I. Rivers, V. P. Poteat, Nathalie Noret, Nigel Ashurst
This study explores the impact of bullying on the mental health of students who witness it. A representative sample of 2,002 students aged 12 to 16 years attending 14 schools in the United Kingdom were surveyed using a questionnaire that included measures of bullying at school, substance abuse, and mental health risk. The results suggest that observing bullying at school predicted risks to mental health over and above that predicted for those students who were directly involved in bullying behavior as either a perpetrator or a victim. Observing others was also found to predict higher risk irrespective of whether students were or were not victims themselves. The results are discussed with reference to past research on bystander and witness behavior.
{"title":"Observing Bullying at School: The Mental Health Implications of Witness Status","authors":"I. Rivers, V. P. Poteat, Nathalie Noret, Nigel Ashurst","doi":"10.1037/A0018164","DOIUrl":"https://doi.org/10.1037/A0018164","url":null,"abstract":"This study explores the impact of bullying on the mental health of students who witness it. A representative sample of 2,002 students aged 12 to 16 years attending 14 schools in the United Kingdom were surveyed using a questionnaire that included measures of bullying at school, substance abuse, and mental health risk. The results suggest that observing bullying at school predicted risks to mental health over and above that predicted for those students who were directly involved in bullying behavior as either a perpetrator or a victim. Observing others was also found to predict higher risk irrespective of whether students were or were not victims themselves. The results are discussed with reference to past research on bystander and witness behavior.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"211-223"},"PeriodicalIF":0.0,"publicationDate":"2009-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0018164","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57275197","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}
Gary L. Canivez, Timothy R. Konold, J. Collins, G. Wilson
The Wechsler Abbreviated Scale of Intelligence (WASI; Psychological Corporation, 1999) and the Wide Range Intelligence Test (WRIT; Glutting, Adams, & Sheslow, 2000) are two well-normed brief measures of general intelligence with subtests purportedly assessing verbal–crystallized abilities and nonverbal–fluid–visual abilities. With a sample of 152 children, adolescents, and adults, the present study reports meaningful convergent validity coefficients and a latent factor structure consistent with the theoretical intellectual models both tests were constructed to reflect. Consideration of the hierarchical model of intelligence tests and issues regarding test interpretation are presented.
{"title":"Construct Validity of the Wechsler Abbreviated Scale of Intelligence and Wide Range Intelligence Test: Convergent and Structural Validity","authors":"Gary L. Canivez, Timothy R. Konold, J. Collins, G. Wilson","doi":"10.1037/A0018030","DOIUrl":"https://doi.org/10.1037/A0018030","url":null,"abstract":"The Wechsler Abbreviated Scale of Intelligence (WASI; Psychological Corporation, 1999) and the Wide Range Intelligence Test (WRIT; Glutting, Adams, & Sheslow, 2000) are two well-normed brief measures of general intelligence with subtests purportedly assessing verbal–crystallized abilities and nonverbal–fluid–visual abilities. With a sample of 152 children, adolescents, and adults, the present study reports meaningful convergent validity coefficients and a latent factor structure consistent with the theoretical intellectual models both tests were constructed to reflect. Consideration of the hierarchical model of intelligence tests and issues regarding test interpretation are presented.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"252-265"},"PeriodicalIF":0.0,"publicationDate":"2009-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0018030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57272418","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, Molley Palmer, G. Lukito
{"title":"Examining a classwide application of cover-copy-compare with and without goal setting to enhance mathematics fluency.","authors":"Robin S. Codding, Lisa Chan-Iannetta, Molley Palmer, G. Lukito","doi":"10.1037/A0017192","DOIUrl":"https://doi.org/10.1037/A0017192","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"173-185"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0017192","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57255219","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":"Social-Cognitive Mediators of the Association between Community Violence Exposure and Aggressive Behavior.","authors":"Catherine P. Bradshaw, Caryn R. R. Rodgers, L. Ghandour, J. Garbarino","doi":"10.1037/A0017362","DOIUrl":"https://doi.org/10.1037/A0017362","url":null,"abstract":"Achenbach TM, 2001, MANUAL ASEBA SCH AGE; BANDURA A, 1973, AGGRESSION SOCIAL LE; BARON RM, 1986, J PERS SOC PSYCHOL, V51, P1173, DOI 10.1037-0022-3514.51.6.1173; Bollen K., 1989, STRUCTURAL EQUATIONS; Bradshaw CP, 2004, ANN NY ACAD SCI, V1036, P85, DOI 10.1196-annals.1330.005; Bronfenbrenner U., 1979, ECOLOGY HUMAN DEV EX; COHEN J, 1992, PSYCHOL BULL, V112, P155, DOI 10.1037-0033-2909.112.1.155; CRICK NR, 1994, PSYCHOL BULL, V115, P74, DOI 10.1037-0033-2909.115.1.74; DODGE KA, 1982, CHILD DEV, V53, P620, DOI 10.1111-j.1467-8624.1982.tb03434.x; DODGE KA, 1990, SCIENCE, V250, P1678, DOI 10.1126-science.2270481; Dodge KA, 2003, DEV PSYCHOL, V39, P349, DOI 10.1037-0012-1649.39.2.349; Eron L, 2002, J CONSULT CLIN PSYCH, V70, P179, DOI 10.1037--0022-006X.70.1.179; Fontaine RG, 2002, DEV PSYCHOPATHOL, V14, P107, DOI 10.1017-S0954579402001062; Fraser MW, 2005, J CONSULT CLIN PSYCH, V73, P1045, DOI 10.1037-0022-006X.73.6.1045; Guerra NG, 2003, CHILD DEV, V74, P1561, DOI 10.1111-1467-8624.00623; Huesmann L. R., 1992, SOCIALIZATION AGGRES, P139; Huesmann LR, 1997, J PERS SOC PSYCHOL, V72, P408, DOI 10.1037-0022-3514.72.2.408; Katz B., 2003, REDEFINING URBAN SUB; Kline R. B., 1998, PRINCIPLES PRACTICES; Lambert SF, 2005, AM J COMMUN PSYCHOL, V36, P29, DOI 10.1007-s10464-005-6231-8; Loeber R, 2000, DEV PSYCHOPATHOL, V12, P737, DOI 10.1017-S0954579400004107; Luthar SS, 2002, CHILD DEV, V73, P1593, DOI 10.1111-1467-8624.00492; MacKinnon DP, 2008, INTRO STAT MEDIATION; Musher-Eizenman DR, 2004, AGGRESSIVE BEHAV, V30, P389, DOI 10.1002-ab.20078; Muthen L.K., 1998, MPLUS USERS GUIDE; *NAT GANG INT CTR, 2009, 2009M0335001 NAT GAN; PERRY DG, 1986, CHILD DEV, V57, P700, DOI 10.2307-1130347; Ratner HH, 2006, MERRILL PALMER QUART, V52, P264, DOI 10.1353-mpq.2006.0017; Richters J. E., 1990, THINGS I HAVE SEEN H; Salmivalli C, 2005, DEV PSYCHOL, V41, P363, DOI 10.1037-0012-1649.41.2.363; Schwartz D, 2000, J CONSULT CLIN PSYCH, V68, P670, DOI 10.1037-0022-006X.68.4.670; Shahinfar A, 2001, J ABNORM PSYCHOL, V110, P136, DOI 10.1037-0021-843X.110.1.136; SLABY RG, 1988, DEV PSYCHOL, V24, P580, DOI 10.1037-0012-1649.24.4.580; Stein BD, 2003, CLIN CHILD FAM PSYCH, V6, P247, DOI 10.1023-B:CCFP.0000006292.61072.d2; Sullivan TN, 2008, NEW DIR CHILD ADOLES, V122, P33, DOI 10.1002-cd.227; Thompson R, 2007, AM J ORTHOPSYCHIAT, V77, P454, DOI 10.1037-0002-9432.77.3.454; Tolan PH, 2003, DEV PSYCHOL, V39, P274, DOI 10.1037-0012-1649.39.2.274; WHITE KS, 1998, J CHILD FAM STUD, V7, P197; Wilson W., 2007, J AGGRESSION MALTREA, V15, P93, DOI [10.1300-J146v15n01_06, DOI 10.1300-J146V15N01_06]; Yoon J., 1999, COGN BEHAV PRACT, V6, P320, DOI DOI 10.1016-S1077-7229(99)80051-0","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"199-210"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0017362","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57263789","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}
Huijun Li, Donghyuck Lee, S. Pfeiffer, Akihito Kamata, A. Kumtepe, Javier I. Rosado
{"title":"Measurement Invariance of the Gifted Rating Scales--School Form across Five Cultural Groups.","authors":"Huijun Li, Donghyuck Lee, S. Pfeiffer, Akihito Kamata, A. Kumtepe, Javier I. Rosado","doi":"10.1037/A0017382","DOIUrl":"https://doi.org/10.1037/A0017382","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"186-198"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0017382","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57264766","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":"Multilevel modeling and school psychology: A review and practical example.","authors":"Scott L. Graves, A. Frohwerk","doi":"10.1037/A0016160","DOIUrl":"https://doi.org/10.1037/A0016160","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"03 1","pages":"84-94"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0016160","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57559989","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}
In the late 1980s, J. W. Fantuzzo and colleagues conducted a review of the selfmanagement literature in order to better define the characteristics of this class of interventions. Results indicated that many interventions were minimally studentdirected despite the title “self-managed” and that student-managed interventions demonstrated incremental effects above teacher-managed interventions. In the current study, updated information was compiled with regard to how self-management interventions have been described, including the degree to which self-management interventions continue to rely on external (i.e., teacher) contingencies. Review of the literature identified 16 different characterizations of self-management interventions, each of which varied widely in terms of the number of intervention components included as well as the degree to which students were involved in implementation. Although self-observation and recording of a predefined behavior appear to be the cornerstones of self-management interventions, meaningful differences were noted, including whether reinforcement was involved and whether changes in performance were tracked over time. Furthermore, although self-management interventions appear to have undergone a small shift toward increased reliance on internal (i.e., studentmanaged) contingencies, adults continue to play a large role in the implementation.
{"title":"Review and Analysis of Literature on Self-Management Interventions to Promote Appropriate Classroom Behaviors (1988-2008).","authors":"A. Briesch, Sandra M. Chafouleas","doi":"10.1037/A0016159","DOIUrl":"https://doi.org/10.1037/A0016159","url":null,"abstract":"In the late 1980s, J. W. Fantuzzo and colleagues conducted a review of the selfmanagement literature in order to better define the characteristics of this class of interventions. Results indicated that many interventions were minimally studentdirected despite the title “self-managed” and that student-managed interventions demonstrated incremental effects above teacher-managed interventions. In the current study, updated information was compiled with regard to how self-management interventions have been described, including the degree to which self-management interventions continue to rely on external (i.e., teacher) contingencies. Review of the literature identified 16 different characterizations of self-management interventions, each of which varied widely in terms of the number of intervention components included as well as the degree to which students were involved in implementation. Although self-observation and recording of a predefined behavior appear to be the cornerstones of self-management interventions, meaningful differences were noted, including whether reinforcement was involved and whether changes in performance were tracked over time. Furthermore, although self-management interventions appear to have undergone a small shift toward increased reliance on internal (i.e., studentmanaged) contingencies, adults continue to play a large role in the implementation.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"106-118"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0016159","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57559978","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}
D. Cornell, Peter L. Sheras, A. Gregory, Xitao Fan
Threat assessment has been widely recommended as a violence prevention approach for schools, but there are few empirical studies of its use. This nonexperimental study of 280 Virginia public high schools compared 95 high schools using the Virginia threat assessment guidelines (Cornell & Sheras, 2006), 131 following other (i.e., locally developed) threat assessment procedures, and 54 not using a threat assessment approach. A survey of 9th grade students in each school obtained measures of student victimization, willingness to seek help for bullying and threats of violence, and perceptions of the school climate as caring and supportive. Students in schools using the Virginia threat assessment guidelines reported less bullying, greater willingness to seek help, and more positive perceptions of the school climate than students in either of the other 2 groups of schools. In addition, schools using the Virginia guidelines had fewer long-term suspensions than schools using other threat assessment approaches. These group differences could not be attributed to school size, minority composition or socioeconomic status of the student body, neighborhood violent crime, or the extent of security measures in the schools. Implications for threat assessment practice and research are discussed.
{"title":"A Retrospective Study of School Safety Conditions in High Schools Using the Virginia Threat Assessment Guidelines Versus Alternative Approaches","authors":"D. Cornell, Peter L. Sheras, A. Gregory, Xitao Fan","doi":"10.1037/A0016182","DOIUrl":"https://doi.org/10.1037/A0016182","url":null,"abstract":"Threat assessment has been widely recommended as a violence prevention approach for schools, but there are few empirical studies of its use. This nonexperimental study of 280 Virginia public high schools compared 95 high schools using the Virginia threat assessment guidelines (Cornell & Sheras, 2006), 131 following other (i.e., locally developed) threat assessment procedures, and 54 not using a threat assessment approach. A survey of 9th grade students in each school obtained measures of student victimization, willingness to seek help for bullying and threats of violence, and perceptions of the school climate as caring and supportive. Students in schools using the Virginia threat assessment guidelines reported less bullying, greater willingness to seek help, and more positive perceptions of the school climate than students in either of the other 2 groups of schools. In addition, schools using the Virginia guidelines had fewer long-term suspensions than schools using other threat assessment approaches. These group differences could not be attributed to school size, minority composition or socioeconomic status of the student body, neighborhood violent crime, or the extent of security measures in the schools. Implications for threat assessment practice and research are discussed.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"119-129"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0016182","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57560070","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}
A. Griffiths, A. Vanderheyden, Mary Skokut, E. Lilles
{"title":"Progress monitoring in oral reading fluency within the context of RTI","authors":"A. Griffiths, A. Vanderheyden, Mary Skokut, E. Lilles","doi":"10.1037/A0015435","DOIUrl":"https://doi.org/10.1037/A0015435","url":null,"abstract":"","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"13-23"},"PeriodicalIF":0.0,"publicationDate":"2009-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0015435","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57557894","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}
This study assessed the convergent and divergent validity of the Devereux Student Strengths Assessment (DESSA; LeBuffe, Shapiro, & Naglieri, 2008). A total of 227 (n 94 teachers, n 133 parents) raters completed the DESSA, in addition to the Behavioral and Emotional Rating Scales–2 (BERS–2; Epstein, 2004) and/or the Behavior Assessment System for Children–2 (BASC–2; Reynolds & Kamphaus, 2004). All DESSA and BERS–2 subscales and total scales completed by parents and teachers correlated significantly. DESSA subscales and BASC–2 Adaptive Skills subscales correlated significantly for both parent and teacher raters. The divergent validity of the DESSA was explored by correlating the Total Protective Factor scale and subscales with the BASC–2 Behavioral Symptoms Index and clinical subscales. The majority of correlations for the parent ratings were significantly, negatively correlated, with the exception of the Anxiety, Somatization, and Withdrawal subscales. Support for the convergent validity of the DESSA was consistent across raters (e.g., parents; teachers) and measures (e.g., BASC–2; BERS–2). Thus, these findings support the divergent validity of the DESSA.
{"title":"Convergent and divergent validity of the Devereux Student Strengths Assessment.","authors":"Amanda B. Nickerson, Callen E. Fishman","doi":"10.1037/A0015147","DOIUrl":"https://doi.org/10.1037/A0015147","url":null,"abstract":"This study assessed the convergent and divergent validity of the Devereux Student Strengths Assessment (DESSA; LeBuffe, Shapiro, & Naglieri, 2008). A total of 227 (n 94 teachers, n 133 parents) raters completed the DESSA, in addition to the Behavioral and Emotional Rating Scales–2 (BERS–2; Epstein, 2004) and/or the Behavior Assessment System for Children–2 (BASC–2; Reynolds & Kamphaus, 2004). All DESSA and BERS–2 subscales and total scales completed by parents and teachers correlated significantly. DESSA subscales and BASC–2 Adaptive Skills subscales correlated significantly for both parent and teacher raters. The divergent validity of the DESSA was explored by correlating the Total Protective Factor scale and subscales with the BASC–2 Behavioral Symptoms Index and clinical subscales. The majority of correlations for the parent ratings were significantly, negatively correlated, with the exception of the Anxiety, Somatization, and Withdrawal subscales. Support for the convergent validity of the DESSA was consistent across raters (e.g., parents; teachers) and measures (e.g., BASC–2; BERS–2). Thus, these findings support the divergent validity of the DESSA.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"24 1","pages":"48-59"},"PeriodicalIF":0.0,"publicationDate":"2009-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0015147","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57557220","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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