Pub Date : 2020-12-01DOI: 10.1080/15377903.2020.1848957
Jaime Flowers, D. Marr, D. McCleary
Abstract Research on the prevalence of bullying behavior historically has varied greatly. This is in part due to the multiple methods and assessments used to determine prevalence. Rates of self-report bullying varied between 9% and 98%. None of the results of self-report bullying include online survey research. Using an online survey program Adolescents (ages 14–18) were surveyed about bullying behavior and aggression. 20.2% of adolescents self-reported that they engage in bullying behaviors toward others and 27.1% of adolescents endorsed items that indicate aggressive thoughts or behaviors toward others. This study utilized an online survey program, providing adolescents more anonymity, and providing a random sample of adolescents' self-reports of bullying behavior and aggression.
{"title":"Bullying Prevalence: An Online Survey of Adolescents","authors":"Jaime Flowers, D. Marr, D. McCleary","doi":"10.1080/15377903.2020.1848957","DOIUrl":"https://doi.org/10.1080/15377903.2020.1848957","url":null,"abstract":"Abstract Research on the prevalence of bullying behavior historically has varied greatly. This is in part due to the multiple methods and assessments used to determine prevalence. Rates of self-report bullying varied between 9% and 98%. None of the results of self-report bullying include online survey research. Using an online survey program Adolescents (ages 14–18) were surveyed about bullying behavior and aggression. 20.2% of adolescents self-reported that they engage in bullying behaviors toward others and 27.1% of adolescents endorsed items that indicate aggressive thoughts or behaviors toward others. This study utilized an online survey program, providing adolescents more anonymity, and providing a random sample of adolescents' self-reports of bullying behavior and aggression.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"377 - 390"},"PeriodicalIF":1.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1848957","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46280198","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 : 2020-11-27DOI: 10.1080/15377903.2020.1848953
Kelsey M. Ross, Laurice M. Joseph
Abstract The purpose of this study was to examine the effects of Build a Word-Easy Spelling with Phonics, an electronic application of the word box intervention, on the acquisition, maintenance, and generalization of letter-sound correspondences for Learners of English as an Additional Language (LEALs). A single-subject multiple probe experimental design across five kindergarten LEALs. Students’ acquisition and maintenance of letter-sound correspondences were measured by the number of correct letter-sound correspondences identified in trained words and the number of trained words read correctly. Generalization measures involved identifying letter-sound correspondences in untrained real and nonsense words and a spelling task. Visual analysis and TAU-U calculations were used to examine intervention effects. Results demonstrate that the intervention Build a Word-Easy Spelling with Phonics substantially improved the acquisition, maintenance, and generalization of letter-sound correspondences for the five LEALs. This study extends research on the effects of systematic phonics interventions for LEALs. Implications for practice are discussed.
{"title":"Effects of a Word Boxes Electronic App on Improving Letter-Sound Correspondences of Learners of English as an Additional Language","authors":"Kelsey M. Ross, Laurice M. Joseph","doi":"10.1080/15377903.2020.1848953","DOIUrl":"https://doi.org/10.1080/15377903.2020.1848953","url":null,"abstract":"Abstract The purpose of this study was to examine the effects of Build a Word-Easy Spelling with Phonics, an electronic application of the word box intervention, on the acquisition, maintenance, and generalization of letter-sound correspondences for Learners of English as an Additional Language (LEALs). A single-subject multiple probe experimental design across five kindergarten LEALs. Students’ acquisition and maintenance of letter-sound correspondences were measured by the number of correct letter-sound correspondences identified in trained words and the number of trained words read correctly. Generalization measures involved identifying letter-sound correspondences in untrained real and nonsense words and a spelling task. Visual analysis and TAU-U calculations were used to examine intervention effects. Results demonstrate that the intervention Build a Word-Easy Spelling with Phonics substantially improved the acquisition, maintenance, and generalization of letter-sound correspondences for the five LEALs. This study extends research on the effects of systematic phonics interventions for LEALs. Implications for practice are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"268 - 299"},"PeriodicalIF":1.0,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1848953","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48214256","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 : 2020-11-18DOI: 10.1080/15377903.2020.1848954
Victor Villarreal, J. Sullivan, Joseph M. Hechler, Karen Ruiz
Abstract Assessment of functional impairment provides information that is complementary to diagnostic criteria information and is critical for identifying targets for intervention and evaluating treatment outcomes. This review presents summative psychometric information for five multidimensional measures of functional impairment developed for use with youths. Information for each measure, derived from manuals or test development articles, includes: (a) domains measured; (b) measure characteristics; (c) sample characteristics; (d) reliability; and (e) validity. Although each scale includes parent/caregiver forms and purports to measure the domains of school, social/getting along, and family relations, results indicate variability with regard to characteristics such as number of items, item content, sample characteristics, reliability/validity evidence, and interpretation of scores. Concluding recommendations address the use of such measures as part of the assessment process and includes specific examples in which it would be helpful to use formal measures of impairment.
{"title":"A Review and Psychometric Evaluation of Multidimensional Scales of Functional Impairment and Recommendations for Practice","authors":"Victor Villarreal, J. Sullivan, Joseph M. Hechler, Karen Ruiz","doi":"10.1080/15377903.2020.1848954","DOIUrl":"https://doi.org/10.1080/15377903.2020.1848954","url":null,"abstract":"Abstract Assessment of functional impairment provides information that is complementary to diagnostic criteria information and is critical for identifying targets for intervention and evaluating treatment outcomes. This review presents summative psychometric information for five multidimensional measures of functional impairment developed for use with youths. Information for each measure, derived from manuals or test development articles, includes: (a) domains measured; (b) measure characteristics; (c) sample characteristics; (d) reliability; and (e) validity. Although each scale includes parent/caregiver forms and purports to measure the domains of school, social/getting along, and family relations, results indicate variability with regard to characteristics such as number of items, item content, sample characteristics, reliability/validity evidence, and interpretation of scores. Concluding recommendations address the use of such measures as part of the assessment process and includes specific examples in which it would be helpful to use formal measures of impairment.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"300 - 318"},"PeriodicalIF":1.0,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1848954","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48743266","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 : 2020-11-12DOI: 10.1080/15377903.2020.1848956
Sarah R. Adams, Kathrin E. Maki
Abstract A large number of students demonstrate difficulty acquiring and retaining math facts highlighting the need for early math intervention. This study used a single-case cumulative acquisition design to examine the differential effectiveness and efficiency of three drill interventions, incremental rehearsal (IR), incremental rehearsal with visual representations (IRR), and traditional drill (TD) for teaching multiplication facts to three third-grade students with multiplication difficulties in a school setting. Results were mixed regarding intervention effectiveness as little differentiation was evident in students’ cumulative next day multiplication fact retention across the three intervention conditions. Students made significantly more errors in the TD condition and maintained the most multiplication facts one week after the interventions in the IR condition. TD was the most efficient intervention as students retained the most multiplication facts per instructional minute in this condition, with the IR conditions requiring significantly more time to implement than the TD condition. Implications for intervention practices and future research are discussed.
{"title":"Examining the Differential Effectiveness and Efficiency of Alternative Multiplication Drill Interventions with Third-Grade Students","authors":"Sarah R. Adams, Kathrin E. Maki","doi":"10.1080/15377903.2020.1848956","DOIUrl":"https://doi.org/10.1080/15377903.2020.1848956","url":null,"abstract":"Abstract A large number of students demonstrate difficulty acquiring and retaining math facts highlighting the need for early math intervention. This study used a single-case cumulative acquisition design to examine the differential effectiveness and efficiency of three drill interventions, incremental rehearsal (IR), incremental rehearsal with visual representations (IRR), and traditional drill (TD) for teaching multiplication facts to three third-grade students with multiplication difficulties in a school setting. Results were mixed regarding intervention effectiveness as little differentiation was evident in students’ cumulative next day multiplication fact retention across the three intervention conditions. Students made significantly more errors in the TD condition and maintained the most multiplication facts one week after the interventions in the IR condition. TD was the most efficient intervention as students retained the most multiplication facts per instructional minute in this condition, with the IR conditions requiring significantly more time to implement than the TD condition. Implications for intervention practices and future research are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"352 - 376"},"PeriodicalIF":1.0,"publicationDate":"2020-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1848956","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45125199","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 : 2020-11-12DOI: 10.1080/15377903.2020.1848955
Heather E. Ormiston, Malena A. Nygaard, Olivia C. Heck
Abstract The National Child Traumatic Stress Network has applied a trauma-informed (TI) lens to a multi-tiered systems of support framework, referred to as TI-MTSS. The NCTSN presents 10 Core Area guidelines to guide school personnel toward the implementation of TI-MTSS. The purpose of this paper is to connect the training and expertise of school psychologists to a rationale that school psychologists are ideally positioned to lead the efforts of TI-MTSS in schools. Framed in the 10 Core Area guidelines provided by the National Child Ttraumatic Stress Network, we operationalize the school psychologist’s role and skills within each of the 10 Core Area domains.
{"title":"The Role of School Psychologists in the Implementation of Trauma-Informed Multi-Tiered Systems of Support in Schools","authors":"Heather E. Ormiston, Malena A. Nygaard, Olivia C. Heck","doi":"10.1080/15377903.2020.1848955","DOIUrl":"https://doi.org/10.1080/15377903.2020.1848955","url":null,"abstract":"Abstract The National Child Traumatic Stress Network has applied a trauma-informed (TI) lens to a multi-tiered systems of support framework, referred to as TI-MTSS. The NCTSN presents 10 Core Area guidelines to guide school personnel toward the implementation of TI-MTSS. The purpose of this paper is to connect the training and expertise of school psychologists to a rationale that school psychologists are ideally positioned to lead the efforts of TI-MTSS in schools. Framed in the 10 Core Area guidelines provided by the National Child Ttraumatic Stress Network, we operationalize the school psychologist’s role and skills within each of the 10 Core Area domains.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"319 - 351"},"PeriodicalIF":1.0,"publicationDate":"2020-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1848955","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46503868","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 : 2020-09-30DOI: 10.1080/15377903.2020.1821270
Jonathan Safer-Lichtenstein, Kyle Reardon, L. L. McIntyre
Abstract Special education service delivery may vary, in part, by geographic location of the school districts. This variation may be especially important to understand for students who require comprehensive evaluations and specialized services, such as students with autism spectrum disorder (ASD). Much of the existing literature focuses on geographic locations in isolation, rather than examining differences between contexts. Better understanding these differences may improve identification processes and lead to improved long-term outcomes for students with ASD. The authors examined difference in ASD identification practices relative to geographic location in one U.S. state by surveying school-based practitioners about their practices in identifying ASD in students. No significant differences were found between geographic location (rural, small city, midsize city, large city, and suburban), the number of sources of information about ASD symptoms (evaluation tools), and the number of collaborations in the ASD identification process. Implications for research and practice are discussed.
{"title":"Does Location Matter? A Single-State Case Study Examining Geographic Differences in School-Based ASD Identification Practices","authors":"Jonathan Safer-Lichtenstein, Kyle Reardon, L. L. McIntyre","doi":"10.1080/15377903.2020.1821270","DOIUrl":"https://doi.org/10.1080/15377903.2020.1821270","url":null,"abstract":"Abstract Special education service delivery may vary, in part, by geographic location of the school districts. This variation may be especially important to understand for students who require comprehensive evaluations and specialized services, such as students with autism spectrum disorder (ASD). Much of the existing literature focuses on geographic locations in isolation, rather than examining differences between contexts. Better understanding these differences may improve identification processes and lead to improved long-term outcomes for students with ASD. The authors examined difference in ASD identification practices relative to geographic location in one U.S. state by surveying school-based practitioners about their practices in identifying ASD in students. No significant differences were found between geographic location (rural, small city, midsize city, large city, and suburban), the number of sources of information about ASD symptoms (evaluation tools), and the number of collaborations in the ASD identification process. Implications for research and practice are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"185 - 196"},"PeriodicalIF":1.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1821270","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42871308","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 : 2020-09-23DOI: 10.1080/15377903.2020.1821272
Nicole B. Wiggs, L. Reddy, Todd A. Glover, C. Dudek, Alexander Alperin, Patrick M. Regan
Abstract This case study describes the actions and processes of implementing Behavior Support Coaching for Paraprofessionals (BSC-P) with a kindergarten teacher and paraprofessional to support the implementation of behavior support plans with three students in a high-poverty elementary school. BSC-P consists of eight, 40-min coaching sessions using direct observational data to select, implement, and monitor behavior interventions. Results indicate high levels of paraprofessional intervention fidelity and positive effects on students’ rates of academic engagement (effect sizes [ESs] by students range from 0.10 to 4.42) and off-task behaviors (ESs by student range from 0.30 to 2.87). Increased paraprofessional support and reduced stress were reported. BSC-P was rated as a highly acceptable form of professional development. Implications and future research are discussed.
{"title":"Behavior Support Coaching for Paraprofessionals and Students with Externalizing Behavior Disorders: A Case Study in a High-Poverty Elementary School","authors":"Nicole B. Wiggs, L. Reddy, Todd A. Glover, C. Dudek, Alexander Alperin, Patrick M. Regan","doi":"10.1080/15377903.2020.1821272","DOIUrl":"https://doi.org/10.1080/15377903.2020.1821272","url":null,"abstract":"Abstract This case study describes the actions and processes of implementing Behavior Support Coaching for Paraprofessionals (BSC-P) with a kindergarten teacher and paraprofessional to support the implementation of behavior support plans with three students in a high-poverty elementary school. BSC-P consists of eight, 40-min coaching sessions using direct observational data to select, implement, and monitor behavior interventions. Results indicate high levels of paraprofessional intervention fidelity and positive effects on students’ rates of academic engagement (effect sizes [ESs] by students range from 0.10 to 4.42) and off-task behaviors (ESs by student range from 0.30 to 2.87). Increased paraprofessional support and reduced stress were reported. BSC-P was rated as a highly acceptable form of professional development. Implications and future research are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"221 - 245"},"PeriodicalIF":1.0,"publicationDate":"2020-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1821272","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43688445","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 : 2020-09-16DOI: 10.1080/15377903.2020.1821271
Paula E. Chan, Helen I. Cannella-Malone, B. Harper
Abstract For several decades, researchers have explored the efficacy of functional behavior assessments. Recent research has called for greater understanding of how student involvement may improve the functional behavior assessment. This may be particularly important in high school settings, because high school environments are often larger and more complex. The purpose of this study was to investigate the reliability of high school student responses to functional assessment interviews. Participants were ten special education teachers and their intervention specialists. Teachers and students were interviewed using a functional assessment interview to determine antecedents, behaviors, and consequences that commonly occurred at school. Then, the researcher collected direct observation data to determine whether the reported behaviors were verified through direct observation. Results indicated extremely low reliability coefficients for antecedent, behavior, and consequences as reported by the dyads. However, unique student responses were verified through direct observation for each of these variables, suggesting students report accurate information that may improve the efficacy of their functional behavior assessment. Authors discuss implications for research and practice.
{"title":"Evaluating Reliability of High School Students’ Functional Assessment Interview Responses","authors":"Paula E. Chan, Helen I. Cannella-Malone, B. Harper","doi":"10.1080/15377903.2020.1821271","DOIUrl":"https://doi.org/10.1080/15377903.2020.1821271","url":null,"abstract":"Abstract For several decades, researchers have explored the efficacy of functional behavior assessments. Recent research has called for greater understanding of how student involvement may improve the functional behavior assessment. This may be particularly important in high school settings, because high school environments are often larger and more complex. The purpose of this study was to investigate the reliability of high school student responses to functional assessment interviews. Participants were ten special education teachers and their intervention specialists. Teachers and students were interviewed using a functional assessment interview to determine antecedents, behaviors, and consequences that commonly occurred at school. Then, the researcher collected direct observation data to determine whether the reported behaviors were verified through direct observation. Results indicated extremely low reliability coefficients for antecedent, behavior, and consequences as reported by the dyads. However, unique student responses were verified through direct observation for each of these variables, suggesting students report accurate information that may improve the efficacy of their functional behavior assessment. Authors discuss implications for research and practice.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"197 - 220"},"PeriodicalIF":1.0,"publicationDate":"2020-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1821271","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47565287","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 : 2020-08-07DOI: 10.1080/15377903.2020.1804030
Julie Q. Morrison, Daniel S. Newman, Amy Gaumer Erickson
Abstract Extant coverage of multi-tiered systems of support (MTSS) in the research literature has tended to focus on student outcomes as opposed to the process of adult implementation. This conceptual article presents a model of process evaluation as a means to assess the fidelity of implementation of a multi-tiered system of supports (MTSS) framework to support instructional practices in reading in schools. The article begins by defining MTSS and its core components and overviewing the applicability of process evaluation in assessing MTSS implementation and outcomes. Novel process evaluation tools are presented, including examples of their application in evaluating MTSS implementation for tiered reading instruction. Implications are drawn regarding how MTSS process evaluations can be conducted by school psychologists or other evaluators in school settings, and why it can be valuable to do so.
{"title":"Process Evaluation of Literacy Practices within a Multi-Tiered System of Supports Framework","authors":"Julie Q. Morrison, Daniel S. Newman, Amy Gaumer Erickson","doi":"10.1080/15377903.2020.1804030","DOIUrl":"https://doi.org/10.1080/15377903.2020.1804030","url":null,"abstract":"Abstract Extant coverage of multi-tiered systems of support (MTSS) in the research literature has tended to focus on student outcomes as opposed to the process of adult implementation. This conceptual article presents a model of process evaluation as a means to assess the fidelity of implementation of a multi-tiered system of supports (MTSS) framework to support instructional practices in reading in schools. The article begins by defining MTSS and its core components and overviewing the applicability of process evaluation in assessing MTSS implementation and outcomes. Novel process evaluation tools are presented, including examples of their application in evaluating MTSS implementation for tiered reading instruction. Implications are drawn regarding how MTSS process evaluations can be conducted by school psychologists or other evaluators in school settings, and why it can be valuable to do so.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"140 - 164"},"PeriodicalIF":1.0,"publicationDate":"2020-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1804030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45877587","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 : 2020-08-04DOI: 10.1080/15377903.2020.1799129
Kate E. Norwalk, Molly Dawes, Jill V. Hamm, Thomas W. Farmer
Abstract The purpose of the present study was to assess the effects of a professional development program on sixth grade teachers’ use of social dynamics management (SDM) practices. SDM practices represent teachers’ active attempts to incorporate classroom social dynamics into everyday instructional and behavior management strategies. Sixth grade teachers (n = 17) from two middle schools were randomly assigned to receive the Supporting Early Adolescent Learning and Social Success (SEALS) or to a business-as-usual control condition. Teachers who received the training and consultation provided by SEALS reported more frequent use of SDM practices aimed at managing the general social dynamics of their students and supporting youth who are socially isolated. The latter effect was maintained at a post-intervention follow-up. These results build on a growing body of research on the role of teachers in shaping their students’ peer relationships.
{"title":"Improving Middle School Teachers’ Self-reported Use of Social Dynamics Management Practices","authors":"Kate E. Norwalk, Molly Dawes, Jill V. Hamm, Thomas W. Farmer","doi":"10.1080/15377903.2020.1799129","DOIUrl":"https://doi.org/10.1080/15377903.2020.1799129","url":null,"abstract":"Abstract The purpose of the present study was to assess the effects of a professional development program on sixth grade teachers’ use of social dynamics management (SDM) practices. SDM practices represent teachers’ active attempts to incorporate classroom social dynamics into everyday instructional and behavior management strategies. Sixth grade teachers (n = 17) from two middle schools were randomly assigned to receive the Supporting Early Adolescent Learning and Social Success (SEALS) or to a business-as-usual control condition. Teachers who received the training and consultation provided by SEALS reported more frequent use of SDM practices aimed at managing the general social dynamics of their students and supporting youth who are socially isolated. The latter effect was maintained at a post-intervention follow-up. These results build on a growing body of research on the role of teachers in shaping their students’ peer relationships.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"109 - 126"},"PeriodicalIF":1.0,"publicationDate":"2020-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1799129","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43157810","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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