Pub Date : 2024-11-29DOI: 10.1016/j.jsp.2024.101403
Adam J. Lekwa , Linda A. Reddy , Ryan J. Kettler , Ethan R. Van Norman
Within multi-tiered systems of support (MTSS) practice and research, students' need for academic intervention is often determined by comparison of students' screening scores to cut scores. We examined the degree to which the relationship between students' fall screening data (i.e., Measures of Academic Progress) and their outcome on a spring summative state test related to the quality of the classroom learning environment and how core instructional strategies influenced this relationship. Fall screening data and spring state test outcomes in English/language arts (ELA) and math were analyzed from a sample of 72 teachers and 1554 third-grade students. Multilevel logistic regression revealed that the association between students' ELA or math skills at the beginning of a school year and state test at the end of the year were not identical across classrooms (odds ratios range = 0.81–0.92). A significant interaction was observed between students' fall ELA screening scores and teachers' instructional strategy use in predicting state test outcomes (p = .03). Teacher strategy use was found to be a significant contributor to false positives in screening decisions based on optimal cut scores for ELA (p = .003), but not math.
{"title":"Accounting for learning environments in academic screening","authors":"Adam J. Lekwa , Linda A. Reddy , Ryan J. Kettler , Ethan R. Van Norman","doi":"10.1016/j.jsp.2024.101403","DOIUrl":"10.1016/j.jsp.2024.101403","url":null,"abstract":"<div><div>Within multi-tiered systems of support (MTSS) practice and research, students' need for academic intervention is often determined by comparison of students' screening scores to cut scores. We examined the degree to which the relationship between students' fall screening data (i.e., Measures of Academic Progress) and their outcome on a spring summative state test related to the quality of the classroom learning environment and how core instructional strategies influenced this relationship. Fall screening data and spring state test outcomes in English/language arts (ELA) and math were analyzed from a sample of 72 teachers and 1554 third-grade students. Multilevel logistic regression revealed that the association between students' ELA or math skills at the beginning of a school year and state test at the end of the year were not identical across classrooms (odds ratios range = 0.81–0.92). A significant interaction was observed between students' fall ELA screening scores and teachers' instructional strategy use in predicting state test outcomes (<em>p</em> = .03). Teacher strategy use was found to be a significant contributor to false positives in screening decisions based on optimal cut scores for ELA (<em>p</em> = .003), but not math.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"108 ","pages":"Article 101403"},"PeriodicalIF":3.8,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743798","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 : 2024-11-26DOI: 10.1016/j.jsp.2024.101396
Matthew J. Hirshberg , Lisa Flook , Reka Sundaram-Stukel , Richard J. Davidson
Early career teacher attrition disrupts school continuity, precludes many of those who leave from achieving expertise, and drains economic resources from school systems. In a longitudinal cluster randomized controlled trial (k = 8, n = 98), we examined the impact of a 9-week meditation-based intervention on undergraduate preservice teachers' rates of attrition from teaching approximately 4 years later. The odds of attrition among intervention group participants 3 years into their teaching careers were significantly reduced by at least 77.0% regardless of modeling approach (Odds ratios = 0.13–0.23, ps ≤ 0.013) compared to teacher education as usual controls. In benefit-cost analyses, we estimated that for every $1 spent on the intervention, hiring districts saved $3.43 in replacement teacher costs. Additional research is required to replicate the core finding of reduced attrition and understand the pathways through which the intervention caused these reductions.
{"title":"Mindfulness and connection training during preservice teacher education reduces early career teacher attrition 4 years later","authors":"Matthew J. Hirshberg , Lisa Flook , Reka Sundaram-Stukel , Richard J. Davidson","doi":"10.1016/j.jsp.2024.101396","DOIUrl":"10.1016/j.jsp.2024.101396","url":null,"abstract":"<div><div>Early career teacher attrition disrupts school continuity, precludes many of those who leave from achieving expertise, and drains economic resources from school systems. In a longitudinal cluster randomized controlled trial (<em>k</em> = 8, <em>n</em> = 98), we examined the impact of a 9-week meditation-based intervention on undergraduate preservice teachers' rates of attrition from teaching approximately 4 years later. The odds of attrition among intervention group participants 3 years into their teaching careers were significantly reduced by at least 77.0% regardless of modeling approach (Odds ratios = 0.13–0.23, <em>p</em>s <em>≤ 0</em>.013) compared to teacher education as usual controls. In benefit-cost analyses, we estimated that for every $1 spent on the intervention, hiring districts saved $3.43 in replacement teacher costs. Additional research is required to replicate the core finding of reduced attrition and understand the pathways through which the intervention caused these reductions.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101396"},"PeriodicalIF":3.8,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142722790","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 : 2024-11-23DOI: 10.1016/j.jsp.2024.101367
Douglas B. Petersen , Katherine Lindsey Swope , Alisa Konishi-Therkildsen , Ellie L. Young , Cynthia Brock , Trina D. Spencer
This study examined the relationship between reading fluency and reading comprehension of grade-level academic language. The CUBED Narrative Language Measures: Reading (NLM:R) subtest was used to assess the reading fluency and reading comprehension performance of 605 second- and third-grade students. The Measures of Academic Progress (MAP) reading assessment was also used to assess students' reading comprehension. Results indicated that reading fluency was not significantly correlated with reading comprehension across any of the deciles in both grade levels when measured using the NLM:R. Reading fluency also was not significantly correlated with MAP results for second- or third-grade students. Partial correlation analyses controlling for race/ethnicity, gender, and soci-economic status did not result in meaningfully different outcomes. Students whose reading fluency was at the 10th percentile did not exhibit significantly different comprehension performance when compared to students reading more fluently. The results of this study suggest that outcomes from oral reading fluency assessments that focus on rate and accuracy may not be valid indicators of reading comprehension when passages include complex, academic language. School psychologists and other educators may need to interpret reading fluency data with caution when developing comprehension-related instructional recommendations and identifying students for whom comprehension intervention is warranted.
{"title":"Evidence of a limited relationship between reading fluency and reading comprehension of academic language","authors":"Douglas B. Petersen , Katherine Lindsey Swope , Alisa Konishi-Therkildsen , Ellie L. Young , Cynthia Brock , Trina D. Spencer","doi":"10.1016/j.jsp.2024.101367","DOIUrl":"10.1016/j.jsp.2024.101367","url":null,"abstract":"<div><div>This study examined the relationship between reading fluency and reading comprehension of grade-level academic language. The CUBED Narrative Language Measures: Reading (NLM:R) subtest was used to assess the reading fluency and reading comprehension performance of 605 second- and third-grade students. The Measures of Academic Progress (MAP) reading assessment was also used to assess students' reading comprehension. Results indicated that reading fluency was not significantly correlated with reading comprehension across any of the deciles in both grade levels when measured using the NLM:R. Reading fluency also was not significantly correlated with MAP results for second- or third-grade students. Partial correlation analyses controlling for race/ethnicity, gender, and soci-economic status did not result in meaningfully different outcomes. Students whose reading fluency was at the 10th percentile did not exhibit significantly different comprehension performance when compared to students reading more fluently. The results of this study suggest that outcomes from oral reading fluency assessments that focus on rate and accuracy may not be valid indicators of reading comprehension when passages include complex, academic language. School psychologists and other educators may need to interpret reading fluency data with caution when developing comprehension-related instructional recommendations and identifying students for whom comprehension intervention is warranted.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101367"},"PeriodicalIF":3.8,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707320","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 : 2024-11-21DOI: 10.1016/j.jsp.2024.101393
Katie Howard , Darren Moore , Eleni Dimitrellou , Lenka Janik Blaskova , James Howard
Schools are increasingly considered as critical to the identification and support of child and adolescent mental health difficulties. However, research often fails to capture critical aspects of context and culture, such as migration, in assessing both the accessibility and effectiveness of school-based interventions. Although migrant youth may be at risk for poor mental health, little is known about the barriers and facilitators they face in accessing mental health support in schools. This scoping review aims to map existing research into school-based mental health interventions for migrant children and young people and, in particular, identify potential cultural and contextual effects related to accessibility. Drawing on scoping review methodology, we searched seven psychology, education, and health databases (i.e., Education Research Complete, British Education Index, ERIC, Web of Science, EMBASE, Medline, and PsycInfo) for studies published between 2002 and 2023. Study selection and data extraction were performed independently by reviewers. Narrative and thematic synthesis were used to analyze included papers and address the research questions. Thirty-eight studies met our inclusion criteria and are presented in this review. Our findings reveal a lack of targeted school-based mental health interventions for migrant young people despite the clear need among this growing population. Furthermore, few studies directly addressed issues of accessibility. Despite the range of migrant groups considered, the primary barriers and facilitators to access identified were contextual, cultural, and systemic, such as stigma, acculturative stressors, and partnerships between families, schools, and mental health services. The results of this scoping review highlight the need for a more intersectional framework for the design and implementation of school-based mental health support for migrant youth, arguably one that positions migration as a key social determinant of health and in particular, child and adolescent mental health.
学校越来越被认为是识别和支持儿童及青少年心理健康问题的关键所在。然而，在评估以学校为基础的干预措施的可及性和有效性时，研究往往未能抓住背景和文化的关键方面，例如移民。尽管移民青少年可能面临心理健康不良的风险，但人们对他们在学校获得心理健康支持所面临的障碍和促进因素却知之甚少。本范围界定综述旨在对针对移民儿童和青少年的校本心理健康干预措施的现有研究进行梳理，尤其是识别与可及性相关的潜在文化和背景影响。借鉴范围界定综述的方法，我们检索了七个心理学、教育学和健康数据库（即 Education Research Complete、British Education Index、ERIC、Web of Science、EMBASE、Medline 和 PsycInfo）中 2002 年至 2023 年间发表的研究。研究选择和数据提取由审稿人独立完成。采用叙事和主题综合的方法对纳入的论文进行分析，并解决研究问题。有 38 项研究符合我们的纳入标准，并在本综述中进行了介绍。我们的研究结果表明，尽管外来务工青年的需求在不断增长，但针对他们的校本心理健康干预措施却很缺乏。此外，很少有研究直接涉及可及性问题。尽管我们考虑的移民群体范围很广，但所发现的主要障碍和促进因素都是背景、文化和系统性的，如污名化、文化适应压力，以及家庭、学校和心理健康服务机构之间的合作关系。本次范围界定审查的结果突出表明，在设计和实施针对移民青少年的校本心理健康支持时，需要一个更具交叉性的框架，可以说，这个框架应将移民定位为健康，尤其是儿童和青少年心理健康的一个关键社会决定因素。
{"title":"School-based mental health support for migrant children and young people: A scoping review","authors":"Katie Howard , Darren Moore , Eleni Dimitrellou , Lenka Janik Blaskova , James Howard","doi":"10.1016/j.jsp.2024.101393","DOIUrl":"10.1016/j.jsp.2024.101393","url":null,"abstract":"<div><div>Schools are increasingly considered as critical to the identification and support of child and adolescent mental health difficulties. However, research often fails to capture critical aspects of context and culture, such as migration, in assessing both the accessibility and effectiveness of school-based interventions. Although migrant youth may be at risk for poor mental health, little is known about the barriers and facilitators they face in accessing mental health support in schools. This scoping review aims to map existing research into school-based mental health interventions for migrant children and young people and, in particular, identify potential cultural and contextual effects related to accessibility. Drawing on scoping review methodology, we searched seven psychology, education, and health databases (i.e., Education Research Complete, British Education Index, ERIC, Web of Science, EMBASE, Medline, and PsycInfo) for studies published between 2002 and 2023. Study selection and data extraction were performed independently by reviewers. Narrative and thematic synthesis were used to analyze included papers and address the research questions. Thirty-eight studies met our inclusion criteria and are presented in this review. Our findings reveal a lack of targeted school-based mental health interventions for migrant young people despite the clear need among this growing population. Furthermore, few studies directly addressed issues of accessibility. Despite the range of migrant groups considered, the primary barriers and facilitators to access identified were contextual, cultural, and systemic, such as stigma, acculturative stressors, and partnerships between families, schools, and mental health services. The results of this scoping review highlight the need for a more intersectional framework for the design and implementation of school-based mental health support for migrant youth, arguably one that positions migration as a key social determinant of health and in particular, child and adolescent mental health.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101393"},"PeriodicalIF":3.8,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-21DOI: 10.1016/j.jsp.2024.101400
Björn Sjögren , Robert Thornberg , Jun Sung Hong
Numerous empirical studies have contributed to the understanding of factors connected to students' bystander behaviors in peer victimization situations. Nevertheless, a crucial gap remains concerning the scarcity of longitudinal studies. Drawing on social cognitive theory, the present study examined whether moral disengagement and defender self-efficacy predicted bystander behaviors a year later. Participants were 1346 Swedish adolescents (MageT1 = 13.6 years, MageT2 = 14.6 years) who answered a web-based self-report questionnaire in seventh and eighth grades. Random intercept models showed that higher levels of moral disengagement in seventh grade were associated with more pro-aggressive bystanding in eighth grade (Est = 0.19, p < .001), with interaction analyses revealing that this effect was particularly pronounced in students with high defender self-efficacy (Est = 0.05, p < .01). The results also revealed that higher levels of defender self-efficacy in seventh grade were associated with more defending (Est = 0.18, p < .001) and less passive bystanding (Est = −0.11, p < .001) in eighth grade. Interaction analyses further demonstrated that the negative association between defender self-efficacy and passive bystanding was significant only at low levels of moral disengagement (Est = 0.09, p < .001). Our findings suggest that moral disengagement is more strongly related to the inhibitive form of moral agency among bystanders, whereas defender self-efficacy is more strongly related to proactive moral agency. Thus, interventions aiming to reduce pro-aggressive bystanding and promote defending need to consider both moral disengagement and defender self-efficacy.
大量的实证研究有助于人们了解学生在同伴受害情况下的旁观者行为的相关因素。然而，纵向研究的缺乏仍是一个重要的空白。本研究以社会认知理论为基础，考察了道德脱离和维护者自我效能感是否能预测一年后的旁观者行为。1346 名瑞典青少年（MageT1 = 13.6 岁，MageT2 = 14.6 岁）在七年级和八年级时回答了一份基于网络的自我报告问卷。随机截距模型显示，七年级时较高的道德偏离水平与八年级时较高的亲攻击性(Est = 0.19, p <.001)相关，交互作用分析表明，这种效应在具有较高防御者自我效能感的学生中尤为明显(Est = 0.05, p <.01)。结果还显示，七年级时较高的防卫者自我效能感与八年级时较多的防卫（Est = 0.18，p < .001）和较少的被动旁观（Est = -0.11，p < .001）相关。交互分析进一步表明，只有在道德脱离程度较低的情况下，防御者自我效能感与消极旁观之间的负相关才显著（Est = 0.09, p <.001）。我们的研究结果表明，道德脱离与旁观者的抑制性道德代理关系更为密切，而维护者自我效能感则与积极主动的道德代理关系更为密切。因此，旨在减少亲攻击性旁观和促进防卫的干预措施需要同时考虑道德脱离和防卫者自我效能。
{"title":"Moral disengagement and defender self-efficacy as predictors of bystander behaviors in peer victimization in middle school: A one-year longitudinal study","authors":"Björn Sjögren , Robert Thornberg , Jun Sung Hong","doi":"10.1016/j.jsp.2024.101400","DOIUrl":"10.1016/j.jsp.2024.101400","url":null,"abstract":"<div><div>Numerous empirical studies have contributed to the understanding of factors connected to students' bystander behaviors in peer victimization situations. Nevertheless, a crucial gap remains concerning the scarcity of longitudinal studies. Drawing on social cognitive theory, the present study examined whether moral disengagement and defender self-efficacy predicted bystander behaviors a year later. Participants were 1346 Swedish adolescents (<em>M</em><sub>ageT1</sub> = 13.6 years, <em>M</em><sub>ageT2</sub> = 14.6 years) who answered a web-based self-report questionnaire in seventh and eighth grades. Random intercept models showed that higher levels of moral disengagement in seventh grade were associated with more pro-aggressive bystanding in eighth grade (<em>Est</em> = 0.19, <em>p</em> < .001), with interaction analyses revealing that this effect was particularly pronounced in students with high defender self-efficacy (<em>Est</em> = 0.05, <em>p</em> < .01). The results also revealed that higher levels of defender self-efficacy in seventh grade were associated with more defending (<em>Est</em> = 0.18, <em>p</em> < .001) and less passive bystanding (<em>Est</em> = −0.11, <em>p</em> < .001) in eighth grade. Interaction analyses further demonstrated that the negative association between defender self-efficacy and passive bystanding was significant only at low levels of moral disengagement (<em>Est</em> = 0.09, <em>p</em> < .001). Our findings suggest that moral disengagement is more strongly related to the inhibitive form of moral agency among bystanders, whereas defender self-efficacy is more strongly related to proactive moral agency. Thus, interventions aiming to reduce pro-aggressive bystanding and promote defending need to consider both moral disengagement and defender self-efficacy.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101400"},"PeriodicalIF":3.8,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-19DOI: 10.1016/j.jsp.2024.101395
Gianluca Gini, Federica Angelini, Tiziana Pozzoli
Peer victimization has long been recognized as a significant issue among adolescents, with potentially harmful consequences for their psychological and social well-being. However, studies adopting a longitudinal, multilevel approach to explore the complexity of peer victimization dynamics are still lacking. This study aimed to test short-term longitudinal associations between peer victimization, internalizing problems, and satisfaction with friends over the course of 6 months. The sample included 1299 adolescents at T1 (48.3% female adolescents, Mage = 13.6 years) attending 67 school classes. Data were collected through self-report questionnaires administered at two time-points during the same school year. Multivariate multilevel analysis indicated that, at the individual level, T2 victimization was positively predicted by T1 internalizing problems (proportional reduction in variance [PRV] = 0.7%) and negatively by satisfaction with friends (PRV = 1.6%), whereas internalizing problems at T2 were predicted by peer victimization at T1 (PRV = 0.7%). Satisfaction with friends was negatively predicted by peer victimization (PRV = 3.6%). At the class level, T2 victimization was more likely in classrooms with lower levels of satisfaction with friends in the fall (PRV = 15%). Moreover, class-level ethnic diversity contributed to explain between-class variability in satisfaction with friends (PRV = 9.1%). These findings highlight the need for interventions that promote positive peer relationships and provide support for victimized adolescents to reduce internalizing problems. Additionally, they underscore the importance of fostering friendship quality as a protective factor against victimization.
{"title":"Peer victimization, internalizing problems, and satisfaction with friends: A two-wave analysis of individual and class-level associations in adolescence","authors":"Gianluca Gini, Federica Angelini, Tiziana Pozzoli","doi":"10.1016/j.jsp.2024.101395","DOIUrl":"10.1016/j.jsp.2024.101395","url":null,"abstract":"<div><div>Peer victimization has long been recognized as a significant issue among adolescents, with potentially harmful consequences for their psychological and social well-being. However, studies adopting a longitudinal, multilevel approach to explore the complexity of peer victimization dynamics are still lacking. This study aimed to test short-term longitudinal associations between peer victimization, internalizing problems, and satisfaction with friends over the course of 6 months. The sample included 1299 adolescents at T1 (48.3% female adolescents, <em>M</em><sub>age</sub> = 13.6 years) attending 67 school classes. Data were collected through self-report questionnaires administered at two time-points during the same school year. Multivariate multilevel analysis indicated that, at the individual level, T2 victimization was positively predicted by T1 internalizing problems (proportional reduction in variance [PRV] = 0.7%) and negatively by satisfaction with friends (PRV = 1.6%), whereas internalizing problems at T2 were predicted by peer victimization at T1 (PRV = 0.7%). Satisfaction with friends was negatively predicted by peer victimization (PRV = 3.6%). At the class level, T2 victimization was more likely in classrooms with lower levels of satisfaction with friends in the fall (PRV = 15%). Moreover, class-level ethnic diversity contributed to explain between-class variability in satisfaction with friends (PRV = 9.1%). These findings highlight the need for interventions that promote positive peer relationships and provide support for victimized adolescents to reduce internalizing problems. Additionally, they underscore the importance of fostering friendship quality as a protective factor against victimization.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101395"},"PeriodicalIF":3.8,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-14DOI: 10.1016/j.jsp.2024.101384
Richard J. McNulty , Randy G. Floyd , Emily K. Lewis , Patrick J. McNicholas , John H. Kranzler , Nicholas F. Benson
There has been a long search for cognitive assessments that reveal aptitudes thought to be useful for treatment planning. In this regard, since the 1990s, there has been some enthusiasm for the Cognitive Assessment System (CAS) and its potential promise for informing treatment due to its alignment of theory, assessment instrument, and suite of interventions. The purpose of this meta-analytic review was to synthesize research pertinent to the treatment utility of the CAS according to a taxonomy of treatment utility. A total of 252 articles were produced by an electronic search and eligibility screening yielded 16 articles meeting criteria for consideration. Most studies described in these articles utilized obtained difference designs, focused on the Planning composite scores from the CAS, and addressed math interventions. Only seven studies with publication dates from 1995 to 2010 yielded sufficient information to be included in the meta-analysis. A random effects model was employed to determine the overall treatment utility effect across 114 participants apportioned to 14 groups and comprising eight comparisons. Results yielded an overall moderate effect size (0.64, 95% CI [0.24, 1.03], p = .002), but it was associated with significant imprecision (due to a low number of viable studies and small sample sizes across most studies) that prohibits reliable conclusions from being drawn. Assessment of between-study heterogeneity and moderator analysis was not possible. Considering these findings, additional research is needed to support the treatment utility of the CAS—even after more than 27 years of study. Furthermore, there are no published studies regarding the treatment utility of the second edition of the CAS, which was published in 2014. These results suggest that there is insufficient empirical grounding to enable practitioners to use this instrument to develop effective treatments for reading, mathematics, or writing. More direct interventions designed to enhance academic skill development should be employed.
长期以来，人们一直在寻找能够揭示对治疗规划有用的能力倾向的认知评估方法。在这方面，自 20 世纪 90 年代以来，认知评估系统（CAS）受到了一些人的热捧，由于其理论、评估工具和一整套干预措施的一致性，该系统在为治疗提供信息方面具有潜在的前景。本荟萃分析综述的目的是根据治疗效用分类法，综合与认知评估系统治疗效用相关的研究。通过电子检索和资格筛选，共有 252 篇文章符合审议标准。这些文章中描述的大多数研究都采用了获得性差异设计，侧重于 CAS 的规划综合分数，并涉及数学干预措施。只有 7 项发表于 1995 年至 2010 年的研究提供了足够的信息，可以纳入荟萃分析。采用随机效应模型确定了 114 名参与者的总体治疗效用效应，这些参与者被分配到 14 个小组，并进行了 8 次比较。结果显示，总体效应大小适中（0.64，95% CI [0.24，1.03]，p = .002），但存在明显的不精确性（由于可行的研究较少，且大多数研究的样本量较小），因此无法得出可靠的结论。无法评估研究之间的异质性和调节分析。考虑到这些发现，还需要更多的研究来支持 CAS 的治疗效用--即使是在超过 27 年的研究之后。此外，关于2014年出版的第二版CAS的治疗效用，目前还没有公开发表的研究。这些结果表明，目前还没有足够的经验基础，使从业人员能够使用该工具来开发有效的阅读、数学或写作治疗方法。应采用更直接的干预措施，以加强学术技能的发展。
{"title":"Evaluating the treatment utility of the Cognitive Assessment System: A meta-analysis of reading and mathematics outcomes","authors":"Richard J. McNulty , Randy G. Floyd , Emily K. Lewis , Patrick J. McNicholas , John H. Kranzler , Nicholas F. Benson","doi":"10.1016/j.jsp.2024.101384","DOIUrl":"10.1016/j.jsp.2024.101384","url":null,"abstract":"<div><div>There has been a long search for cognitive assessments that reveal aptitudes thought to be useful for treatment planning. In this regard, since the 1990s, there has been some enthusiasm for the Cognitive Assessment System (CAS) and its potential promise for informing treatment due to its alignment of theory, assessment instrument, and suite of interventions. The purpose of this meta-analytic review was to synthesize research pertinent to the treatment utility of the CAS according to a taxonomy of treatment utility. A total of 252 articles were produced by an electronic search and eligibility screening yielded 16 articles meeting criteria for consideration. Most studies described in these articles utilized obtained difference designs, focused on the Planning composite scores from the CAS, and addressed math interventions. Only seven studies with publication dates from 1995 to 2010 yielded sufficient information to be included in the meta-analysis. A random effects model was employed to determine the overall treatment utility effect across 114 participants apportioned to 14 groups and comprising eight comparisons. Results yielded an overall moderate effect size (0.64, 95% CI [0.24, 1.03], <em>p</em> = .002), but it was associated with significant imprecision (due to a low number of viable studies and small sample sizes across most studies) that prohibits reliable conclusions from being drawn. Assessment of between-study heterogeneity and moderator analysis was not possible. Considering these findings, additional research is needed to support the treatment utility of the CAS—even after more than 27 years of study. Furthermore, there are no published studies regarding the treatment utility of the second edition of the CAS, which was published in 2014. These results suggest that there is insufficient empirical grounding to enable practitioners to use this instrument to develop effective treatments for reading, mathematics, or writing. More direct interventions designed to enhance academic skill development should be employed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101384"},"PeriodicalIF":3.8,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142661547","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 : 2024-11-09DOI: 10.1016/j.jsp.2024.101381
Meredith P. Franco , Jessika H. Bottiani , Katrina J. Debnam , Wes Bonifay , Toshna Pandey , Juliana Karras , Catherine P. Bradshaw
There is growing interest in improving and assessing teachers' use of culturally responsive practices (CRP) in the classroom, yet relatively few research-based approaches exist to address these measurement gaps. This article presents findings on the psychometric properties of a newly developed classroom observation measure of CRP, called the CARES Observational Assessment Tool, where CARES refers to five theorized domains of CRP. We used a sample of 268 30-min video observations across urban classrooms (Grades 4–9) from the Measures of Effective Teaching Project (Bill and Melinda Gates Foundation, 2014). These videos were scored using the CARES to establish initial construct validity of the measure, assess measurement invariance across teacher and student racial composition, and evaluate convergent, divergent, and concurrent validity within a nomological validity network utilizing item analysis and exploratory structural equation modeling. Results confirmed the five-factor structure of the CARES and reduced the original 41-item version of the CARES to a 19-item classroom observation tool (ω = .73; CFI = .977, TLI = .952, RMSEA = .028, SRMR = .030). Configural measurement invariance was unable to be established across student and teacher racial groups, raising important questions about CRP measurement in the context of racially homogeneous versus heterogeneous classrooms. Some evidence of nomological validity emerged with positive correlations between observed CRP and classroom-level student engagement and academic performance. This study addressed an unmet need regarding the assessment of teacher CRP through observational assessment, which in turn will further inform research regarding the contextual factors associated with indicators of CRP.
{"title":"The CARES classroom observation tool: Psychometrics of an observational measure of culturally responsive practices","authors":"Meredith P. Franco , Jessika H. Bottiani , Katrina J. Debnam , Wes Bonifay , Toshna Pandey , Juliana Karras , Catherine P. Bradshaw","doi":"10.1016/j.jsp.2024.101381","DOIUrl":"10.1016/j.jsp.2024.101381","url":null,"abstract":"<div><div>There is growing interest in improving and assessing teachers' use of culturally responsive practices (CRP) in the classroom, yet relatively few research-based approaches exist to address these measurement gaps. This article presents findings on the psychometric properties of a newly developed classroom observation measure of CRP, called the CARES Observational Assessment Tool, where CARES refers to five theorized domains of CRP. We used a sample of 268 30-min video observations across urban classrooms (Grades 4–9) from the Measures of Effective Teaching Project (Bill and Melinda Gates Foundation, 2014). These videos were scored using the CARES to establish initial construct validity of the measure, assess measurement invariance across teacher and student racial composition, and evaluate convergent, divergent, and concurrent validity within a nomological validity network utilizing item analysis and exploratory structural equation modeling. Results confirmed the five-factor structure of the CARES and reduced the original 41-item version of the CARES to a 19-item classroom observation tool (<em>ω</em> = .73; CFI = .977, TLI = .952, RMSEA = .028, SRMR = .030). Configural measurement invariance was unable to be established across student and teacher racial groups, raising important questions about CRP measurement in the context of racially homogeneous versus heterogeneous classrooms. Some evidence of nomological validity emerged with positive correlations between observed CRP and classroom-level student engagement and academic performance. This study addressed an unmet need regarding the assessment of teacher CRP through observational assessment, which in turn will further inform research regarding the contextual factors associated with indicators of CRP.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101381"},"PeriodicalIF":3.8,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142661546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-07DOI: 10.1016/j.jsp.2024.101387
James Sebastian, David Aguayo, Wenxi Yang, Wendy M. Reinke, Keith C. Herman
This study utilized latent profile analysis (LPA) to examine patterns of principal stress and coping and its relations with principal (n = 125), teacher (n = 3671), and student (n = 19,390) outcomes. LPA analysis of school principals based on their reports of stress and coping showed that most principals were classified as having high stress and high coping (74%) whereas 19% of principals were classified as high stress and low coping. Only a small percentage of principals (7%) were characterized by low stress and high coping. We also examined whether stress and coping profiles of school principals predicted concurrent and prospective measures of principal and teacher well-being and efficacy, principal and teacher perceptions of school climate, and measures of student behavior and dispositions. The principal latent profiles significantly predicted concurrent and prospective measures of principal and teacher well-being, with large effect sizes for prospective principal health (Cohen's d = 1.93) and satisfaction (d = 0.94), and a medium effect size for prospective teacher health (d = 0.68). Changes in principal health (d = 1.30) and satisfaction (d = 0.49) over time were also significant. However, the latent profiles did not predict prospective measures of principal and teacher efficacy, perceptions of school climate, and student classroom behaviors. The results of this study show that examining patterns of principal stress and coping together is important to understand and improve principal and teacher well-being.
{"title":"Profiles of principal stress and coping: Concurrent and prospective correlates","authors":"James Sebastian, David Aguayo, Wenxi Yang, Wendy M. Reinke, Keith C. Herman","doi":"10.1016/j.jsp.2024.101387","DOIUrl":"10.1016/j.jsp.2024.101387","url":null,"abstract":"<div><div>This study utilized latent profile analysis (LPA) to examine patterns of principal stress and coping and its relations with principal (<em>n</em> = 125), teacher (<em>n</em> = 3671), and student (<em>n</em> = 19,390) outcomes. LPA analysis of school principals based on their reports of stress and coping showed that most principals were classified as having high stress and high coping (74%) whereas 19% of principals were classified as high stress and low coping. Only a small percentage of principals (7%) were characterized by low stress and high coping. We also examined whether stress and coping profiles of school principals predicted concurrent and prospective measures of principal and teacher well-being and efficacy, principal and teacher perceptions of school climate, and measures of student behavior and dispositions. The principal latent profiles significantly predicted concurrent and prospective measures of principal and teacher well-being, with large effect sizes for prospective principal health (Cohen's <em>d</em> = 1.93) and satisfaction (<em>d</em> = 0.94), and a medium effect size for prospective teacher health (<em>d</em> = 0.68). Changes in principal health (<em>d</em> = 1.30) and satisfaction (<em>d</em> = 0.49) over time were also significant. However, the latent profiles did not predict prospective measures of principal and teacher efficacy, perceptions of school climate, and student classroom behaviors. The results of this study show that examining patterns of principal stress and coping together is important to understand and improve principal and teacher well-being.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101387"},"PeriodicalIF":3.8,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142661543","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 : 2024-11-05DOI: 10.1016/j.jsp.2024.101390
David W. Putwain , Nathaniel P. von der Embse , Laura J. Nicholson , Martin Daumiller
Previous studies have shown how test anxiety is positively related to symptoms of emotion disorder and that highly test anxious persons can meet diagnostic thresholds for emotion disorder. However, many studies are somewhat dated and based on older conceptualizations of key constructs. In addition, well-being is rarely considered alongside test anxiety and emotion disorder. In the present study, we addressed this limitation by using contemporaneous conceptualizations of test anxiety and emotion disorder, alongside school-related well-being (SRWB), using two analytic methods that are rarely combined to establish how constructs are related. The sample comprised 1167 participants (nmale = 500, nfemale = 621, nnon-binary = 21, ndeclined to report = 25; Mage = 15.4 years, SD = 1.81) from secondary and upper secondary education. Data were analyzed using psychometric network analysis and receiver-operator characteristic (ROC) curve analysis. The psychometric network analysis showed that test anxiety, generalized anxiety, panic disorder, social anxiety, major depression, and SRWB formed distinct and largely coherent communities. Generalized anxiety was principally linked to the worry and tension components of test anxiety, panic disorder to the physiological indicator's component, social anxiety and SRWB to the worry and cognitive interference components, and major depression to the cognitive interference component. The ROC curve analysis indicated that test anxiety scores from the 63rd to 75th scale percentiles could predict clinical risk with relatively high accuracy (0.79–0.88) and acceptable levels of sensitivity (0.75–0.86) and specificity (0.70–0.77). Results suggest that test anxiety, emotion disorder, and SRWB are distinct, albeit related constructs. Although constrained by the cross-sectional design, our findings suggest that high test anxiety presents an elevated risk for the development of emotion disorder.
{"title":"Emotional intersection: Delineating test anxiety, emotional disorders, and student well-being","authors":"David W. Putwain , Nathaniel P. von der Embse , Laura J. Nicholson , Martin Daumiller","doi":"10.1016/j.jsp.2024.101390","DOIUrl":"10.1016/j.jsp.2024.101390","url":null,"abstract":"<div><div>Previous studies have shown how test anxiety is positively related to symptoms of emotion disorder and that highly test anxious persons can meet diagnostic thresholds for emotion disorder. However, many studies are somewhat dated and based on older conceptualizations of key constructs. In addition, well-being is rarely considered alongside test anxiety and emotion disorder. In the present study, we addressed this limitation by using contemporaneous conceptualizations of test anxiety and emotion disorder, alongside school-related well-being (SRWB), using two analytic methods that are rarely combined to establish how constructs are related. The sample comprised 1167 participants (<em>n</em><sub>male</sub> = 500, <em>n</em><sub>female</sub> = 621, <em>n</em><sub>non-binary</sub> = 21, <em>n</em><sub>declined to report</sub> = 25; <em>M</em><sub>age</sub> = 15.4 years, <em>SD</em> = 1.81) from secondary and upper secondary education. Data were analyzed using psychometric network analysis and receiver-operator characteristic (ROC) curve analysis. The psychometric network analysis showed that test anxiety, generalized anxiety, panic disorder, social anxiety, major depression, and SRWB formed distinct and largely coherent communities. Generalized anxiety was principally linked to the worry and tension components of test anxiety, panic disorder to the physiological indicator's component, social anxiety and SRWB to the worry and cognitive interference components, and major depression to the cognitive interference component. The ROC curve analysis indicated that test anxiety scores from the 63rd to 75th scale percentiles could predict clinical risk with relatively high accuracy (0.79–0.88) and acceptable levels of sensitivity (0.75–0.86) and specificity (0.70–0.77). Results suggest that test anxiety, emotion disorder, and SRWB are distinct, albeit related constructs. Although constrained by the cross-sectional design, our findings suggest that high test anxiety presents an elevated risk for the development of emotion disorder.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"107 ","pages":"Article 101390"},"PeriodicalIF":3.8,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142587357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号