W. Reinke, M. Stormont, K. Herman, R. Puri, N. Goel
There is a significant research to practice gap in the area of mental health practices and interventions in schools. Understanding the teacher perspective can provide important information about contextual influences that can be used to bridge the research to practice gap in school-based mental health practices. The purpose of this study was to examine teachers’ perceptions of current mental health needs in their schools; their knowledge, skills, training experiences and training needs; their roles for supporting children’s mental health; and barriers to supporting mental health needs in their school settings. Participants included 292 teachers from 5 school districts. Teachers reported viewing school psychologists as having a primary role in most aspects of mental health service delivery in the school including conducting screening and behavioral assessments, monitoring student progress, and referring children to school-based or community services. Teachers perceived themselves as having primary responsibility for implementing classroom-based behavioral interventions but believed school psychologists had a greater role in teaching social emotional lessons. Teachers also reported a global lack of experience and training for supporting children’s mental health needs. Implications of the findings are discussed.
{"title":"Supporting Children's Mental Health in Schools: Teacher Perceptions of Needs, Roles, and Barriers.","authors":"W. Reinke, M. Stormont, K. Herman, R. Puri, N. Goel","doi":"10.1037/A0022714","DOIUrl":"https://doi.org/10.1037/A0022714","url":null,"abstract":"There is a significant research to practice gap in the area of mental health practices and interventions in schools. Understanding the teacher perspective can provide important information about contextual influences that can be used to bridge the research to practice gap in school-based mental health practices. The purpose of this study was to examine teachers’ perceptions of current mental health needs in their schools; their knowledge, skills, training experiences and training needs; their roles for supporting children’s mental health; and barriers to supporting mental health needs in their school settings. Participants included 292 teachers from 5 school districts. Teachers reported viewing school psychologists as having a primary role in most aspects of mental health service delivery in the school including conducting screening and behavioral assessments, monitoring student progress, and referring children to school-based or community services. Teachers perceived themselves as having primary responsibility for implementing classroom-based behavioral interventions but believed school psychologists had a greater role in teaching social emotional lessons. Teachers also reported a global lack of experience and training for supporting children’s mental health needs. Implications of the findings are discussed.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0022714","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57335499","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}
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder, with concomitant executive function deficits often being the focus of empirical and clinical investigation. This study explored the validity of the Behavior Rating Inventory of Executive Function Parent Form (BRIEF; Gioia, Isquith, Guy, & Kenworthy, 2000) for children with ADHD and a matched control sample. Fifty-eight children with ADHD (69% with comorbidity) and 58 matched controls were found to exhibit statistically (p .001) and clinically significant group differences on the BRIEF scales. Discriminant function analyses revealed that the Behavior Regulation and Metacognition Indexes accurately classified 82% of the sample (86% of controls and 79% of children with ADHD correctly identified). The Behavior Regulation Index was found to make the most significant contribution overall to the discriminant function, consistent with arguments that response inhibition is the primary deficit in ADHD. Implications and future research are discussed.
{"title":"Discriminant Validity of the Behavior Rating Inventory of Executive Function Parent Form for Children with Attention-Deficit/Hyperactivity Disorder.","authors":"L. Reddy, J. B. Hale, Lara Brodzinsky","doi":"10.1037/A0022585","DOIUrl":"https://doi.org/10.1037/A0022585","url":null,"abstract":"Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder, with concomitant executive function deficits often being the focus of empirical and clinical investigation. This study explored the validity of the Behavior Rating Inventory of Executive Function Parent Form (BRIEF; Gioia, Isquith, Guy, & Kenworthy, 2000) for children with ADHD and a matched control sample. Fifty-eight children with ADHD (69% with comorbidity) and 58 matched controls were found to exhibit statistically (p .001) and clinically significant group differences on the BRIEF scales. Discriminant function analyses revealed that the Behavior Regulation and Metacognition Indexes accurately classified 82% of the sample (86% of controls and 79% of children with ADHD correctly identified). The Behavior Regulation Index was found to make the most significant contribution overall to the discriminant function, consistent with arguments that response inhibition is the primary deficit in ADHD. Implications and future research are discussed.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"45-55"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0022585","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57331069","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}
Robin S. Codding, Lisa Chan-Iannetta, S. George, Kristine Ferreira, R. Volpe
The purpose of this study was to use multilevel modeling to compare the effects of KPALS alone and combined with goal setting and reinforcement to a control condition on early numeracy performance of 96 kindergarteners. Demographic variables were examined as moderators. Results differed according to early numeracy measure, with both versions of KPALS outperforming the control group for number identification, while KPALS plus goal setting and reinforcement improved performance on missing number and the TEMA-3. Demographic variables, but not treatment, accounted for performance on a measure of quantity discrimination. Posttest differences were found for TEMA-3 and NI, but no differences persisted at 4 months follow-up.
{"title":"Early Number Skills: Examining the Effects of Class-Wide Interventions on Kindergarten Performance","authors":"Robin S. Codding, Lisa Chan-Iannetta, S. George, Kristine Ferreira, R. Volpe","doi":"10.1037/A0022661","DOIUrl":"https://doi.org/10.1037/A0022661","url":null,"abstract":"The purpose of this study was to use multilevel modeling to compare the effects of KPALS alone and combined with goal setting and reinforcement to a control condition on early numeracy performance of 96 kindergarteners. Demographic variables were examined as moderators. Results differed according to early numeracy measure, with both versions of KPALS outperforming the control group for number identification, while KPALS plus goal setting and reinforcement improved performance on missing number and the TEMA-3. Demographic variables, but not treatment, accounted for performance on a measure of quantity discrimination. Posttest differences were found for TEMA-3 and NI, but no differences persisted at 4 months follow-up.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"85-96"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0022661","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57334494","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}
F. Gresham, S. Elliott, M. J. Vance, Clayton R. Cook
University of WashingtonThis study compared the Social Skills Rating System (SSRS; Gresham & Elliott, 1990)with the revision of the SSRS, now called the Social Skills Improvement System-Rating Scales (SSIS-RS; Gresham & Elliott, 2008), across three raters (teacher, parent,and student) for elementary- and secondary-aged students. A detailed comparison ofthese two instruments comparability has not been previously reported and was con-sidered important because of the frequent use of the SSRS in many externally fundedresearch studies and school districts across the country. Comparisons between the twoinstruments focused on key reliability and validity estimates across the rating scales forthree raters (teacher, parent, and student) using forms for elementary- and secondary-aged students. As hypothesized, the two instruments had high internal consistencyestimates and moderately high validity indices for total scores for both social skills andproblem behavior scales. The reliability comparisons revealed the SSIS-RS was supe-rior to the SSRS with regard to internal consistency estimates. The validity estimatesrevealed expected convergent relationships with the strongest relationships consistentlyfound among the various common subscales across all forms of the two instruments.The authors concluded that the SSIS-RS offers researchers and practitioners assessingsocial behavior of children and youth a broader conceptualization of key socialbehaviors and psychometrically superior assessment results when using the SSIS-RSover the SSRS. Future research on the SSIS-RS is also identi ed and contextualizedwithin a multitiered intervention system.Keywords:
{"title":"Comparability of the Social Skills Rating System to the Social Skills Improvement System: Content and Psychometric Comparisons Across Elementary and Secondary Age Levels","authors":"F. Gresham, S. Elliott, M. J. Vance, Clayton R. Cook","doi":"10.1037/A0022662","DOIUrl":"https://doi.org/10.1037/A0022662","url":null,"abstract":"University of WashingtonThis study compared the Social Skills Rating System (SSRS; Gresham & Elliott, 1990)with the revision of the SSRS, now called the Social Skills Improvement System-Rating Scales (SSIS-RS; Gresham & Elliott, 2008), across three raters (teacher, parent,and student) for elementary- and secondary-aged students. A detailed comparison ofthese two instruments comparability has not been previously reported and was con-sidered important because of the frequent use of the SSRS in many externally fundedresearch studies and school districts across the country. Comparisons between the twoinstruments focused on key reliability and validity estimates across the rating scales forthree raters (teacher, parent, and student) using forms for elementary- and secondary-aged students. As hypothesized, the two instruments had high internal consistencyestimates and moderately high validity indices for total scores for both social skills andproblem behavior scales. The reliability comparisons revealed the SSIS-RS was supe-rior to the SSRS with regard to internal consistency estimates. The validity estimatesrevealed expected convergent relationships with the strongest relationships consistentlyfound among the various common subscales across all forms of the two instruments.The authors concluded that the SSIS-RS offers researchers and practitioners assessingsocial behavior of children and youth a broader conceptualization of key socialbehaviors and psychometrically superior assessment results when using the SSIS-RSover the SSRS. Future research on the SSIS-RS is also identi\u001eed and contextualizedwithin a multitiered intervention system.Keywords:","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"27-44"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0022662","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57334910","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}
Jamilia J. Blake, E. S. Kim, A. S. McCormick, Demarquis M Hayes
{"title":"The Dimensionality of Social Victimization: A Preliminary Investigation.","authors":"Jamilia J. Blake, E. S. Kim, A. S. McCormick, Demarquis M Hayes","doi":"10.1037/A0022712","DOIUrl":"https://doi.org/10.1037/A0022712","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"56-69"},"PeriodicalIF":0.0,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0022712","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57335861","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}
Rebecca G. Lieberman, P. Yoder, B. Reichow, M. Wolery
{"title":"\"Visual analysis of multiple baseline across participants graphs when change is delayed\": Correction to Lieberman et al. (2010).","authors":"Rebecca G. Lieberman, P. Yoder, B. Reichow, M. Wolery","doi":"10.1037/A0025527","DOIUrl":"https://doi.org/10.1037/A0025527","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2011-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0025527","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57376046","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}
Meaghan E. Pariseau, G. Fabiano, Greta M. Massetti, Katie C. Hart, W. Pelham
Researchers examined the impact of an extended time accommodation on appropriate classroom behavior and rate of work completion for 33 children with attention-deficit/ hyperactivity disorder (ADHD). Participants received standard (30 min) or extended (45 min) time to complete seatwork in a within-subject, crossover design study. Appropriate behavior (i.e., rule-following behavior) and rate of problems completed accurately per minute were compared across conditions. Children completed significantly more problems correctly per minute when given standard time compared with extended time; however, no difference in appropriate behavior was found between the two conditions. Appropriate behavior over time was examined by segmenting each condition into time intervals. Analyses indicated that children’s appropriate behavior significantly decreased over time in both conditions. The implications of these findings are discussed.
{"title":"Extended Time on Academic Assignments: Does Increased Time Lead to Improved Performance for Children With Attention-Deficit/Hyperactivity Disorder?","authors":"Meaghan E. Pariseau, G. Fabiano, Greta M. Massetti, Katie C. Hart, W. Pelham","doi":"10.1037/A0022045","DOIUrl":"https://doi.org/10.1037/A0022045","url":null,"abstract":"Researchers examined the impact of an extended time accommodation on appropriate classroom behavior and rate of work completion for 33 children with attention-deficit/ hyperactivity disorder (ADHD). Participants received standard (30 min) or extended (45 min) time to complete seatwork in a within-subject, crossover design study. Appropriate behavior (i.e., rule-following behavior) and rate of problems completed accurately per minute were compared across conditions. Children completed significantly more problems correctly per minute when given standard time compared with extended time; however, no difference in appropriate behavior was found between the two conditions. Appropriate behavior over time was examined by segmenting each condition into time intervals. Analyses indicated that children’s appropriate behavior significantly decreased over time in both conditions. The implications of these findings are discussed.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"236-248"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0022045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57324453","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}
The factor structure of the Wechsler Adult Intelligence Scale–Fourth Edition (WAISIV; Wechsler, 2008a) with the adolescent participants (ages 16–19 years; N 400) in the standardization sample was assessed using exploratory factor analysis, multiple factor extraction criteria, and higher-order exploratory factor analyses. Results from exploratory factor analyses were not included in the WAIS-IV Technical and Interpretation Manual (Wechsler, 2008b) and are necessary for determining convergence or divergence with the reported confirmatory factor analyses. As found with the total WAIS-IV standardization sample (Canivez & Watkins, in press), the present results with the adolescent subsample found all WAIS-IV subtests (10and 15-subtest configurations) were properly associated with their four theoretically proposed first-order factors, but only one factor extraction criterion (standard error of scree) recommended extraction of four factors. Hierarchical exploratory analyses with the Schmid and Leiman (1957) procedure found that the second-order g factor accounted for major portions of total and common variance, while the four first-order factors accounted for small portions of total and common variance. It was concluded that the WAIS-IV provides strong measurement of general intelligence in adolescents and clinical interpretation should be primarily at that level.
{"title":"Exploratory and higher-order factor analyses of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) adolescent subsample.","authors":"Gary L. Canivez, Marley W. Watkins","doi":"10.1037/A0022046","DOIUrl":"https://doi.org/10.1037/A0022046","url":null,"abstract":"The factor structure of the Wechsler Adult Intelligence Scale–Fourth Edition (WAISIV; Wechsler, 2008a) with the adolescent participants (ages 16–19 years; N 400) in the standardization sample was assessed using exploratory factor analysis, multiple factor extraction criteria, and higher-order exploratory factor analyses. Results from exploratory factor analyses were not included in the WAIS-IV Technical and Interpretation Manual (Wechsler, 2008b) and are necessary for determining convergence or divergence with the reported confirmatory factor analyses. As found with the total WAIS-IV standardization sample (Canivez & Watkins, in press), the present results with the adolescent subsample found all WAIS-IV subtests (10and 15-subtest configurations) were properly associated with their four theoretically proposed first-order factors, but only one factor extraction criterion (standard error of scree) recommended extraction of four factors. Hierarchical exploratory analyses with the Schmid and Leiman (1957) procedure found that the second-order g factor accounted for major portions of total and common variance, while the four first-order factors accounted for small portions of total and common variance. It was concluded that the WAIS-IV provides strong measurement of general intelligence in adolescents and clinical interpretation should be primarily at that level.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"223-235"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0022046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57324526","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":"Latent Curve Modeling of Internalizing Behaviors and Interpersonal Skills through Elementary School.","authors":"Matthew R. Reynolds, Janay B. Sander, M. Irvin","doi":"10.1037/A0021543","DOIUrl":"https://doi.org/10.1037/A0021543","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"25 1","pages":"189-201"},"PeriodicalIF":0.0,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0021543","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57319153","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：