosis, indicating that the real-world impact of the statewide policy change might be more limited than initially believed. Limitations and future directions are discussed.
{"title":"Impact of State-Level Changes to School-Based Autism Identification Criteria","authors":"Jonathan Safer-Lichtenstein, Jillian C. Hamilton, L. L. McIntyre","doi":"10.1080/15377903.2023.2182857","DOIUrl":"https://doi.org/10.1080/15377903.2023.2182857","url":null,"abstract":"Abstract School and medical settings often use different identification criteria for autism spectrum disorder (ASD), a neurodevelopmental disability affecting social-communication, behavioral patterns, and sensory experiences. Further, individual states may use varied definitions for special education eligibility. On January 1, 2019, the State of Oregon began implementing overhauled statewide criteria and evaluation requirements for ASD special education eligibility that directly align with current medical system criteria specified in the Diagnostic and Statistical Manual, Fifth Edition (DSM-5). Immediately following these changes, and then again 1 year later in January of 2020 (prior to the COVID-19 pandemic), we surveyed school-based practitioners across the state about their ASD evaluation practices as well as their knowledge, training, and beliefs regarding the newly revised standards. Our results indicated that practitioners felt more familiar with and had received better training on the new standards after a full year of implementation and that 58% of practitioners had changed their evaluation procedures in some way. However, 74% of practitioners reported that despite these changes, there was no difference in the number of students being found eligible for an ASD diagnosis, indicating that the real-world impact of the statewide policy change might be more limited than initially believed. Limitations and future directions are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45190083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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