Pub Date : 2025-10-21DOI: 10.1016/j.jsp.2025.101487
Hye-Young Yun , Sabina Low
School suspensions disproportionately affect Black and Latine students, perpetuating racial and ethnic disparities in education. Guided by Bronfenbrenner's mature bioecological framework, this study utilized longitudinal data from a racially and ethnically diverse sample of students (N = 3115; 48 % female; M_ageT1 = 11 years; 40 % Latine, 31 % Black, 29 % White) from 36 urban public middle schools in the Midwest. Longitudinal latent class analysis identified three distinct suspension trajectories: rare, occasional, and frequent. Multilevel multinomial logistic models examined how individual (e.g., aggression, delinquency), interpersonal (parental monitoring, teacher trust), and contextual (e.g., school poverty, racial and ethnic composition) factors independently and interactively influenced trajectory membership. Findings revealed that Black students, particularly Black female students, were disproportionately represented in the frequent suspension trajectory group, reflecting disciplinary biases. Aggression predicted membership in both the occasional and frequent suspension trajectories, while delinquency uniquely predicted membership in the frequent trajectory. Parental monitoring offered limited protective effects, whereas teacher trust significantly reduced the risk of suspensions. At the school level, poverty was positively associated with membership in the frequent suspension trajectory, while higher proportions of Black and Latine students were associated with membership in the rare and occasional trajectories. These results highlight the need for systemic reforms aimed at creating inclusive and equitable school environments.
{"title":"Racial and ethnic disparities in middle school suspension trajectories: An integrated bioecological approach","authors":"Hye-Young Yun , Sabina Low","doi":"10.1016/j.jsp.2025.101487","DOIUrl":"10.1016/j.jsp.2025.101487","url":null,"abstract":"<div><div>School suspensions disproportionately affect Black and Latine students, perpetuating racial and ethnic disparities in education. Guided by Bronfenbrenner's mature bioecological framework, this study utilized longitudinal data from a racially and ethnically diverse sample of students (<em>N</em> = 3115; 48 % female; <em>M</em>_<sub>ageT1</sub> = 11 years; 40 % Latine, 31 % Black, 29 % White) from 36 urban public middle schools in the Midwest. Longitudinal latent class analysis identified three distinct suspension trajectories: rare, occasional, and frequent. Multilevel multinomial logistic models examined how individual (e.g., aggression, delinquency), interpersonal (parental monitoring, teacher trust), and contextual (e.g., school poverty, racial and ethnic composition) factors independently and interactively influenced trajectory membership. Findings revealed that Black students, particularly Black female students, were disproportionately represented in the frequent suspension trajectory group, reflecting disciplinary biases. Aggression predicted membership in both the occasional and frequent suspension trajectories, while delinquency uniquely predicted membership in the frequent trajectory. Parental monitoring offered limited protective effects, whereas teacher trust significantly reduced the risk of suspensions. At the school level, poverty was positively associated with membership in the frequent suspension trajectory, while higher proportions of Black and Latine students were associated with membership in the rare and occasional trajectories. These results highlight the need for systemic reforms aimed at creating inclusive and equitable school environments.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"113 ","pages":"Article 101487"},"PeriodicalIF":4.1,"publicationDate":"2025-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145365574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-15DOI: 10.1016/j.jsp.2025.101515
David Kaplan
{"title":"Commentary on Journal of School Psychology Special Issue: Bayesian Statistics","authors":"David Kaplan","doi":"10.1016/j.jsp.2025.101515","DOIUrl":"10.1016/j.jsp.2025.101515","url":null,"abstract":"","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"113 ","pages":"Article 101515"},"PeriodicalIF":4.1,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145323931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-01DOI: 10.1016/j.jsp.2025.101489
Roxane L'Écuyer , François Poulin , Frank Vitaro , Marie-Claude Salvas
Transactional theories of human development suggest that the association between teachers' disciplinary practices and students' aggressive behavior may be reciprocal. However, no study has tested this possibility. Therefore, this study examines reciprocal associations between teachers' use of disciplinary practices (educational and punitive) and aggressive behaviors in elementary school students. A sample comprising 1038 students (62 % boys) was assessed at the start and end of the kindergarten year and annually from grades one to four. At each assessment, teachers reported how frequently they used disciplinary practices with each participating student and completed a measure of the aggressive behaviors of these students. Results of a latent curve model with structured residuals (LCM-SR) revealed that higher-than-usual levels of teacher-reported kindergarten students' aggressive behaviors in the fall predicted higher-than-usual levels of teacher-reported punitive practices in the spring. Moreover, higher-than-usual levels of kindergarten teachers' punitive practices in the spring predicted higher-than-usual levels of students' aggressive behaviors in grade one. In the following years, no other reciprocal influences were found between punitive practices and aggression. Moreover, using educational disciplinary practices did not lead to a decrease in aggression. The results underscore the need to equip teachers with the skills to manage disruptive classroom behaviors, particularly in kindergarten and during the transition to grade one, to prevent aggressive behaviors from spiraling downward.
{"title":"Reciprocal associations between teachers' use of disciplinary practices and aggression in elementary school students","authors":"Roxane L'Écuyer , François Poulin , Frank Vitaro , Marie-Claude Salvas","doi":"10.1016/j.jsp.2025.101489","DOIUrl":"10.1016/j.jsp.2025.101489","url":null,"abstract":"<div><div>Transactional theories of human development suggest that the association between teachers' disciplinary practices and students' aggressive behavior may be reciprocal. However, no study has tested this possibility. Therefore, this study examines reciprocal associations between teachers' use of disciplinary practices (educational and punitive) and aggressive behaviors in elementary school students. A sample comprising 1038 students (62 % boys) was assessed at the start and end of the kindergarten year and annually from grades one to four. At each assessment, teachers reported how frequently they used disciplinary practices with each participating student and completed a measure of the aggressive behaviors of these students. Results of a latent curve model with structured residuals (LCM-SR) revealed that higher-than-usual levels of teacher-reported kindergarten students' aggressive behaviors in the fall predicted higher-than-usual levels of teacher-reported punitive practices in the spring. Moreover, higher-than-usual levels of kindergarten teachers' punitive practices in the spring predicted higher-than-usual levels of students' aggressive behaviors in grade one. In the following years, no other reciprocal influences were found between punitive practices and aggression. Moreover, using educational disciplinary practices did not lead to a decrease in aggression. The results underscore the need to equip teachers with the skills to manage disruptive classroom behaviors, particularly in kindergarten and during the transition to grade one, to prevent aggressive behaviors from spiraling downward.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"112 ","pages":"Article 101489"},"PeriodicalIF":4.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144921536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-31DOI: 10.1016/j.jsp.2025.101488
Victor Villarreal , Lisa S. Peterson , Laura M. Peña , Danette Y. Martinez , Cha Yong Patterson
In recent years there has been growing awareness of the importance of addressing equity issues in school psychology. This awareness extends to school psychology research, where there remains a need for systematic analysis to better understand how race/ethnicity and race/ethnic group differences, specifically, are reported in research. In this article, we present a descriptive review of the treatment of race/ethnicity analyses in quantitative research articles published in five major school psychology journals from 2021 to 2023. 117 articles meeting specific inclusion criteria were coded across article sections (i.e., introduction, method, and discussion) for the presence and handling of race/ethnicity-related group differences content. Descriptive statistics were employed to explore the extent and substantive focus of the discussions of race/ethnicity differences in journal articles. Results indicate widespread inclusion of race/ethnicity in journal article introduction and discussion sections, with a similar number of articles presenting race from an anti-deficit perspective than from a context-free, atheoretical perspective. However, we found that a sizable proportion of articles center the White experience and fail to discuss any limitations regarding the use of race in research. Guided by deficit thinking conceptualizations and quantitative critical methodologies, we offer recommendations to better inform and guide the research process and how research findings are communicated in school psychology journals.
{"title":"Discussions of race/ethnicity related differences in school psychology journals: A descriptive review","authors":"Victor Villarreal , Lisa S. Peterson , Laura M. Peña , Danette Y. Martinez , Cha Yong Patterson","doi":"10.1016/j.jsp.2025.101488","DOIUrl":"10.1016/j.jsp.2025.101488","url":null,"abstract":"<div><div>In recent years there has been growing awareness of the importance of addressing equity issues in school psychology. This awareness extends to school psychology research, where there remains a need for systematic analysis to better understand how race/ethnicity and race/ethnic group differences, specifically, are reported in research. In this article, we present a descriptive review of the treatment of race/ethnicity analyses in quantitative research articles published in five major school psychology journals from 2021 to 2023. 117 articles meeting specific inclusion criteria were coded across article sections (i.e., introduction, method, and discussion) for the presence and handling of race/ethnicity-related group differences content. Descriptive statistics were employed to explore the extent and substantive focus of the discussions of race/ethnicity differences in journal articles. Results indicate widespread inclusion of race/ethnicity in journal article introduction and discussion sections, with a similar number of articles presenting race from an anti-deficit perspective than from a context-free, atheoretical perspective. However, we found that a sizable proportion of articles center the White experience and fail to discuss any limitations regarding the use of race in research. Guided by deficit thinking conceptualizations and quantitative critical methodologies, we offer recommendations to better inform and guide the research process and how research findings are communicated in school psychology journals.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"112 ","pages":"Article 101488"},"PeriodicalIF":4.1,"publicationDate":"2025-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144921535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-30DOI: 10.1016/j.jsp.2025.101468
Haidong Liu , Zheng Zhang , Baojuan Ye
The phenomenon of adolescent school refusal is closely associated with their ecological environment. While numerous studies have examined the impact of a single risk factor on adolescent school refusal, few have delved into the cumulative effects of multiple ecological risk factors across various backgrounds. This study surveyed 808 Chinese middle school students using a self-compiled cumulative ecological risk scale and a school refusal scale based on the cumulative ecological risk model. Networks of school refusal were constructed for students experiencing high and lower cumulative ecological risk, exploring network structural features and core symptoms of school refusal. Findings revealed commonalities and discrepancies in core symptoms between adolescents experiencing high and lower cumulative ecological risk. Among those with lower cumulative ecological risk, core symptoms included “boredom”, “burden”, and “avoidance of studying”. Conversely, among those with highecumulative ecological risk, core symptoms were “boredom”, “lack of planning”, and “study pressure”. Additionally, structural differences were observed in the school refusal networks between high and lower cumulative ecological risk groups. This study systematically delineated structural differences in adolescent school refusal networks and core symptoms across varying degrees of cumulative ecological risk, offering a foundation for scientifically preventing and effectively managing adolescent school refusal.
{"title":"The differences in school refusal networks among Chinese adolescents under varying cumulative ecological risks","authors":"Haidong Liu , Zheng Zhang , Baojuan Ye","doi":"10.1016/j.jsp.2025.101468","DOIUrl":"10.1016/j.jsp.2025.101468","url":null,"abstract":"<div><div>The phenomenon of adolescent school refusal is closely associated with their ecological environment. While numerous studies have examined the impact of a single risk factor on adolescent school refusal, few have delved into the cumulative effects of multiple ecological risk factors across various backgrounds. This study surveyed 808 Chinese middle school students using a self-compiled cumulative ecological risk scale and a school refusal scale based on the cumulative ecological risk model. Networks of school refusal were constructed for students experiencing high and lower cumulative ecological risk, exploring network structural features and core symptoms of school refusal. Findings revealed commonalities and discrepancies in core symptoms between adolescents experiencing high and lower cumulative ecological risk. Among those with lower cumulative ecological risk, core symptoms included “boredom”, “burden”, and “avoidance of studying”. Conversely, among those with highecumulative ecological risk, core symptoms were “boredom”, “lack of planning”, and “study pressure”. Additionally, structural differences were observed in the school refusal networks between high and lower cumulative ecological risk groups. This study systematically delineated structural differences in adolescent school refusal networks and core symptoms across varying degrees of cumulative ecological risk, offering a foundation for scientifically preventing and effectively managing adolescent school refusal.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"112 ","pages":"Article 101468"},"PeriodicalIF":4.1,"publicationDate":"2025-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144920261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-21DOI: 10.1016/j.jsp.2025.101486
Helga Bjørnøy Urke , Arnold B. Bakker , Jørn Hetland , Hege Eikeland Tjomsland
The present study investigates how students in lower secondary education may playfully design their schoolwork with fun and competition (i.e., playful study design) to shape their schoolwork engagement, school satisfaction and school belonging, and whether school boredom moderates these effects. We hypothesize that using fun and challenge fosters school satisfaction and school belonging through increased engagement in schoolwork, and that these associations are stronger on days when school boredom is high. One-hundred Norwegian lower secondary school students participated in a daily diary study across ten school days. Results from multilevel analyses show that daily designing fun was positively associated with daily schoolwork engagement and indirectly associated with daily school satisfaction and daily school belonging. Similarly, daily designing competition was positively associated with daily schoolwork engagement and indirectly associated with daily school satisfaction (but not school belonging). School boredom moderated the association between designing fun (but not designing competition) and schoolwork engagement. The indirect association between designing fun and school satisfaction through schoolwork engagement was strongest on days when students reported high school boredom. Conversely, the indirect association between designing competition and school satisfaction through schoolwork engagement was strongest on days when students reported low school boredom. We discuss theoretical contributions and practical implications of the findings.
{"title":"Taking a playful approach to schoolwork: Associations with schoolwork engagement, school satisfaction, and school belonging","authors":"Helga Bjørnøy Urke , Arnold B. Bakker , Jørn Hetland , Hege Eikeland Tjomsland","doi":"10.1016/j.jsp.2025.101486","DOIUrl":"10.1016/j.jsp.2025.101486","url":null,"abstract":"<div><div>The present study investigates how students in lower secondary education may playfully design their schoolwork with fun and competition (i.e., playful study design) to shape their schoolwork engagement, school satisfaction and school belonging, and whether school boredom moderates these effects. We hypothesize that using fun and challenge fosters school satisfaction and school belonging through increased engagement in schoolwork, and that these associations are stronger on days when school boredom is high. One-hundred Norwegian lower secondary school students participated in a daily diary study across ten school days. Results from multilevel analyses show that daily designing fun was positively associated with daily schoolwork engagement and indirectly associated with daily school satisfaction and daily school belonging. Similarly, daily designing competition was positively associated with daily schoolwork engagement and indirectly associated with daily school satisfaction (but not school belonging). School boredom moderated the association between designing fun (but not designing competition) and schoolwork engagement. The indirect association between designing fun and school satisfaction through schoolwork engagement was strongest on days when students reported high school boredom. Conversely, the indirect association between designing competition and school satisfaction through schoolwork engagement was strongest on days when students reported low school boredom. We discuss theoretical contributions and practical implications of the findings.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"112 ","pages":"Article 101486"},"PeriodicalIF":4.1,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144886068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-04DOI: 10.1016/j.jsp.2025.101469
Tamar Mendelson , Laura K. Clary , Rashelle J. Musci , Steven Sheridan , Lindsey Webb , Erica Sibinga , Kristin Mmari , Alex Welna , Nicholas Ialongo
Effective school-based universal interventions to prevent or reduce mental health problems among upper middle school students are lacking, particularly for student populations with chronic exposure to adversity. To address this gap, we conducted an efficacy trial that compared RAP (Relax, Aware, Personal rating) Club, a trauma-informed universal intervention, with an active control health education program called Healthy Topics (HT). We hypothesized that, compared with HT, RAP Club would improve student mental health. Eighth graders across 29 public schools serving under-resourced urban communities were randomized to receive RAP Club or HT (n = 644). Both programs were delivered during school by study staff and co-facilitated by young adults from the community. Multilevel models were estimated to test group differences in self-reported mental health outcomes at post-test and 4- and 12-month follow-ups. As compared with HT, RAP Club significantly reduced post-traumatic stress disorder (PTSD) symptoms (β = −2.69, p = 0.02, d = −0.30) and trended toward reduction of depressive symptoms (β = −0.62, p = 0.05, d = −0.24) at 4-month follow up and significantly reduced symptoms of PTSD (β = −3.48, p = 0.02, d = −0.39), depression (β = −1.52, p = 0.01, d = −0.42), and anxiety (β = −3.69, p = 0.02, d = −0.36), as well as behavior problems (β = −2.19, p = 0.02, d = −0.37), at 12-month follow-up. Findings indicate RAP Club has mental health benefits for eighth graders, which increase in strength and scope across the high school transition. Future research should explore implementation strategies to promote program sustainability and scale up.
缺乏有效的以学校为基础的普遍干预措施，以预防或减少高中学生的心理健康问题，特别是对于长期处于逆境中的学生群体。为了解决这一差距，我们进行了一项疗效试验，将RAP（放松，意识，个人评级）俱乐部（一种创伤知情的普遍干预措施）与积极控制的健康教育计划（称为健康话题（HT））进行比较。我们假设，与HT相比，RAP俱乐部会改善学生的心理健康。29所服务于资源不足的城市社区的公立学校的八年级学生被随机分为RAP俱乐部或HT组（n = 644）。这两个项目都是在校期间由学习人员提供的，并由社区的年轻人共同促进。在测试后和4个月和12个月的随访中，估计了多水平模型来测试自我报告的心理健康结果的组间差异。与HT相比,说唱俱乐部显著降低创伤后应激障碍(PTSD)症状(β=−2.69,p = 0.02, 0.30 d =−)和趋势减少抑郁症状(β=−0.62,p = 0.05, 0.24 d =−)在4个月的跟进和显著降低创伤后应激障碍的症状(β=−3.48,p = 0.02, 0.39 d =−)、抑郁(β=−1.52,p = 0.01, 0.42 d =−),和焦虑(β=−3.69,p = 0.02, 0.36 d =−),以及行为问题(β=−2.19,p = 0.02, 0.37 d =−),在12个月的随访。研究结果表明，RAP俱乐部对八年级学生的心理健康有益，在高中过渡期间，其强度和范围都有所增加。未来的研究应探索实施策略，以促进项目的可持续性和规模。
{"title":"Positive impacts of a universal trauma-informed intervention on student mental health: The Project POWER trial","authors":"Tamar Mendelson , Laura K. Clary , Rashelle J. Musci , Steven Sheridan , Lindsey Webb , Erica Sibinga , Kristin Mmari , Alex Welna , Nicholas Ialongo","doi":"10.1016/j.jsp.2025.101469","DOIUrl":"10.1016/j.jsp.2025.101469","url":null,"abstract":"<div><div>Effective school-based universal interventions to prevent or reduce mental health problems among upper middle school students are lacking, particularly for student populations with chronic exposure to adversity. To address this gap, we conducted an efficacy trial that compared RAP (Relax, Aware, Personal rating) Club, a trauma-informed universal intervention, with an active control health education program called Healthy Topics (HT). We hypothesized that, compared with HT, RAP Club would improve student mental health. Eighth graders across 29 public schools serving under-resourced urban communities were randomized to receive RAP Club or HT (<em>n</em> = 644). Both programs were delivered during school by study staff and co-facilitated by young adults from the community. Multilevel models were estimated to test group differences in self-reported mental health outcomes at post-test and 4- and 12-month follow-ups. As compared with HT, RAP Club significantly reduced post-traumatic stress disorder (PTSD) symptoms (β = −2.69, <em>p</em> = 0.02, <em>d</em> = −0.30) and trended toward reduction of depressive symptoms (β = −0.62, <em>p</em> = 0.05, <em>d</em> = −0.24) at 4-month follow up and significantly reduced symptoms of PTSD (β = −3.48, <em>p</em> = 0.02, <em>d</em> = −0.39), depression (β = −1.52, <em>p</em> = 0.01, <em>d</em> = −0.42), and anxiety (β = −3.69, <em>p</em> = 0.02, <em>d</em> = −0.36), as well as behavior problems (β = −2.19, <em>p</em> = 0.02, <em>d</em> = −0.37), at 12-month follow-up. Findings indicate RAP Club has mental health benefits for eighth graders, which increase in strength and scope across the high school transition. Future research should explore implementation strategies to promote program sustainability and scale up.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"112 ","pages":"Article 101469"},"PeriodicalIF":4.1,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144771989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-01DOI: 10.1016/j.jsp.2025.101436
Stephen E. Breuning , William F. Zella
{"title":"Retraction notice to “Effects of individualized incentives on norm-referenced IQ test performance of high school students in special education classes” [J. Sch. Psychol. 16 (Autumn 1978) 220–226]","authors":"Stephen E. Breuning , William F. Zella","doi":"10.1016/j.jsp.2025.101436","DOIUrl":"10.1016/j.jsp.2025.101436","url":null,"abstract":"","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101436"},"PeriodicalIF":4.1,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144829508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-25DOI: 10.1016/j.jsp.2025.101475
Ashley M. Boyle , Lisa M.H. Sanetti , Melissa A. Collier-Meek , Alexandra Pierce
Paraeducators are tasked with providing behavior support to students with complex needs but have limited preparation to do so. Emerging research suggests paraeducators require different levels of implementation support, yet few implementation strategies have been evaluated with paraeducators and most are resource intensive, limiting their feasibility. Implementation planning is a feasible, low-resource, proactive, or as-needed, fidelity support with evidence for its effectiveness with classroom teachers and parents. The present study employed a multiple baseline across participants single case experimental design to investigate the effects of providing implementation planning on paraeducators' fidelity to existing behavior support plans (BSPs). Related student outcomes (i.e., academic engagement and disruptive behavior) were also explored. Participants of the present study included three paraeducators and three students recruited from one elementary school (grades PK-2) in a large suburban district in the Northeast region of the U.S. Overall, all paraeducators' fidelity to the BSPs increased and were above 80 %, on average, following provision of implementation planning. One paraeducator met criteria to receive additional implementation support and received performance feedback. Student outcomes improved after fidelity to BSP increased. Implementation planning can be applied as needed to support paraeducators to more consistently deliver BSPs within a tiered framework.
{"title":"Supporting paraeducators' adherence to behavior support plans through implementation planning","authors":"Ashley M. Boyle , Lisa M.H. Sanetti , Melissa A. Collier-Meek , Alexandra Pierce","doi":"10.1016/j.jsp.2025.101475","DOIUrl":"10.1016/j.jsp.2025.101475","url":null,"abstract":"<div><div>Paraeducators are tasked with providing behavior support to students with complex needs but have limited preparation to do so. Emerging research suggests paraeducators require different levels of implementation support, yet few implementation strategies have been evaluated with paraeducators and most are resource intensive, limiting their feasibility. Implementation planning is a feasible, low-resource, proactive, or as-needed, fidelity support with evidence for its effectiveness with classroom teachers and parents. The present study employed a multiple baseline across participants single case experimental design to investigate the effects of providing implementation planning on paraeducators' fidelity to existing behavior support plans (BSPs). Related student outcomes (i.e., academic engagement and disruptive behavior) were also explored. Participants of the present study included three paraeducators and three students recruited from one elementary school (grades PK-2) in a large suburban district in the Northeast region of the U.S. Overall, all paraeducators' fidelity to the BSPs increased and were above 80 %, on average, following provision of implementation planning. One paraeducator met criteria to receive additional implementation support and received performance feedback. Student outcomes improved after fidelity to BSP increased. Implementation planning can be applied as needed to support paraeducators to more consistently deliver BSPs within a tiered framework.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"111 ","pages":"Article 101475"},"PeriodicalIF":3.8,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-25DOI: 10.1016/j.jsp.2025.101474
Susan M. Sheridan , Lorey A. Wheeler , Elizabeth S. Brower , Brandy Clarke , Amanda L. Witte , Matthew Gormley , Amanda Prokasky , Sunhyoung Lee
Latine students represent the second largest racial/ethnic group of enrolled students in the United States. Despite assets that can position them to experience success in school, Latine youth often experience persistent disparities in educational outcomes. Conjoint behavioral consultation (CBC) is a family-school partnership intervention efficacious for supporting students' social-behavioral skill development, yet its efficacy with Latine students has not been documented. This study investigated the efficacy of CBC on social, behavioral, and school-related challenges of Latine students, and conditions that may moderate its effects. The study used an ethnic-homogenous cluster-randomized control trial design to examine efficacy and uncover within-ethnic group variation in treatment effects. Latine students in the CBC but not the control group experienced significant benefits on several outcomes (i.e., teacher-reported social skills and behavioral symptoms; and parent-reported social skills, adaptive skills, behavioral symptoms, and daily reports of prosocial behaviors and problem behaviors). For other outcomes at school only (i.e., teacher reported adaptive skills and school problems), improvements were noted for both groups, with trends suggesting greater improvements for students receiving CBC. Select school, family, and student variables moderated CBC effects. Implications and limitations are presented.
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