Journal of Applied School Psychology最新文献

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A Synthesis of the Effects of the Color Wheel System on Classroom Behaviors 色轮系统对课堂行为影响的综合分析

IF 1 Q2 Social Sciences

Journal of Applied School Psychology

Pub Date : 2023-02-25 DOI: 10.1080/15377903.2023.2182858

K. Aspiranti, Sara E Ebner

Abstract Teachers spend a significant amount of time redirecting students, addressing problem behaviors, and transitioning the class, leading to less instructional time. The Color Wheel System (CWS) is a classroom behavioral management intervention that uses clear, specific rules for different activities. It can be implemented in a variety of classrooms and modified to meet the needs of the teacher (e.g. additional rule sets, reinforcements, using animals instead of colors to differentiate between rule sets). This literature synthesis and meta-analysis evaluated the overall effectiveness of the CWS. Thirteen studies using single-case design methodologies within 12 articles with a total of 261 participants were included in the analysis. Results indicated an overall moderate treatment effect, Tau-U = 0.88 (CI = [0.78, 1.35]) on student behaviors with individual study effects ranging from 0.61 to 1.00. There were no variables that significantly moderated the effects of the CWS on student behavior. Discussion focuses on implications for researchers and educators.

教师花费大量的时间来引导学生，解决问题行为，并转变班级，导致较少的教学时间。色轮系统(CWS)是一种课堂行为管理干预，它对不同的活动使用明确、具体的规则。它可以在各种教室中实施，并根据教师的需要进行修改(例如，额外的规则集，强化，使用动物而不是颜色来区分规则集)。本文献综合和荟萃分析评估了CWS的总体有效性。在12篇文章中，共有261名参与者，采用单例设计方法的13项研究被纳入分析。结果显示，治疗对学生行为的总体效果为中等，Tau-U = 0.88 (CI =[0.78, 1.35])，个体学习效果为0.61 ~ 1.00。没有显著调节CWS对学生行为影响的变量。讨论的重点是对研究人员和教育工作者的影响。

引用次数: 0

Innovations in University-School Partnerships to Provide Mental Health Services 大学与学校合作提供心理健康服务的创新

IF 1 Q2 Social Sciences

Journal of Applied School Psychology

Pub Date : 2023-02-25 DOI: 10.1080/15377903.2023.2182859

Lyndsay N. Jenkins, J. Kinney, Sonya Kaminski, J. Howell

Abstract A considerable number of children and adolescents suffer from mental health difficulties, yet a much smaller percentage of these students receive mental health services. Given the amount of time that youth spend at school, being able to offer mental health services at school is a logical solution. In this paper we present an innovative idea for increasing mental health services in schools through partnering with behavioral health training programs, such as social work, counseling, and psychology. The mutually beneficial nature of these partnerships is described and a framework for deciding what services are needed is offered. The article ends with a detailed analysis of logistical challenges and decisions regarding identifying potential clients, supervision, curriculum, scheduling, funding, confidentiality and records, competence, and consent.

摘要相当多的儿童和青少年患有心理健康问题，但接受心理健康服务的学生比例要小得多。考虑到年轻人在学校花费的时间，能够在学校提供心理健康服务是一个合乎逻辑的解决方案。在这篇论文中，我们提出了一个创新的想法，通过与社会工作、咨询和心理学等行为健康培训项目合作，增加学校的心理健康服务。描述了这些伙伴关系的互利性质，并提供了一个决定需要什么服务的框架。文章最后详细分析了后勤方面的挑战和决定，包括确定潜在客户、监督、课程、日程安排、资金、保密和记录、能力和同意。

引用次数: 1

Evaluating Strategies to Promote Effective, Multidisciplinary Team Collaboration in School Mental Health. 促进学校心理健康中有效的多学科团队合作的评估策略。

IF 1 Q2 Social Sciences

Journal of Applied School Psychology

Pub Date : 2023-01-01 DOI: 10.1080/15377903.2022.2077875

Jill H Bohnenkamp, Chandni Patel, Elizabeth Connors, Shawn Orenstein, Sabrina Ereshefsky, Nancy Lever, Sharon Hoover

Multidisciplinary teams of school- and community-employed mental health, health, and educational staff work together in schools to offer a full continuum of mental health promotion, prevention, early intervention, and treatment services and supports. Intentional teaming structures and practices are essential to ensure teams deliver effective, coordinated services and supports. The current study investigated the extent to which continuous quality improvement strategies improved school mental health team performance during a 15-month national learning collaborative for 24 school district teams. All teams significantly improved their average teaming performance from baseline to the end of the collaborative (t(20) = -5.20, p < .001). Plan-Do-Study-Act (PDSA) cycles allowed teams to rapidly evaluate specific quality improvement changes to improve their performance. Teams with the most improvement focused on increasing multidisciplinary team membership, avoiding duplication and promoting efficiency, and connecting to community mental health providers/resources.

由学校和社区雇用的心理健康、健康和教育人员组成的多学科团队在学校共同工作，提供全面的心理健康促进、预防、早期干预和治疗服务和支持。有意的团队结构和实践对于确保团队提供有效、协调的服务和支持至关重要。在为期15个月的24个学区的全国学习合作中，目前的研究调查了持续质量改进策略在多大程度上改善了学校心理健康团队的表现。从基线到合作结束，所有团队都显著提高了他们的平均团队绩效(t(20) = -5.20, p < .001)。计划-执行-研究-行动(PDSA)循环允许团队快速评估特定的质量改进变化，以提高他们的绩效。改善最大的团队侧重于增加多学科团队成员，避免重复和提高效率，以及与社区精神卫生提供者/资源建立联系。

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引用次数: 0

Gender Differences in Defending Behavior among Elementary School Students Trained in a Bullying Bystander Program: Is Self-Esteem a Moderator? 参与霸凌旁观者项目的小学生在防卫行为上的性别差异:自尊是否起调节作用?

IF 1 Q2 Social Sciences

Journal of Applied School Psychology

Pub Date : 2022-12-01 DOI: 10.1080/15377903.2022.2152917

D. Doumas, Aida Midgett, Matt Peck

Abstract This study evaluated the relationship among use defending behaviors, gender, and self-esteem among students trained in a brief, bystander bullying intervention (N = 93). Students were taught four specific strategies to use to defend targets of bullying. We used hierarchical regression analyses to test a moderator model in which we hypothesized females would report using defending behaviors more frequently than males post-training and that baseline self-esteem would moderate this relationship. Findings partially supported our hypotheses. Specifically, for “Turning it Over” (i.e., reporting bullying to an adult) and “Coaching Compassion” (i.e., gently confronting the perpetrator to communicate their behavior is not acceptable), the gender x self-esteem interaction was significant, suggesting that females with high self-esteem were most likely to use these defending behaviors post-training. In contrast, for “Stealing the Show” (i.e., using their sense of humor to distract the peer audience’s attention away from the target), high self-esteem was positively associated with frequency of using this defending behavior for both males and females. For “Accompanying Others” (i.e., reaching out to the target to offer support), females used this strategy more frequently than males, and self-esteem was not a significant moderator. Findings highlight the importance of gender and self-esteem as significant factors that influence whether or not bystanders defend targets of bullying post-training. Implications for bystander training in school-based bullying prevention programs are discussed.

摘要本研究评估了在短暂的旁观者欺凌干预中接受训练的学生的使用防御行为、性别和自尊之间的关系（N = 93）。学生们被教授了四种具体的策略来保护欺凌的目标。我们使用分层回归分析来测试一个调节模型，在该模型中，我们假设女性在训练后会比男性更频繁地报告使用防御行为，并且基线自尊会调节这种关系。研究结果部分支持了我们的假设。具体而言，对于“扭转局面”（即向成年人报告欺凌行为）和“辅导同情”（即温和地面对施暴者以传达他们的行为是不可接受的），性别与自尊的互动是显著的，这表明高自尊的女性最有可能在训练后使用这些防御行为。相比之下，对于“偷拍”（即利用他们的幽默感分散同伴观众对目标的注意力），无论男性还是女性，高自尊都与使用这种防御行为的频率呈正相关。对于“陪伴他人”（即向目标伸出援手提供支持），女性比男性更频繁地使用这种策略，自尊并不是一个重要的调节因素。研究结果强调了性别和自尊的重要性，它们是影响旁观者在训练后是否为欺凌目标辩护的重要因素。讨论了旁观者培训在学校欺凌预防项目中的意义。

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引用次数: 2

The Jigsaw Method: Reviving a Powerful Positive Intervention 拼图法:恢复强有力的积极干预

IF 1 Q2 Social Sciences

Journal of Applied School Psychology

Pub Date : 2022-09-28 DOI: 10.1080/15377903.2022.2124570

Amanda J. Nalls, Garry Wickerd

Abstract Schools in the United States are becoming more diverse with respect to race, ethnicity, gender, and sexuality, but many minority students experience disconnection from school for a variety of reasons. Longstanding research on the jigsaw method suggests that it has been an effective intervention for increasing interdependence among students and fostering prosocial behaviors that would increase social connection. More recent research on the jigsaw method has focused on its strong effects on academic learning and has largely overshadowed its original purpose to improve social interactions and increase inclusion. This paper is an attempt to revive the jigsaw method as an effective intervention to increase prosocial behavior while at the same time improving academic performance. Practical implementation information, including an implementation checklist, is offered for teachers and school-based mental health professionals looking to implement the intervention in classroom settings.

美国的学校在种族、民族、性别和性取向方面变得越来越多样化，但许多少数民族学生由于各种原因而与学校脱节。对拼图法的长期研究表明，它是一种有效的干预手段，可以增加学生之间的相互依存，培养亲社会行为，从而增加社会联系。最近对拼图法的研究主要集中在它对学术学习的强大影响上，这在很大程度上掩盖了它改善社会互动和增加包容性的最初目的。本文试图恢复拼图法作为一种有效的干预，以增加亲社会行为，同时提高学业成绩。为希望在课堂环境中实施干预的教师和校本精神卫生专业人员提供了实用的实施信息，包括实施清单。

引用次数: 4

Differentiating Academic Behaviors from Academic Skills to Inform Interventions 区分学术行为和学术技能以提供干预

IF 1 Q2 Social Sciences

Journal of Applied School Psychology

Pub Date : 2022-09-21 DOI: 10.1080/15377903.2022.2124571

June L. Preast, Crystal N. Taylor, Kristy L. Brann, Lisa N. Aguilar, Stephen P. Kilgus, M. Burns

Abstract The purpose of this study was to examine (a) the effect of a reading intervention based on reading need compared to a mismatched behavior intervention and (b) the effect of an academic behavior intervention based on behavior need in comparison to a mismatched reading intervention. Six students took part in the multiple baseline study. Half of the students were selected based on their reading screening scores (CBM-R), and half were selected based on their behavior screening scores (SAEBRS). Interventions were provided in a contraindicated fashion. Providing mismatched intervention did not lead to improvements, but the matched interventions increased positive outcomes. Results indicate that additional brief problem analysis is warranted when planning interventions. Limitations and suggestions for future research are provided.

摘要本研究的目的是检验（a）基于阅读需求的阅读干预与不匹配的行为干预相比的效果，以及（b）基于行为需求的学术行为干预与不配对的阅读干预相比的影响。六名学生参加了多基线研究。一半的学生是根据他们的阅读筛查分数（CBM-R）进行选择的，一半的学生根据他们的行为筛查分数（SAEBRS）进行选择。干预措施是以禁忌症的方式提供的。提供不匹配的干预并没有带来改善，但匹配的干预增加了积极的结果。结果表明，在规划干预措施时，有必要进行额外的简要问题分析。提出了未来研究的局限性和建议。

引用次数: 0

Multi-Tiered Systems of Support: A Pilot Study of Teacher Interpretation and Application of Graphed Behavioral Data 多层支持系统：教师解释和应用图形行为数据的试点研究

IF 1 Q2 Social Sciences

Journal of Applied School Psychology

Pub Date : 2022-08-30 DOI: 10.1080/15377903.2022.2113945

Colleen P. Belmonte-Mulhall, Judith R. Harrison

Abstract Students with or at-risk of High Incidence Disabilities (HID) experience negative short and long-term outcomes. To intervene, many schools have elected to implement evidence-based practices within Multi-Tiered Systems of Support (MTSS), such as Response to Intervention (RTI). MTSS target the academic and behavioral progress of students deemed ‘at risk’ for HID with increasingly intensive interventions. School psychologists often lead the MTSS process by providing consultation and coaching teachers on the front lines who are responsible for collecting and interpreting behavioral data. However, limited research has explored teacher ability, confidence, and perceived usefulness to engage in this role. As such, the purpose of this study was to explore pre-service and in-service teachers’ ability, confidence, willingness, and perceived usefulness to interpret and apply behavioral data before and after a brief behavior analytic training and the factors that influenced each outcome. One hundred and one participants completed a survey, and 24 participants attended the training. Results indicated that, prior to training, teachers were somewhat able to find relevant information for decision making in the graphed data but were challenged to interpret the effects of intervention or make decisions based on the data. After training, teacher ability increased in all aspects related to using data for decision making with the exception of data application. In addition, teacher confidence and willingness to interpret and apply graphed behavioral data increased. These data suggest the benefits of a brief training that could be implemented by school psychologists to increase teacher data use and application.

摘要患有或有高发病率残疾（HID）风险的学生经历了负面的短期和长期结果。为了进行干预，许多学校选择在多层支持系统（MTSS）中实施循证实践，如干预反应（RTI）。MTSS针对被认为有HID“风险”的学生的学术和行为进步，采取越来越密集的干预措施。学校心理学家经常通过在前线提供咨询和指导教师来领导MTSS过程，这些教师负责收集和解释行为数据。然而，有限的研究探索了教师参与这一角色的能力、信心和感知有用性。因此，本研究的目的是探索职前和在职教师在短暂的行为分析培训前后解释和应用行为数据的能力、信心、意愿和感知有用性，以及影响每种结果的因素。111名参与者完成了一项调查，24名参与者参加了培训。结果表明，在培训之前，教师在一定程度上能够从图表数据中找到决策的相关信息，但在解释干预的效果或根据数据做出决策方面面临挑战。经过培训，除了数据应用外，教师在使用数据进行决策的各个方面的能力都有所提高。此外，教师对解释和应用图表行为数据的信心和意愿也有所增强。这些数据表明，学校心理学家可以实施简短的培训，以增加教师数据的使用和应用。

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引用次数: 0

Effects of Incremental Rehearsal on Sight Word and Letter Acquisition among Students with Autism and Cognitive Impairment 渐进式预演对自闭症和认知障碍学生视觉词和字母习得的影响

IF 1 Q2 Social Sciences

Journal of Applied School Psychology

Pub Date : 2022-08-28 DOI: 10.1080/15377903.2022.2113946

C. Finn, S. Ardoin, K. Ayres

Abstract Incremental rehearsal (IR) is a flashcard intervention that involves the interspersal of previously mastered targets and immediate error correction. Previous research indicates IR is an effective intervention for teaching discrete skills. Much of existing research, however, was conducted with typically developing students. The current study aimed to extend the literature by being the first to implement IR with students diagnosed with autism spectrum disorder and an intellectual disability receiving instruction in a self-contained special-education setting. A multiple probe design across sets of stimuli was used to evaluate the effectiveness of IR on sight word and letter acquisition among three early elementary students with autism and cognitive impairment. Results indicated that IR was effective for all participants. Further, the results provided evidence that IR can be used with known stimuli from a stimulus class other than the stimulus class from which unknown stimuli are being drawn. Future research should compare IR to other flashcard interventions regularly employed with this student population. PUBLIC SIGNIFICANCE STATEMENT The present study suggests that IR is an effective intervention for teaching sight words to students with developmental disabilities.

摘要增量排练（IR）是一种抽认卡干预，涉及先前掌握的目标的间隙和即时纠错。先前的研究表明，IR是教授离散技能的有效干预措施。然而，现有的许多研究都是针对典型的发展中的学生进行的。目前的研究旨在扩展文献，率先在独立的特殊教育环境中对被诊断为自闭症谱系障碍和智力残疾的学生实施IR。在三名患有自闭症和认知障碍的早期小学生中，采用跨刺激组的多探针设计来评估IR对视觉单词和字母习得的有效性。结果表明，IR对所有参与者都有效。此外，该结果提供了IR可以与来自不同于从中提取未知刺激的刺激类别的刺激类别中的已知刺激一起使用的证据。未来的研究应该将IR与该学生群体中经常使用的其他抽认卡干预措施进行比较。公共意义声明本研究表明，IR是向发育障碍学生教授视觉单词的有效干预措施。

{"title":"Effects of Incremental Rehearsal on Sight Word and Letter Acquisition among Students with Autism and Cognitive Impairment","authors":"C. Finn, S. Ardoin, K. Ayres","doi":"10.1080/15377903.2022.2113946","DOIUrl":"https://doi.org/10.1080/15377903.2022.2113946","url":null,"abstract":"Abstract Incremental rehearsal (IR) is a flashcard intervention that involves the interspersal of previously mastered targets and immediate error correction. Previous research indicates IR is an effective intervention for teaching discrete skills. Much of existing research, however, was conducted with typically developing students. The current study aimed to extend the literature by being the first to implement IR with students diagnosed with autism spectrum disorder and an intellectual disability receiving instruction in a self-contained special-education setting. A multiple probe design across sets of stimuli was used to evaluate the effectiveness of IR on sight word and letter acquisition among three early elementary students with autism and cognitive impairment. Results indicated that IR was effective for all participants. Further, the results provided evidence that IR can be used with known stimuli from a stimulus class other than the stimulus class from which unknown stimuli are being drawn. Future research should compare IR to other flashcard interventions regularly employed with this student population. PUBLIC SIGNIFICANCE STATEMENT The present study suggests that IR is an effective intervention for teaching sight words to students with developmental disabilities.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45055785","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}

引用次数: 2

Effects of Mothers’ Parenting Sense of Competence and Child Gender on Academic Readiness in Preschool Children with Symptoms of ADHD 母亲的育儿能力感和儿童性别对ADHD症状学龄前儿童学业准备的影响

IF 1 Q2 Social Sciences

Journal of Applied School Psychology

Pub Date : 2022-06-24 DOI: 10.1080/15377903.2021.2012862

O. Bucsea, Stacey Kosmerly, Maria A. Rogers

Abstract Children with early symptoms of inattention, hyperactivity, and impulsivity are at risk for poor academic outcomes, but it is unclear how parents mitigate this risk prior to school entry for preschool-aged boys and girls. The current study examined the impact of child gender and mothers’ parenting sense of competence on the relationship between children’s difficulties with inattention, hyperactivity, and impulsivity and their academic readiness. One hundred and nine families of preschool-aged children were recruited from the community. Mothers reported on their sense of parenting competence and on their child’s levels of inattention, hyperactivity, and impulsivity. Children participated in a standardized clinical measure of academic readiness. Moderated moderation analyses revealed that mothers’ parenting sense of competence significantly moderated the impact of hyperactivity/impulsivity symptoms on boys’ academic readiness, but not girls’. Results are discussed in terms of their implications for parenting interventions that target academic readiness in children exhibiting early signs of inattention, hyperactivity, and difficulties with impulse control, particularly young boys showing symptoms of hyperactivity/impulsivity.

有注意力不集中、多动和冲动早期症状的儿童有学习成绩差的风险，但目前尚不清楚父母如何在学龄前男孩和女孩入学前减轻这种风险。目前的研究考察了儿童性别和母亲的养育能力感对儿童注意力不集中、多动和冲动的困难与学业准备之间的关系的影响。从社区招募了109个学龄前儿童家庭。母亲们报告了她们对养育能力的感觉，以及孩子注意力不集中、多动和冲动的程度。孩子们参加了学业准备的标准化临床测试。适度调节分析显示，母亲的养育能力感显著调节了多动/冲动症状对男孩学业准备的影响，但对女孩没有影响。研究结果对父母干预的意义进行了讨论，这些干预针对表现出注意力不集中、多动和冲动控制困难的早期儿童，特别是表现出多动/冲动症状的小男孩的学业准备。

{"title":"Effects of Mothers’ Parenting Sense of Competence and Child Gender on Academic Readiness in Preschool Children with Symptoms of ADHD","authors":"O. Bucsea, Stacey Kosmerly, Maria A. Rogers","doi":"10.1080/15377903.2021.2012862","DOIUrl":"https://doi.org/10.1080/15377903.2021.2012862","url":null,"abstract":"Abstract Children with early symptoms of inattention, hyperactivity, and impulsivity are at risk for poor academic outcomes, but it is unclear how parents mitigate this risk prior to school entry for preschool-aged boys and girls. The current study examined the impact of child gender and mothers’ parenting sense of competence on the relationship between children’s difficulties with inattention, hyperactivity, and impulsivity and their academic readiness. One hundred and nine families of preschool-aged children were recruited from the community. Mothers reported on their sense of parenting competence and on their child’s levels of inattention, hyperactivity, and impulsivity. Children participated in a standardized clinical measure of academic readiness. Moderated moderation analyses revealed that mothers’ parenting sense of competence significantly moderated the impact of hyperactivity/impulsivity symptoms on boys’ academic readiness, but not girls’. Results are discussed in terms of their implications for parenting interventions that target academic readiness in children exhibiting early signs of inattention, hyperactivity, and difficulties with impulse control, particularly young boys showing symptoms of hyperactivity/impulsivity.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47952805","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}

引用次数: 1

Applying Peer Tutoring to Spelling with Elementary-Aged Students 应用同伴辅导在小学生拼写中的应用

IF 1 Q2 Social Sciences

Journal of Applied School Psychology

Pub Date : 2022-04-05 DOI: 10.1080/15377903.2022.2052218

Ashlee R. Lundberg, Shawna Petersen‐Brown, D. Houlihan, Carlos J. Panahon, Dana L. Wagner

Abstract Peer tutoring methods were implemented in a 2nd grade classroom using an alternating treatments design with a baseline. In the baseline phase, 18 participants spelled words they had not yet learned. During the treatment phase, teacher-led spelling instruction was alternated each week with peer tutoring for spelling. Peer tutoring for spelling was applied through two activities targeting accuracy and fluency. Both teacher-led instruction and peer tutoring for spelling resulted in greater improvement from the weekly pretest to posttest in both words spelled correctly and correct letter sequences than baseline. Peer tutoring for spelling led to greater improvements in performance and was more acceptable to students. This study expanded on the limited literature on evidence-based practices for spelling instruction and supports previous findings that explicit spelling instruction yields greater spelling performance than no spelling instruction.

摘要同伴辅导方法在二年级课堂上实施，采用带基线的交替治疗设计。在基线阶段，18名参与者拼写了他们还没有学会的单词。在治疗阶段，教师主导的拼写教学每周与同伴拼写辅导交替进行。拼写同伴辅导通过两项针对准确性和流利性的活动进行。从每周的前测到后测，教师主导的拼写指导和同伴辅导在拼写正确的单词和正确的字母序列方面都比基线有更大的改进。拼写方面的同伴辅导使成绩有了更大的提高，学生也更容易接受。这项研究扩展了关于拼写教学循证实践的有限文献，并支持先前的研究结果，即明确的拼写教学比没有拼写教学产生更高的拼写表现。

引用次数: 4

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