Pub Date : 2020-01-29DOI: 10.1080/15377903.2020.1714859
Meghan E. Clifford, A. Nguyen, Catherine P. Bradshaw
Abstract The extant literature suggests that a shared set of deficits (e.g., emotion dysregulation) underlies both internalizing and externalizing emotional and behavioral disorders (EBDs) among youth. As such, many Tier 2 interventions contain a similar set of core components, which in turn are associated with global symptom reductions. This conceptual and narrative review of the literature focuses on the potential to optimize transdiagnostic utility and expand the range of targeted domains within a Tier 2 intervention framework; such an approach may maximize the positive effects of interventions across EBD symptoms while simultaneously reducing the burden on schools to implement multiple programs with different targets. Drawing upon this evidence base, we conclude by making recommendations for adapting the content of Tier 2 interventions to achieve transdiagnostic utility in an efficient and sustainable manner.
{"title":"Both/and: Tier 2 Interventions with Transdiagnostic Utility in Addressing Emotional and Behavioral Disorders in Youth","authors":"Meghan E. Clifford, A. Nguyen, Catherine P. Bradshaw","doi":"10.1080/15377903.2020.1714859","DOIUrl":"https://doi.org/10.1080/15377903.2020.1714859","url":null,"abstract":"Abstract The extant literature suggests that a shared set of deficits (e.g., emotion dysregulation) underlies both internalizing and externalizing emotional and behavioral disorders (EBDs) among youth. As such, many Tier 2 interventions contain a similar set of core components, which in turn are associated with global symptom reductions. This conceptual and narrative review of the literature focuses on the potential to optimize transdiagnostic utility and expand the range of targeted domains within a Tier 2 intervention framework; such an approach may maximize the positive effects of interventions across EBD symptoms while simultaneously reducing the burden on schools to implement multiple programs with different targets. Drawing upon this evidence base, we conclude by making recommendations for adapting the content of Tier 2 interventions to achieve transdiagnostic utility in an efficient and sustainable manner.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1714859","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48374033","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 : 2020-01-29DOI: 10.1080/15377903.2020.1714860
Elise T. Pas, L. Kaiser, J. Rabinowitz, J. Lochman, Catherine P. Bradshaw
Abstract The extent to which youth attend Tier 2 evidence-based intervention is an important dimension of implementation. This study examined attendance patterns of 369 middle schoolers involved in a randomized trial testing the impact of Coping Power, an evidence-based Tier 2 preventive intervention. We conducted latent profile analysis to examine student attendance at the 25 Coping Power sessions and found three attendance patterns: 69.9% of youth had high and stable attendance, 19.5% of youth had moderate and modestly declining attendance, and 10.6% had poor and sharply declining attendance. We then examined whether students of a particular gender and race or in single-gender/race intervention groups were more likely to demonstrate certain attendance patterns and whether there were mean differences across attendance patterns on student behavioral risk, affect, and group engagement, group characteristics (e.g., group behavioral norms), and individual contacts with the group leader. Analyses indicated students demonstrating the poor and sharply declining attendance pattern had higher early-session negative affect than students with the other two attendance patterns and were less likely to be in gender-balanced groups than students with moderate and modestly declining attendance. Students with moderate and modestly declining attendance spent more time in contacts with group leaders than students with high and stable attendance. Students with high attendance were in groups with the highest early-session group attendance rates. Implications of these findings for adaptation and tailoring of the Tier 2 Coping Power program are discussed.
{"title":"Identifying Factors Associated with Patterns of Student Attendance and Participation in a Group Tier 2 Preventive Intervention: Implications for Adaptation","authors":"Elise T. Pas, L. Kaiser, J. Rabinowitz, J. Lochman, Catherine P. Bradshaw","doi":"10.1080/15377903.2020.1714860","DOIUrl":"https://doi.org/10.1080/15377903.2020.1714860","url":null,"abstract":"Abstract The extent to which youth attend Tier 2 evidence-based intervention is an important dimension of implementation. This study examined attendance patterns of 369 middle schoolers involved in a randomized trial testing the impact of Coping Power, an evidence-based Tier 2 preventive intervention. We conducted latent profile analysis to examine student attendance at the 25 Coping Power sessions and found three attendance patterns: 69.9% of youth had high and stable attendance, 19.5% of youth had moderate and modestly declining attendance, and 10.6% had poor and sharply declining attendance. We then examined whether students of a particular gender and race or in single-gender/race intervention groups were more likely to demonstrate certain attendance patterns and whether there were mean differences across attendance patterns on student behavioral risk, affect, and group engagement, group characteristics (e.g., group behavioral norms), and individual contacts with the group leader. Analyses indicated students demonstrating the poor and sharply declining attendance pattern had higher early-session negative affect than students with the other two attendance patterns and were less likely to be in gender-balanced groups than students with moderate and modestly declining attendance. Students with moderate and modestly declining attendance spent more time in contacts with group leaders than students with high and stable attendance. Students with high attendance were in groups with the highest early-session group attendance rates. Implications of these findings for adaptation and tailoring of the Tier 2 Coping Power program are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1714860","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48484676","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 : 2020-01-02DOI: 10.1080/15377903.2019.1669094
Danielle M. Eftaxas, Angela I. Canto
Abstract Within a school there is not typically one person assigned to aid students who have experienced a traumatic brain injury (TBI). Symptoms following a TBI may hinder a students’ academic performance suggesting a need for “return-to-learn” protocols to be implemented as students return to the rigors of school. Previous literature suggests school psychologists are the most appropriate school personnel to aid these students. The purpose of this study was to examine school psychologists’ knowledge regarding TBIs and gauge their interest in aiding with school reintegration. Results implied knowledge of TBI is not a significant predictor of willingness to be a ‘concussion team leader’. Qualitative analyses revealed school psychologists perceived school nurses to be the most qualified. Implications for practice, including changes in training programs, are discussed.
{"title":"School Psychologists’ Knowledge of Traumatic Brain Injuries and Willingness to Lead a Concussion Team","authors":"Danielle M. Eftaxas, Angela I. Canto","doi":"10.1080/15377903.2019.1669094","DOIUrl":"https://doi.org/10.1080/15377903.2019.1669094","url":null,"abstract":"Abstract Within a school there is not typically one person assigned to aid students who have experienced a traumatic brain injury (TBI). Symptoms following a TBI may hinder a students’ academic performance suggesting a need for “return-to-learn” protocols to be implemented as students return to the rigors of school. Previous literature suggests school psychologists are the most appropriate school personnel to aid these students. The purpose of this study was to examine school psychologists’ knowledge regarding TBIs and gauge their interest in aiding with school reintegration. Results implied knowledge of TBI is not a significant predictor of willingness to be a ‘concussion team leader’. Qualitative analyses revealed school psychologists perceived school nurses to be the most qualified. Implications for practice, including changes in training programs, are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1669094","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45140353","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 : 2020-01-02DOI: 10.1080/15377903.2019.1665607
Hallie Fetterman, Chelsea Ritter, Julie Q. Morrison, Daniel S. Newman
Abstract School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a broad set of evidence-based strategies designed to create school environments that promote and support appropriate behavior of all students. The PBIS Cultural Responsiveness Field Guide provides a foundation for designing a SWPBIS program that meets the needs of culturally and linguistically students in schools. The purpose of this case study is to describe the development and implementation of a SWPBIS program in a newly formed, urban, Spanish-language magnet elementary school. Data from the culturally-responsive SWPBIS Spanish-Language School Program during the first year of implementation indicated increases in implementation fidelity, as well as equitable student knowledge of behavioral expectations across both native Spanish speakers and native English Speakers when culturally responsive materials and procedures were used to teach and reinforce behavior expectations. Teachers also reported positive perceptions of the Program’s goals, procedures, and outcomes. Implications for practice are discussed.
{"title":"Implementation Fidelity of Culturally Responsive School-Wide Positive Behavior Interventions and Supports in a Spanish-Language Magnet School: A Case Study Emphasizing Context","authors":"Hallie Fetterman, Chelsea Ritter, Julie Q. Morrison, Daniel S. Newman","doi":"10.1080/15377903.2019.1665607","DOIUrl":"https://doi.org/10.1080/15377903.2019.1665607","url":null,"abstract":"Abstract School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a broad set of evidence-based strategies designed to create school environments that promote and support appropriate behavior of all students. The PBIS Cultural Responsiveness Field Guide provides a foundation for designing a SWPBIS program that meets the needs of culturally and linguistically students in schools. The purpose of this case study is to describe the development and implementation of a SWPBIS program in a newly formed, urban, Spanish-language magnet elementary school. Data from the culturally-responsive SWPBIS Spanish-Language School Program during the first year of implementation indicated increases in implementation fidelity, as well as equitable student knowledge of behavioral expectations across both native Spanish speakers and native English Speakers when culturally responsive materials and procedures were used to teach and reinforce behavior expectations. Teachers also reported positive perceptions of the Program’s goals, procedures, and outcomes. Implications for practice are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1665607","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43195523","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 : 2020-01-02DOI: 10.1080/15377903.2019.1665606
Gerald G. Strait, J. Strait, Thomas Schanding, Jacqueline R. Anderson, Diana Stinson, Stephanie Schmidt, Samuel Y. Kim
Abstract Recently, an increasing number of researchers and school psychologists have advocated for the use of School-Based Motivational Interviewing (SBMI) for working directly with students and for consulting with teachers and parents. However, little attention has been given to the possible ethical implications of school psychologists’ use of SBMI with various stakeholders in school settings. In this paper, unique ethical challenges are highlighted and recommendations for implementing SBMI techniques in relation to both MI ethical guidelines and the National Association of School Psychologists (NASP) Principles for Professional Ethics are provided.
{"title":"Ethical Considerations for Using School-Based Motivational Interviewing with Parents, Teachers, and Students","authors":"Gerald G. Strait, J. Strait, Thomas Schanding, Jacqueline R. Anderson, Diana Stinson, Stephanie Schmidt, Samuel Y. Kim","doi":"10.1080/15377903.2019.1665606","DOIUrl":"https://doi.org/10.1080/15377903.2019.1665606","url":null,"abstract":"Abstract Recently, an increasing number of researchers and school psychologists have advocated for the use of School-Based Motivational Interviewing (SBMI) for working directly with students and for consulting with teachers and parents. However, little attention has been given to the possible ethical implications of school psychologists’ use of SBMI with various stakeholders in school settings. In this paper, unique ethical challenges are highlighted and recommendations for implementing SBMI techniques in relation to both MI ethical guidelines and the National Association of School Psychologists (NASP) Principles for Professional Ethics are provided.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1665606","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46927435","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 : 2020-01-02DOI: 10.1080/15377903.2019.1619645
Amity Noltemeyer, Haigen Huang, C. Meehan, Emily Jordan, Kristen Morio, Kevin Shaw, Kathleen C. Oberlin
Abstract Although mental health concerns are common among children and adolescents, youth-serving adults often feel underprepared in responding to these challenges. Youth Mental Health First Aid (YMHFA) is a training program designed to teach adults how to assist youths experiencing mental health or addiction challenges. This pilot program evaluation study examined the outcomes of YMHFA associated with adult knowledge, confidence, beliefs, and behaviors. Participants included 2,180 individuals in Ohio who attended a YMHFA training between January 2015 and August 2016; most participants were White women and represented professions in the field of education. Results revealed that YMHFA participants became more confident, willing to help, aware of support and resources, and accepting of individuals with mental health conditions three months posttraining. A high percentage of YMHFA participants also reported applying YMHFA Action Steps at 3, 6, 9, and 12 months after the training. Demographic differences (by race, gender, age, and occupation) in the adult outcomes associated with YMHFA training did not emerge when removing the effects of other participant variables. Limitations, future directions for research, and implications for school psychology practice are discussed in this Service Delivery Brief.
{"title":"Youth mental health first aid: Initial outcomes of a statewide rollout in Ohio","authors":"Amity Noltemeyer, Haigen Huang, C. Meehan, Emily Jordan, Kristen Morio, Kevin Shaw, Kathleen C. Oberlin","doi":"10.1080/15377903.2019.1619645","DOIUrl":"https://doi.org/10.1080/15377903.2019.1619645","url":null,"abstract":"Abstract Although mental health concerns are common among children and adolescents, youth-serving adults often feel underprepared in responding to these challenges. Youth Mental Health First Aid (YMHFA) is a training program designed to teach adults how to assist youths experiencing mental health or addiction challenges. This pilot program evaluation study examined the outcomes of YMHFA associated with adult knowledge, confidence, beliefs, and behaviors. Participants included 2,180 individuals in Ohio who attended a YMHFA training between January 2015 and August 2016; most participants were White women and represented professions in the field of education. Results revealed that YMHFA participants became more confident, willing to help, aware of support and resources, and accepting of individuals with mental health conditions three months posttraining. A high percentage of YMHFA participants also reported applying YMHFA Action Steps at 3, 6, 9, and 12 months after the training. Demographic differences (by race, gender, age, and occupation) in the adult outcomes associated with YMHFA training did not emerge when removing the effects of other participant variables. Limitations, future directions for research, and implications for school psychology practice are discussed in this Service Delivery Brief.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1619645","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47580102","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 : 2020-01-02DOI: 10.1080/15377903.2019.1660748
Judith R. Harrison, C. Kwong, Steven W. Evans, Corey Peltier, Leslie A. Mathews, T. Chatman
Abstract Self-management is a strategy with emerging evidence of effectiveness that has been utilized to address impairment associated with attention deficit hyperactivity disorder (ADHD); however, few studies have been conducted with students with ADHD. The results of the minimal research available suggests that self-management with youth with ADHD is less robust than with students without ADHD. Gamification of self-management tools has the potential to increase positive outcomes with young adolescents with ADHD. The present study utilized a withdrawal design (ABAB) with four 6th and 7th grade students with ADHD to evaluate the effectiveness of a game-based self-management application on task engagement, accuracy, and completion in reading. Results indicated a functional relationship between game-based self-management and task engagement, accuracy, and completion with moderate to large effects overall (Tau-U, NAP, BC-SMD). Implications are discussed.
{"title":"Game-Based Self-Management: Addressing Inattention during Independent Reading and Written Response","authors":"Judith R. Harrison, C. Kwong, Steven W. Evans, Corey Peltier, Leslie A. Mathews, T. Chatman","doi":"10.1080/15377903.2019.1660748","DOIUrl":"https://doi.org/10.1080/15377903.2019.1660748","url":null,"abstract":"Abstract Self-management is a strategy with emerging evidence of effectiveness that has been utilized to address impairment associated with attention deficit hyperactivity disorder (ADHD); however, few studies have been conducted with students with ADHD. The results of the minimal research available suggests that self-management with youth with ADHD is less robust than with students without ADHD. Gamification of self-management tools has the potential to increase positive outcomes with young adolescents with ADHD. The present study utilized a withdrawal design (ABAB) with four 6th and 7th grade students with ADHD to evaluate the effectiveness of a game-based self-management application on task engagement, accuracy, and completion in reading. Results indicated a functional relationship between game-based self-management and task engagement, accuracy, and completion with moderate to large effects overall (Tau-U, NAP, BC-SMD). Implications are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1660748","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47276484","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 : 2020-01-02DOI: 10.1080/15377903.2019.1619646
Paul C. Jones, K. Salamon
Abstract Limited attention has been devoted in school psychology training programs to students with chronic health conditions. School psychologists are situated to provide behavioral and mental health services to students with chronic health conditions. The focus of this report is on pediatric chronic pain. Pediatric chronic pain is prevalent and can be debilitating, putting students at significant risk for adverse personal, social, and academic outcomes. This primer is designed to educate school psychologists about pediatric chronic pain, within the context of the biopsychosocial model of chronic pain, and to highlight the necessary components of a comprehensive model of intervention for students with pediatric chronic pain. Examples of interventions that can be provided within a school setting are presented in the framework of a multitiered system of support.
{"title":"Treating Pediatric Chronic Pain in Schools: A Primer for School Psychologists","authors":"Paul C. Jones, K. Salamon","doi":"10.1080/15377903.2019.1619646","DOIUrl":"https://doi.org/10.1080/15377903.2019.1619646","url":null,"abstract":"Abstract Limited attention has been devoted in school psychology training programs to students with chronic health conditions. School psychologists are situated to provide behavioral and mental health services to students with chronic health conditions. The focus of this report is on pediatric chronic pain. Pediatric chronic pain is prevalent and can be debilitating, putting students at significant risk for adverse personal, social, and academic outcomes. This primer is designed to educate school psychologists about pediatric chronic pain, within the context of the biopsychosocial model of chronic pain, and to highlight the necessary components of a comprehensive model of intervention for students with pediatric chronic pain. Examples of interventions that can be provided within a school setting are presented in the framework of a multitiered system of support.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1619646","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45604029","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 : 2019-11-14DOI: 10.1080/15377903.2020.1821273
Corey Peltier, Mindy E. Lingo, Faye A. Autry, Malarie E. Deardorff, Maegann Palacios
Abstract Many students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. Schema-based instruction (SBI) is identified as a promising practice for students with a SLD. The current projects aimed to tests the efficacy of SBI implemented by a teacher under routine conditions. This extends prior literature by (a) using a teacher as the implementer, (b) allowing flexibility in the intervention protocol, (c) condensing the duration of intervention sessions, and (d) providing instruction in small group settings. In addition, we measured student problem solving performance on word problems requiring two-steps. We used a multiple-probe design across three groups of fifth-grade participants (n = 7) receiving supplemental instruction in a resource room setting. Results indicated a functional relation between SBI and problem-solving performance on one-step word problems. However, the magnitude of change and consistency in performance varied across participants. Student performance on two-step word problems embedded within one structure and combined structures was low. The NAP, Tau, LRRi, and BC-SMD effect sizes were used to quantify effects. Implications are discussed in regard to systematic replication and conditions that may impact fidelity.
{"title":"Schema-Based Instruction Implemented under Routine Conditions","authors":"Corey Peltier, Mindy E. Lingo, Faye A. Autry, Malarie E. Deardorff, Maegann Palacios","doi":"10.1080/15377903.2020.1821273","DOIUrl":"https://doi.org/10.1080/15377903.2020.1821273","url":null,"abstract":"Abstract Many students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. Schema-based instruction (SBI) is identified as a promising practice for students with a SLD. The current projects aimed to tests the efficacy of SBI implemented by a teacher under routine conditions. This extends prior literature by (a) using a teacher as the implementer, (b) allowing flexibility in the intervention protocol, (c) condensing the duration of intervention sessions, and (d) providing instruction in small group settings. In addition, we measured student problem solving performance on word problems requiring two-steps. We used a multiple-probe design across three groups of fifth-grade participants (n = 7) receiving supplemental instruction in a resource room setting. Results indicated a functional relation between SBI and problem-solving performance on one-step word problems. However, the magnitude of change and consistency in performance varied across participants. Student performance on two-step word problems embedded within one structure and combined structures was low. The NAP, Tau, LRRi, and BC-SMD effect sizes were used to quantify effects. Implications are discussed in regard to systematic replication and conditions that may impact fidelity.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1821273","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44812298","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 : 2019-04-26DOI: 10.1080/15377903.2019.1601145
Craig F Spiel, Steven W. Evans, Judith R. Harrison
Abstract The purpose of this study was to determine if reading a standardized tests aloud is an effective accommodation to address impairment associated with attention-deficit/hyperactivity disorder (ADHD) as demonstrated by a differential boost to those with ADHD relative to same aged typically developing peers and if the size of the differential boost changed over the duration of the test. Participants were 45 children in Grades 5 and 6 (58% with ADHD), who were randomly assigned to take a standardized test in silence or with a recording of the test questions and answer choices read aloud. Results indicated that reading tests aloud significantly improved the testing performance of children with ADHD and provided a differential boost relative to children without ADHD. Implications for practice and future research are discussed.
{"title":"Does Reading Standardized Tests Aloud Meet the Scientific Definition of an Accommodation?","authors":"Craig F Spiel, Steven W. Evans, Judith R. Harrison","doi":"10.1080/15377903.2019.1601145","DOIUrl":"https://doi.org/10.1080/15377903.2019.1601145","url":null,"abstract":"Abstract The purpose of this study was to determine if reading a standardized tests aloud is an effective accommodation to address impairment associated with attention-deficit/hyperactivity disorder (ADHD) as demonstrated by a differential boost to those with ADHD relative to same aged typically developing peers and if the size of the differential boost changed over the duration of the test. Participants were 45 children in Grades 5 and 6 (58% with ADHD), who were randomly assigned to take a standardized test in silence or with a recording of the test questions and answer choices read aloud. Results indicated that reading tests aloud significantly improved the testing performance of children with ADHD and provided a differential boost relative to children without ADHD. Implications for practice and future research are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1601145","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42198368","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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