Orthogonal higher-order factor structure of the Stanford-Binet Intelligence Scales-Fifth Edition (SB-5; Roid, 2003a) for child and adolescent samples is reported. Multiple criteria for factor extraction unanimously supported extraction of only one dimension and a unidimensional model. However, following results from DiStefano and Dombrowski (2006) and theoretical consideration, two factors were extracted and obliquely rotated and further subjected to the Schmid and Leiman (1957) procedure using MacOrtho (Watkins, 2004). Results showed that the largest portions of total and common variance were accounted for by the second-order, global (‘g’) factor and interpretation of the SB-5 should focus primarily, if not exclusively, on the general, Full Scale IQ. No evidence for a five-factor solution was found.
斯坦福-比奈智力量表第五版(SB-5)的正交高阶因子结构报告了儿童和青少年样本的情况。因子提取的多个准则一致支持一维和一维模型的提取。然而，根据DiStefano和Dombrowski(2006)的结果和理论考虑，两个因素被提取并倾斜旋转，并进一步使用MacOrtho (Watkins, 2004)进行Schmid和Leiman(1957)程序。结果表明，总方差和共同方差的最大部分是由二阶全局因子(' g ')解释的，对SB-5的解释应该主要关注(如果不是完全的话)一般的全量表智商。没有证据表明存在五因素解决方案。
{"title":"Orthogonal Higher Order Factor Structure of the Stanford-Binet Intelligence Scales—Fifth Edition for Children and Adolescents","authors":"Gary L. Canivez","doi":"10.1037/A0012884","DOIUrl":"https://doi.org/10.1037/A0012884","url":null,"abstract":"Orthogonal higher-order factor structure of the Stanford-Binet Intelligence Scales-Fifth Edition (SB-5; Roid, 2003a) for child and adolescent samples is reported. Multiple criteria for factor extraction unanimously supported extraction of only one dimension and a unidimensional model. However, following results from DiStefano and Dombrowski (2006) and theoretical consideration, two factors were extracted and obliquely rotated and further subjected to the Schmid and Leiman (1957) procedure using MacOrtho (Watkins, 2004). Results showed that the largest portions of total and common variance were accounted for by the second-order, global (‘g’) factor and interpretation of the SB-5 should focus primarily, if not exclusively, on the general, Full Scale IQ. No evidence for a five-factor solution was found.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"23 1","pages":"533-541"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0012884","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57549713","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}
{"title":"Beyond Correlational Analysis of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS): A Classification Validity Study.","authors":"Jason M. Nelson","doi":"10.1037/A0013245","DOIUrl":"https://doi.org/10.1037/A0013245","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"23 1","pages":"542-552"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0013245","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57550868","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 : 2008-12-01DOI: 10.1037/1045-3830.23.4.474
M. Elias, N. Haynes
Despite living in disadvantaged urban communities experiencing social and economic hardships, many children emerge with positive outcomes. Social-emotional competence and social support were hypothesized to have strong influences on academic trajectories during the critical period of academic skill acquisition. Participants were 282 third-grade students from six elementary schools in a Northwestern urban community. Beyond the importance of prior levels of academic competence, considerable variance in end-of-year academic outcomes was predicted by initial levels of academic social-emotional competence and improvements in social-emotional competence and perceived teacher support over the course of the year. Noteworthy is that findings were strongest for African-American students, but methodological caveats regarding research with underachieving minority youth were discussed. The findings suggest that school psychologists and others designing interventions to improve achievement of disadvantaged students should address social-emotional competencies and classroom climate, especially teacher support of students.
{"title":"Social competence, social support, and academic achievement in minority, low-income, urban elementary school children.","authors":"M. Elias, N. Haynes","doi":"10.1037/1045-3830.23.4.474","DOIUrl":"https://doi.org/10.1037/1045-3830.23.4.474","url":null,"abstract":"Despite living in disadvantaged urban communities experiencing social and economic hardships, many children emerge with positive outcomes. Social-emotional competence and social support were hypothesized to have strong influences on academic trajectories during the critical period of academic skill acquisition. Participants were 282 third-grade students from six elementary schools in a Northwestern urban community. Beyond the importance of prior levels of academic competence, considerable variance in end-of-year academic outcomes was predicted by initial levels of academic social-emotional competence and improvements in social-emotional competence and perceived teacher support over the course of the year. Noteworthy is that findings were strongest for African-American students, but methodological caveats regarding research with underachieving minority youth were discussed. The findings suggest that school psychologists and others designing interventions to improve achievement of disadvantaged students should address social-emotional competencies and classroom climate, especially teacher support of students.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"23 1","pages":"474-495"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/1045-3830.23.4.474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57489411","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 : 2008-12-01DOI: 10.1037/1045-3830.23.4.496
S. Y. Rueger, Christine K. Malecki, M. Demaray
The current study is an investigation of early adolescents' perceptions of social support from parents, teachers, classmates, and close friends, and how that support is related to measures of students' adjustment on a range of behavioral indices. Data were collected on a sample of 246 students in Grades 6 through 8 using the Child and Adolescent Social Support Scale (CASSS), and the Parent Rating Scale of the Behavior Assessment System for Children (BASC-PRS). Analyses using the social support subscale scores (Parent, Teacher, Classmate, and Close Friend) replicated past research in finding gender differences on mean levels of perceived social support, with girls perceiving higher levels of classmate and close friend support than boys. In addition, girls reported significantly more support from close friends than any other source, whereas boys reported significantly less support from classmates than any other source. Finally, results demonstrated gender differences in the relationship between social support and several indices of student adjustment, and provided evidence for the importance of considering gender differences in planning future research related to social support.
{"title":"Gender differences in the relationship between perceived social support and student adjustment during early adolescence.","authors":"S. Y. Rueger, Christine K. Malecki, M. Demaray","doi":"10.1037/1045-3830.23.4.496","DOIUrl":"https://doi.org/10.1037/1045-3830.23.4.496","url":null,"abstract":"The current study is an investigation of early adolescents' perceptions of social support from parents, teachers, classmates, and close friends, and how that support is related to measures of students' adjustment on a range of behavioral indices. Data were collected on a sample of 246 students in Grades 6 through 8 using the Child and Adolescent Social Support Scale (CASSS), and the Parent Rating Scale of the Behavior Assessment System for Children (BASC-PRS). Analyses using the social support subscale scores (Parent, Teacher, Classmate, and Close Friend) replicated past research in finding gender differences on mean levels of perceived social support, with girls perceiving higher levels of classmate and close friend support than boys. In addition, girls reported significantly more support from close friends than any other source, whereas boys reported significantly less support from classmates than any other source. Finally, results demonstrated gender differences in the relationship between social support and several indices of student adjustment, and provided evidence for the importance of considering gender differences in planning future research related to social support.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"219 1","pages":"496-514"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/1045-3830.23.4.496","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57489426","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}
Peer victimization among schoolchildren is a common problem that predicts serious maladjustment. In this article, the authors define peer victimization, provide a brief overview of the history of research on the topic, and review prevalence rates, common measurement approaches, and the correlates of peer victimization. This review leads to recommendations for empirically based assessment and intervention. Finally, the authors highlight directions for future research.
{"title":"Peer Victimization Among Schoolchildren: Correlations, Causes, Consequences, and Considerations in Assessment and Intervention","authors":"Noel A. Card, E. V. Hodges","doi":"10.1037/A0012769","DOIUrl":"https://doi.org/10.1037/A0012769","url":null,"abstract":"Peer victimization among schoolchildren is a common problem that predicts serious maladjustment. In this article, the authors define peer victimization, provide a brief overview of the history of research on the topic, and review prevalence rates, common measurement approaches, and the correlates of peer victimization. This review leads to recommendations for empirically based assessment and intervention. Finally, the authors highlight directions for future research.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"23 1","pages":"451-461"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0012769","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57549450","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}
Catherine P. Bradshaw, C. Koth, K. Bevans, N. Ialongo, P. Leaf
Positive Behavioral Interventions and Supports (PBIS) is a universal, school-wide prevention strategy that is currently implemented in over 7,500 schools across the nation to reduce disruptive behavior problems through the application of behavioral, social learning, and organizational behavioral principles. PBIS aims to alter school environments by creating improved systems and procedures that promote positive change in student behavior by targeting staff behaviors. The present study examined the impact of PBIS on school organizational health using data from a large randomized controlled trial of PBIS conducted in 37 elementary schools. Longitudinal multilevel analyses on data from 2,507 staff revealed a significant effect of PBIS on staff reports of the schools’ overall organizational health, resource influence, and staff affiliation over a 3-year period. This study indicated that changes in school organizational health are important consequences of the PBIS whole-school prevention model, and might in turn be a potential mediator of the effect of PBIS on student performance.
{"title":"The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools.","authors":"Catherine P. Bradshaw, C. Koth, K. Bevans, N. Ialongo, P. Leaf","doi":"10.1037/A0012883","DOIUrl":"https://doi.org/10.1037/A0012883","url":null,"abstract":"Positive Behavioral Interventions and Supports (PBIS) is a universal, school-wide prevention strategy that is currently implemented in over 7,500 schools across the nation to reduce disruptive behavior problems through the application of behavioral, social learning, and organizational behavioral principles. PBIS aims to alter school environments by creating improved systems and procedures that promote positive change in student behavior by targeting staff behaviors. The present study examined the impact of PBIS on school organizational health using data from a large randomized controlled trial of PBIS conducted in 37 elementary schools. Longitudinal multilevel analyses on data from 2,507 staff revealed a significant effect of PBIS on staff reports of the schools’ overall organizational health, resource influence, and staff affiliation over a 3-year period. This study indicated that changes in school organizational health are important consequences of the PBIS whole-school prevention model, and might in turn be a potential mediator of the effect of PBIS on student performance.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"23 1","pages":"462-473"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0012883","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57549686","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}
{"title":"Teacher ratings of ADHD symptoms in ethnic minority students: Bias or behavioral difference?","authors":"Shelley J. Hosterman, G. DuPaul, Asha K. Jitendra","doi":"10.1037/A0012668","DOIUrl":"https://doi.org/10.1037/A0012668","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"23 1","pages":"418-435"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0012668","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57549078","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 : 2008-09-01DOI: 10.1037/1045-3830.23.3.313
S. A. Garbacz, Kathryn E. Woods, Michelle S. Swanger-Gagné, Ashley M Taylor, Kathryn A. Black, Susan M Sheridan
Abstract The purpose of this exploratory study was to investigate the extent to which a partnership orientation in conjoint be-havioral consultation (CBC) may predict case outcomes and determine the relationship between a partnership orien-tation and implementation integrity of CBC. CBC is a problem-solving process by which families and teachers work collaboratively with a consultant to address students’ academic, behavioral, and social needs. Twenty children, their parents and teachers, and consultants were involved in CBC services. Outcomes included parent and teacher ratings of acceptability, satisfaction, perceptions of effectiveness, and child performance across home and school settings. Part-nership orientation scores and process integrity data were collected across interviews for each case. Results suggest that both parents and teachers consistently find CBC to be an acceptable, effective, and satisfactory form of service deliv-ery. Findings reveal that consultants can conduct CBC interview objectives effectively within a partnership orientation. A partnership orientation in CBC was significant in predicting teachers’ acceptability and satisfaction with the process; however, parents’ acceptability and satisfaction with the CBC process was not predicted by a partnership orientation.
{"title":"The Effectiveness of a Partnership-Centered Approach in Conjoint Behavioral Consultation","authors":"S. A. Garbacz, Kathryn E. Woods, Michelle S. Swanger-Gagné, Ashley M Taylor, Kathryn A. Black, Susan M Sheridan","doi":"10.1037/1045-3830.23.3.313","DOIUrl":"https://doi.org/10.1037/1045-3830.23.3.313","url":null,"abstract":"Abstract The purpose of this exploratory study was to investigate the extent to which a partnership orientation in conjoint be-havioral consultation (CBC) may predict case outcomes and determine the relationship between a partnership orien-tation and implementation integrity of CBC. CBC is a problem-solving process by which families and teachers work collaboratively with a consultant to address students’ academic, behavioral, and social needs. Twenty children, their parents and teachers, and consultants were involved in CBC services. Outcomes included parent and teacher ratings of acceptability, satisfaction, perceptions of effectiveness, and child performance across home and school settings. Part-nership orientation scores and process integrity data were collected across interviews for each case. Results suggest that both parents and teachers consistently find CBC to be an acceptable, effective, and satisfactory form of service deliv-ery. Findings reveal that consultants can conduct CBC interview objectives effectively within a partnership orientation. A partnership orientation in CBC was significant in predicting teachers’ acceptability and satisfaction with the process; however, parents’ acceptability and satisfaction with the CBC process was not predicted by a partnership orientation.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"23 1","pages":"313-326"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/1045-3830.23.3.313","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57489055","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 : 2008-09-01DOI: 10.1037/1045-3830.23.3.373
Shannon M. Suldo, S. Mihalas, Heather Powell, Rachel French
The current study examined important predictors of substance use during early adolescence. The authors hypothesized that adolescents’ relationships with key adults (i.e., teachers and parents) influence their choices to use substances indirectly through links with their decisions regarding peer groups. A total of 461 middle school students from an affluent suburban community completed self-report measures of authoritative parenting, perceived social support from teachers, affiliation with rule-breaking and substance-using peers, and frequency of alcohol, cigarette, and drug use. Results of structural equation modeling supported the hypothesized model. Authoritative parenting and teacher support accounted for 31% of the variance in affiliation with deviant peers which, in turn, accounted for 27% of the variance in adolescent substance use; direct paths from parenting and teacher support to substance use were not indicated. Implications for school psychologists’ involvement in substance use prevention and intervention are discussed.
{"title":"Ecological Predictors of Substance Use in Middle School Students","authors":"Shannon M. Suldo, S. Mihalas, Heather Powell, Rachel French","doi":"10.1037/1045-3830.23.3.373","DOIUrl":"https://doi.org/10.1037/1045-3830.23.3.373","url":null,"abstract":"The current study examined important predictors of substance use during early adolescence. The authors hypothesized that adolescents’ relationships with key adults (i.e., teachers and parents) influence their choices to use substances indirectly through links with their decisions regarding peer groups. A total of 461 middle school students from an affluent suburban community completed self-report measures of authoritative parenting, perceived social support from teachers, affiliation with rule-breaking and substance-using peers, and frequency of alcohol, cigarette, and drug use. Results of structural equation modeling supported the hypothesized model. Authoritative parenting and teacher support accounted for 31% of the variance in affiliation with deviant peers which, in turn, accounted for 27% of the variance in adolescent substance use; direct paths from parenting and teacher support to substance use were not indicated. Implications for school psychologists’ involvement in substance use prevention and intervention are discussed.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"4 1","pages":"373-388"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/1045-3830.23.3.373","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57489152","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 : 2008-09-01DOI: 10.1037/1045-3830.23.3.407
Joshua M. Langberg, J. Epstein, Christina M. Urbanowicz, J. Simon, Amanda Graham
{"title":"Efficacy of an organization skills intervention to improve the academic functioning of students with attention-deficit/hyperactivity disorder.","authors":"Joshua M. Langberg, J. Epstein, Christina M. Urbanowicz, J. Simon, Amanda Graham","doi":"10.1037/1045-3830.23.3.407","DOIUrl":"https://doi.org/10.1037/1045-3830.23.3.407","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"23 1","pages":"407-417"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/1045-3830.23.3.407","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57489376","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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