Pub Date : 2022-01-01DOI: 10.1080/15377903.2021.1911897
Cara M McClain, L Christian Elledge, Sam Manring, Marisa L Whitley, Eric M Vernberg
We examined associations between proactive and reactive aggression and peer likability across two academic years. Analyses were based on a sample of 442 elementary school children. Proactive and reactive aggression were assessed through self-report and peer likability was assessed via a peer nomination inventory. Data were collected in the fall and spring of two academic years. Findings from cross-lagged multiple group longitudinal panel models where pathways were freely estimated for boys and girls provided evidence that the relation between reactive aggression and reciprocated liking and received only liking nominations was negative and transactional for girls. Proactive aggression had mixed associations with likability between boys and girls. Our findings suggest that preventative interventions that focus on reducing reactive aggression or increasing peer likability have the potential to shift children away from trajectories of long-term maladjustment.
{"title":"Functions of Aggression and Peer Likeability in Elementary School Children Across Time.","authors":"Cara M McClain, L Christian Elledge, Sam Manring, Marisa L Whitley, Eric M Vernberg","doi":"10.1080/15377903.2021.1911897","DOIUrl":"https://doi.org/10.1080/15377903.2021.1911897","url":null,"abstract":"<p><p>We examined associations between proactive and reactive aggression and peer likability across two academic years. Analyses were based on a sample of 442 elementary school children. Proactive and reactive aggression were assessed through self-report and peer likability was assessed via a peer nomination inventory. Data were collected in the fall and spring of two academic years. Findings from cross-lagged multiple group longitudinal panel models where pathways were freely estimated for boys and girls provided evidence that the relation between reactive aggression and reciprocated liking and received only liking nominations was negative and transactional for girls. Proactive aggression had mixed associations with likability between boys and girls. Our findings suggest that preventative interventions that focus on reducing reactive aggression or increasing peer likability have the potential to shift children away from trajectories of long-term maladjustment.</p>","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2021.1911897","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10825830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-16DOI: 10.1080/15377903.2021.2012863
Marissa J. Filderman, L. Barnard‐Brak
Abstract Progress monitoring data are central to making informed decisions on intervention intensification for struggling learners. The general outcome measure (GOM) of curriculum-based measurement of oral reading fluency (CBM-R) has been found to correlate with high-stakes assessment; however, data are highly variable, resulting in decisions that must be made 15 weeks after implementation of intervention. Recent researchers have recommended the use of both GOM and specific subskill mastery measurement (SSMM) to overcome the challenges presented with the use of GOM alone, but research on the efficacy of this approach is limited. Using Bayesian and ordinary least squares regression, we compared the GOM of CBM-R with SSMM slopes for words read correctly per minute (wcpm) per week at 5, 7, and 12 weeks, and explored the relation of the respective slopes with subsequent standardized assessment tools for struggling upper elementary students receiving word reading intervention. We found that the SSMM had a similar slope to that noted in prior research (i.e., β = 1.46 wcpm per week). This slope was significant and related to future standardized assessment outcomes across the various time points. The slope for CBM-R was not significant or related to future assessment outcomes. Implications for research and practice are discussed.
{"title":"Comparing Slope Stability and Validity for General Outcome and Specific Subskill Mastery Measurement","authors":"Marissa J. Filderman, L. Barnard‐Brak","doi":"10.1080/15377903.2021.2012863","DOIUrl":"https://doi.org/10.1080/15377903.2021.2012863","url":null,"abstract":"Abstract Progress monitoring data are central to making informed decisions on intervention intensification for struggling learners. The general outcome measure (GOM) of curriculum-based measurement of oral reading fluency (CBM-R) has been found to correlate with high-stakes assessment; however, data are highly variable, resulting in decisions that must be made 15 weeks after implementation of intervention. Recent researchers have recommended the use of both GOM and specific subskill mastery measurement (SSMM) to overcome the challenges presented with the use of GOM alone, but research on the efficacy of this approach is limited. Using Bayesian and ordinary least squares regression, we compared the GOM of CBM-R with SSMM slopes for words read correctly per minute (wcpm) per week at 5, 7, and 12 weeks, and explored the relation of the respective slopes with subsequent standardized assessment tools for struggling upper elementary students receiving word reading intervention. We found that the SSMM had a similar slope to that noted in prior research (i.e., β = 1.46 wcpm per week). This slope was significant and related to future standardized assessment outcomes across the various time points. The slope for CBM-R was not significant or related to future assessment outcomes. Implications for research and practice are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44945348","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 : 2021-12-13DOI: 10.1080/15377903.2021.1998278
Sara Maria Castro Olivo, Sarah K. Ura, Ana dAbreu
Abstract Culturally and linguistically diverse (CLD) students face more complex social-emotional and socio-cultural challenges than their mainstream peers as part of their development and socialization in U.S. schools. Social-Emotional Learning (SEL) has been found to be beneficial in the academic and social success of all students; however, limited research has been conducted on the effects of SEL interventions on CLD populations’ core SEL competencies. With the unique needs of English Language Learners (ELLs) in mind, this study analyzes existing intervention data to evaluate the effects of a culturally adapted SEL program on participants’ five core SEL competencies (i.e. relationship skills, self-awareness, responsible decision making, social awareness, and self-management). Results indicate that the intervention was effective at improving participants’ self-awareness and relationship skills. Implications for measuring each core SEL competency instead of global constructs such as resiliency for all populations, including CLD students, are discussed.
{"title":"The Effects of a Culturally Adapted Program on ELL Students’ Core SEL Competencies as Measured by a Modified Version of the BERS-2","authors":"Sara Maria Castro Olivo, Sarah K. Ura, Ana dAbreu","doi":"10.1080/15377903.2021.1998278","DOIUrl":"https://doi.org/10.1080/15377903.2021.1998278","url":null,"abstract":"Abstract Culturally and linguistically diverse (CLD) students face more complex social-emotional and socio-cultural challenges than their mainstream peers as part of their development and socialization in U.S. schools. Social-Emotional Learning (SEL) has been found to be beneficial in the academic and social success of all students; however, limited research has been conducted on the effects of SEL interventions on CLD populations’ core SEL competencies. With the unique needs of English Language Learners (ELLs) in mind, this study analyzes existing intervention data to evaluate the effects of a culturally adapted SEL program on participants’ five core SEL competencies (i.e. relationship skills, self-awareness, responsible decision making, social awareness, and self-management). Results indicate that the intervention was effective at improving participants’ self-awareness and relationship skills. Implications for measuring each core SEL competency instead of global constructs such as resiliency for all populations, including CLD students, are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41585562","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 : 2021-12-10DOI: 10.1080/15377903.2021.2012864
Angela Hilton-Prillhart, K. Aspiranti, Mark E. Dula, Sara E Ebner
Abstract The process of learning to read is more difficult for English language learners (ELLs) because they are often learning a new language as they are trying to learn to read. Learning irregular/high-frequency words (sight words) may be especially challenging for ELL students. Limited research exists on the effects of interventions designed to help ELL students read phrases containing sight-words. This study used a multiple-probe design across sets of phrases to evaluate the effects of a tablet-based phrase intervention on an ELL student’s acquisition of phrases containing sight-words. Repeated measure graphs indicate an immediate increase in acquired phrases following intervention delivery with a steep increase in phrase acquisition. Additionally, the student was able to maintain gains after the intervention phase. The discussion emphasizes the delivery of the phrase intervention in the classroom setting.
{"title":"Using a Tablet-Based Intervention to Increase Sight-Phrase Acquisition for an ELL Student","authors":"Angela Hilton-Prillhart, K. Aspiranti, Mark E. Dula, Sara E Ebner","doi":"10.1080/15377903.2021.2012864","DOIUrl":"https://doi.org/10.1080/15377903.2021.2012864","url":null,"abstract":"Abstract The process of learning to read is more difficult for English language learners (ELLs) because they are often learning a new language as they are trying to learn to read. Learning irregular/high-frequency words (sight words) may be especially challenging for ELL students. Limited research exists on the effects of interventions designed to help ELL students read phrases containing sight-words. This study used a multiple-probe design across sets of phrases to evaluate the effects of a tablet-based phrase intervention on an ELL student’s acquisition of phrases containing sight-words. Repeated measure graphs indicate an immediate increase in acquired phrases following intervention delivery with a steep increase in phrase acquisition. Additionally, the student was able to maintain gains after the intervention phase. The discussion emphasizes the delivery of the phrase intervention in the classroom setting.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42785965","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 : 2021-11-08DOI: 10.1080/15377903.2021.1998280
Ethan J. Schilling, Candace Boan-Lenzo, M. Randolph
Abstract Job burnout in school psychologists has been recognized as a problem in the field for many years. The contributors to burnout are varied and may include personal as well as professional variables. This research examined the impact the demographic variables of age, years in the field/current job, grade level worked with, type of community worked in, salary, school psychologist-to-student ratios, number of annual evaluations/reevaluations typically completed, reported percentage of students eligible for free and reduced lunch in their district and district size on reported levels of job burnout. Burnout was assessed using the Maslach Burnout Inventory (MBI). Results first indicated that age and years worked in current job predicted an increased sense of Personal Accomplishment as assessed by the MBI. Additionally, a higher number of annual evaluations typically completed was predictive of higher levels of Emotional Exhaustion. Based on the findings of this research, implications for preventing and addressing job burnout in the field are discussed.
{"title":"Predictors of Job Burnout in Practicing School Psychologists","authors":"Ethan J. Schilling, Candace Boan-Lenzo, M. Randolph","doi":"10.1080/15377903.2021.1998280","DOIUrl":"https://doi.org/10.1080/15377903.2021.1998280","url":null,"abstract":"Abstract Job burnout in school psychologists has been recognized as a problem in the field for many years. The contributors to burnout are varied and may include personal as well as professional variables. This research examined the impact the demographic variables of age, years in the field/current job, grade level worked with, type of community worked in, salary, school psychologist-to-student ratios, number of annual evaluations/reevaluations typically completed, reported percentage of students eligible for free and reduced lunch in their district and district size on reported levels of job burnout. Burnout was assessed using the Maslach Burnout Inventory (MBI). Results first indicated that age and years worked in current job predicted an increased sense of Personal Accomplishment as assessed by the MBI. Additionally, a higher number of annual evaluations typically completed was predictive of higher levels of Emotional Exhaustion. Based on the findings of this research, implications for preventing and addressing job burnout in the field are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42089256","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 : 2021-11-02DOI: 10.1080/15377903.2021.1998279
Amanda B. Nickerson, B. Fernandez, M. Cruz, Samantha E. Stanford
Abstract Despite advances in the practice of school crisis preparedness and response, evaluation data are very limited. This article highlights the importance of adopting an evaluation mindset for school crisis teams. Evaluation can be formative, which analyzes interventions as they occur, and summative, to assess overall outcomes. An illustrative example is provided from a large suburban district in the Washington DC area that has been evaluating crisis response since 2007, with efforts in the past five years focusing more specifically on goal attainment scaling. From 2015–2020, the district engaged in 70 documented crisis responses, 31 for human-caused or intentional crises (e.g., suicide, homicide, injury) and 39 for natural or accidental deaths or injuries. The most common crisis interventions used were individual crisis intervention with students (n = 585) and student psychoeducational groups (n = 359). Individual crisis intervention, suicide risk assessment, referral for outside counseling, and student follow-up were more frequently used in response to human-caused or intentional crises compared to natural or accidental incidents. Tools and resources used to document the intervention effectiveness, including the goal attainment scaling, are provided along with implications for how school-based crisis teams can use this information in their evaluation efforts.
{"title":"Implementation of an Evaluation Mindset in School Crisis Response","authors":"Amanda B. Nickerson, B. Fernandez, M. Cruz, Samantha E. Stanford","doi":"10.1080/15377903.2021.1998279","DOIUrl":"https://doi.org/10.1080/15377903.2021.1998279","url":null,"abstract":"Abstract Despite advances in the practice of school crisis preparedness and response, evaluation data are very limited. This article highlights the importance of adopting an evaluation mindset for school crisis teams. Evaluation can be formative, which analyzes interventions as they occur, and summative, to assess overall outcomes. An illustrative example is provided from a large suburban district in the Washington DC area that has been evaluating crisis response since 2007, with efforts in the past five years focusing more specifically on goal attainment scaling. From 2015–2020, the district engaged in 70 documented crisis responses, 31 for human-caused or intentional crises (e.g., suicide, homicide, injury) and 39 for natural or accidental deaths or injuries. The most common crisis interventions used were individual crisis intervention with students (n = 585) and student psychoeducational groups (n = 359). Individual crisis intervention, suicide risk assessment, referral for outside counseling, and student follow-up were more frequently used in response to human-caused or intentional crises compared to natural or accidental incidents. Tools and resources used to document the intervention effectiveness, including the goal attainment scaling, are provided along with implications for how school-based crisis teams can use this information in their evaluation efforts.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46366552","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 : 2021-09-16DOI: 10.1080/15377903.2021.1968091
Andrew Shanock, D. Flanagan, V. Alfonso, Monica McHale-Small
Abstract The objective of this study is to assist school psychologists and school districts in understanding the cost of implementing the Dual Discrepancy/Consistency (DD/C) method, which is the most widely used PSW method of SLD identification. A literature review was conducted to obtain national data on variables needed to estimate the cost of implementing DD/C (e.g., school psychologist to student ratio, a district’s assessment infrastructure). A national survey of school psychologists was conducted to gather information not found in the literature. Based on the obtained data, we modified existing assumptions and recalculated the cost of implementing DD/C. Our literature review found only one study, authored by Williams and Miciak, that addressed the cost of PSW and it was specific to DD/C. Responses from 468 school psychologists revealed that most districts have an assessment infrastructure. Our recalculated cost of implementing DD/C is approximately $190,000 less than Williams and Miciak’s estimate. Our recalculated cost of an evaluation ranged from $368.56 to $376.22, which is $1,671.24 and $1,570.55 lower than William and Miciak’s estimates, respectively. Research on learning and learning disabilities indicates that specific cognitive processes are relevant to the acquisition and development of academic skills. Evaluations that follow DD/C encourage assessment of these cognitive processes. We conclude that the cost of adopting DD/C should be based primarily on the software needed to implement it ($65.00/ psychologist) and at least one day of professional development training. Because the cost seems reasonable for most districts, DD/C should be given serious consideration.
{"title":"Helping School Psychologists and Districts Estimate the Cost of Adopting the Dual Discrepancy/Consistency PSW Method for SLD Identification","authors":"Andrew Shanock, D. Flanagan, V. Alfonso, Monica McHale-Small","doi":"10.1080/15377903.2021.1968091","DOIUrl":"https://doi.org/10.1080/15377903.2021.1968091","url":null,"abstract":"Abstract The objective of this study is to assist school psychologists and school districts in understanding the cost of implementing the Dual Discrepancy/Consistency (DD/C) method, which is the most widely used PSW method of SLD identification. A literature review was conducted to obtain national data on variables needed to estimate the cost of implementing DD/C (e.g., school psychologist to student ratio, a district’s assessment infrastructure). A national survey of school psychologists was conducted to gather information not found in the literature. Based on the obtained data, we modified existing assumptions and recalculated the cost of implementing DD/C. Our literature review found only one study, authored by Williams and Miciak, that addressed the cost of PSW and it was specific to DD/C. Responses from 468 school psychologists revealed that most districts have an assessment infrastructure. Our recalculated cost of implementing DD/C is approximately $190,000 less than Williams and Miciak’s estimate. Our recalculated cost of an evaluation ranged from $368.56 to $376.22, which is $1,671.24 and $1,570.55 lower than William and Miciak’s estimates, respectively. Research on learning and learning disabilities indicates that specific cognitive processes are relevant to the acquisition and development of academic skills. Evaluations that follow DD/C encourage assessment of these cognitive processes. We conclude that the cost of adopting DD/C should be based primarily on the software needed to implement it ($65.00/ psychologist) and at least one day of professional development training. Because the cost seems reasonable for most districts, DD/C should be given serious consideration.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44208306","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 : 2021-09-01DOI: 10.1080/15377903.2021.1968092
David Furjanic, Irin Mannan, Jillian C. Hamilton, Joseph F. T. Nese, Sean C. Austin, Sara Izzard, Rhonda N. T. Nese
Abstract Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff input was utilized throughout the iterative refinement of the Inclusive Skill-building Learning Approach (ISLA), an intervention to reduce exclusionary discipline practices in middle school through instructional and restorative practices. Intentional stakeholder involvement was hypothesized to impact acceptability and fidelity of implementation, critical for achieving intervention outcomes. Data across a two-year mixed methods approach indicate that engaging stakeholders throughout implementation enhanced fidelity. Quantitative findings demonstrate better understanding of stakeholder experiences. Implications for practice, limitations, and suggestions for future research are discussed.
{"title":"Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice","authors":"David Furjanic, Irin Mannan, Jillian C. Hamilton, Joseph F. T. Nese, Sean C. Austin, Sara Izzard, Rhonda N. T. Nese","doi":"10.1080/15377903.2021.1968092","DOIUrl":"https://doi.org/10.1080/15377903.2021.1968092","url":null,"abstract":"Abstract Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff input was utilized throughout the iterative refinement of the Inclusive Skill-building Learning Approach (ISLA), an intervention to reduce exclusionary discipline practices in middle school through instructional and restorative practices. Intentional stakeholder involvement was hypothesized to impact acceptability and fidelity of implementation, critical for achieving intervention outcomes. Data across a two-year mixed methods approach indicate that engaging stakeholders throughout implementation enhanced fidelity. Quantitative findings demonstrate better understanding of stakeholder experiences. Implications for practice, limitations, and suggestions for future research are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45746054","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 : 2021-07-27DOI: 10.1080/15377903.2021.1953660
Jocelyn Kuhn, Craig A Albers
Abstract Objectives: This study examined the effectiveness of Sound Partners, an evidence-based early literacy intervention program, with culturally and linguistically diverse elementary students within an applied Response to Intervention (RTI) system. Method: Participants (n = 11) with a range of English language proficiency (ELP) who spoke English, Hmong, Khmer, or Nepali as a first language were recruited based on indicators of high academic risk displayed during the participating school’s universal literacy screening process. Three replications of a randomized multiple baseline single case research study were conducted to assess the effectiveness of Sound Partners in three groups: those with lower ELP, middle ELP, and native English speakers. Progress monitoring of early literacy skills occurred weekly across baseline and intervention phases. Results: Visual analysis results supported two intervention effects: PSF effects in the low ELP replication and LSF effects in the native English speaker replication. Supplemental statistical analyses were conducted to describe the magnitudes and variations of effect sizes. Conclusion: Results suggest that key factors related to heterogeneity within the diverse population of ELL students, such as ELP levels, must be carefully considered when implementing RTI. Supplemental data for this article is available online at https://doi.org/10.1080/15377903.2021.1953660.
{"title":"Early Literacy Intervention for Culturally and Linguistically Diverse Students with Varying English Language Proficiency Levels","authors":"Jocelyn Kuhn, Craig A Albers","doi":"10.1080/15377903.2021.1953660","DOIUrl":"https://doi.org/10.1080/15377903.2021.1953660","url":null,"abstract":"Abstract Objectives: This study examined the effectiveness of Sound Partners, an evidence-based early literacy intervention program, with culturally and linguistically diverse elementary students within an applied Response to Intervention (RTI) system. Method: Participants (n = 11) with a range of English language proficiency (ELP) who spoke English, Hmong, Khmer, or Nepali as a first language were recruited based on indicators of high academic risk displayed during the participating school’s universal literacy screening process. Three replications of a randomized multiple baseline single case research study were conducted to assess the effectiveness of Sound Partners in three groups: those with lower ELP, middle ELP, and native English speakers. Progress monitoring of early literacy skills occurred weekly across baseline and intervention phases. Results: Visual analysis results supported two intervention effects: PSF effects in the low ELP replication and LSF effects in the native English speaker replication. Supplemental statistical analyses were conducted to describe the magnitudes and variations of effect sizes. Conclusion: Results suggest that key factors related to heterogeneity within the diverse population of ELL students, such as ELP levels, must be carefully considered when implementing RTI. Supplemental data for this article is available online at https://doi.org/10.1080/15377903.2021.1953660.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2021.1953660","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59855764","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 : 2021-07-01DOI: 10.1080/15377903.2021.1941469
Taylor E. Phillips, Scott L. Graves, Elizabeth McCallum
Abstract Black boys generally have the most disparate outcomes (i.e. exclusionary punishment and office referrals) in regard to discipline in schools, which necessitates the need for interventions to help alleviate this issue. As such, the purpose of this study was to examine the effectiveness of a video self-modeling (VSM) intervention on students’ challenging behaviors in an urban school setting. Utilizing an A-B-A-B withdrawal design, four Black boys in elementary school participated in the intervention. Results of visual analysis and Tau-U (Zion −1, p = 0.0018; DeAndre −1, p = 0.0027; and Malik = −0.6775, p = 0.0343) indicated significant and positive effects of VSM in relation to students’ behavior. Furthermore, teachers found the intervention to be acceptable based on the Intervention Rating Profile-15 (IRP-15). Future research and implications for the use of video self-modeling in urban schools are discussed.
{"title":"The Effect of Video Self-Modeling for Black Boys with Challenging Behaviors in an Urban Setting","authors":"Taylor E. Phillips, Scott L. Graves, Elizabeth McCallum","doi":"10.1080/15377903.2021.1941469","DOIUrl":"https://doi.org/10.1080/15377903.2021.1941469","url":null,"abstract":"Abstract Black boys generally have the most disparate outcomes (i.e. exclusionary punishment and office referrals) in regard to discipline in schools, which necessitates the need for interventions to help alleviate this issue. As such, the purpose of this study was to examine the effectiveness of a video self-modeling (VSM) intervention on students’ challenging behaviors in an urban school setting. Utilizing an A-B-A-B withdrawal design, four Black boys in elementary school participated in the intervention. Results of visual analysis and Tau-U (Zion −1, p = 0.0018; DeAndre −1, p = 0.0027; and Malik = −0.6775, p = 0.0343) indicated significant and positive effects of VSM in relation to students’ behavior. Furthermore, teachers found the intervention to be acceptable based on the Intervention Rating Profile-15 (IRP-15). Future research and implications for the use of video self-modeling in urban schools are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2021.1941469","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43137586","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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