School psychology (Washington, D.C.)最新文献

We review how various forms of randomization can be applied in single-case experimental design (SCED) methodology to help control various threats to internal validity. Randomization strategies that can be added to various SCEDs include phase-order randomization, between-intervention case randomization, within-intervention case randomization, and intervention start-point randomization, along with two- and three-way combinations of each. Specific examples of how these forms of randomization can be applied in numerous variations of SCEDs wherein replication is a primary internal and external validity feature (e.g., intrasubject replication or ABAB, alternating treatment, multiple baseline) to increase the scientific credibility of these methodologies are discussed. We also provide examples of the utility of randomization to control validity threats in nonconventional designs where replication is not part of the design structure. Previous recommendations to adopt randomization have assumed implicit advantages of this strategy but without specific details of how randomization serves to control validity threats. We make explicit how each form of randomization controls for internal validity concerns that traditional replication alone may not address. Additional benefits of randomization in SCED experiments include improving the status of this methodology and increasing the likelihood of researchers including SCED intervention research in their literature syntheses. In addition, design randomization allows for various randomization statistical tests to be conducted, thereby increasing data-evaluation/statistical-conclusion validity. Implications for future SCED intervention research methodology are discussed, along with recommendations targeting the need for randomization standards in SCED research. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Mixed methods research (MMR) is in the beginning stage in the field of school psychology. More awareness and deeper understanding are needed for the advancement of MMR in school psychology. Using a partially mixed qualitative-dominant convergent mixed methods design, this study collected survey and interview data from researchers with experience conducting and publishing MMR studies in school psychology journals. Findings include participants' sharing of their graduate training of MMR, rationales for conducting MMR, the relationship between MMR training and publication, researchers' perceptions and experiences conducting and publishing MMR, as well as recommendations for different stakeholders (e.g., scholars, graduate students and training programs, journal editors and reviewers) in engaging and developing MMR. The results also revealed diverse training approaches in MMR, such as learning through collaboration with senior mixed methods researchers or engaging in structured professional development. Implications for advancing MMR in school psychology were provided based on the researchers' input in this study and previous scholarships. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

A cumulative count of adverse childhood experiences (ACEs) is associated with poor physical and mental health in adults and more recently associated with poor school performance and behavioral problems in children, although typically analyzed with binary logistic and linear regression models that may inaccurately bias the results. This study compared the results of a Poisson regression model with three binary logistic regression models of ACEs (i.e., 2-ACEs, 3-ACEs, and ≥ 4-ACEs) as well as two multiple linear regression models using ACEs as independent variables to predict children's internalizing and externalizing problem behaviors. We used 4,690 children's data from the Fragile Families and Child Wellbeing Study: a stratified, multistage sample of children born in large U.S. cities between 1998 and 2000, where births to unmarried mothers were oversampled. The children were 47.6% Black, 27.3% Latinx, and 21.1% White, and 4% were reported as other. Results showed that the Poisson regression model best fit the data compared to the logistic regression models based on comparisons of scatterplots of standardized deviance residuals. Results compared to the literature showed the Poisson and ≥ 4-ACEs model were comparable; however, the ≥4-ACEs model overpredicted negative outcomes for four or more ACEs and underpredicted negative outcomes for three or less ACEs. In addition, multiple linear regression results showed enhanced ACEs effects as suppressor variables. Poisson regression is considered the best method to analyze cumulative ACEs as the other methods yield biased results. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Immigrant-origin youth (IOY) are a growing population within the United States with a high risk of mental health challenges as a consequence of unique stressors and risk factors, disparities in access to mental health services, and disproportionate distress associated with the COVID-19 pandemic. This study examined the effectiveness, utility, acceptability, and cultural fit of the virtual Youth Mental Health First Aid (YMHFA) training program for school staff who work with IOY. Educators and school staff working predominantly with IOY (n = 36) attended a standard virtual YMHFA, completed surveys at pretraining, posttraining, and 3-month follow-up, and participated in virtual focus groups at posttraining. Results revealed significant improvements in mental health knowledge (d = .48), confidence to help (d = .70), and attitudes toward mental illness (d = .35) that were sustained at 3-month follow-up. The content and format of the virtual training was highly rated in its utility and acceptability. Qualitative themes related to virtual YMFHA's general utility and acceptability, perceptions of its cultural relevance, and recommendations to improve the cultural relevance of YMHFA were identified. Based on these results, several implications for implementation of YMHFA training in schools, improving the training's cultural relevance for helping IOY in schools, and future directions in research are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The adolescent mental health crisis has prompted a need for an improved understanding of developmental trajectories of psychopathology to promote understanding of risk and protective factors and bolster prevention and intervention efforts. The present study describes the Substance Use and Risk Factors Survey, a universal screener of mental health, substance use, and school and contextual factors administered in public middle and high schools in Massachusetts (N₂₀₂₀ = 3,522, N₂₀₂₁ = 6,484, N₂₀₂₂ = 23,915). Using a seven-question linking code approach, a subset of students were longitudinally linked across administrations (N_2020-2022 = 563, 58% female sex, 30.4% minoritized racial/ethnic identity, M_age = 13.2 years; N_2021-2022 = 1,545, 51% female sex, 28.9% minoritized racial identity, M_age = 14.3 years). Linking using minimally invasive questions such as the ones presented here may reduce risk, increase privacy, and offer a low-burden opportunity to link observations across time. This work aims to characterize longitudinal trajectories of mental health including substance use in large, community-based samples, as well as the individual-, school-, and community-level risk and protective factors that may modulate the expression of mental health symptoms over time. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Early adolescence is a pivotal time for academic development; however, the vast majority of research on reading and math development within a multitiered system of support has been conducted among elementary students. Using triannual (Fall, Winter, Spring) academic screening data, we examined the transactional development of reading and math skills among sixth and seventh grade students (N = 1,693) using Bayesian longitudinal structural equation modeling (SEM). We find equivocal support for four of the five types of longitudinal SEMs tested (dual-change, linear change, proportional change, latent curve with structured residuals, and random-intercepts cross-lagged models). Stable between-person differences in math and reading (i.e., latent/random intercepts) are strongly correlated regardless of the modeling approach (r = .70-.77), consistent extensive prior research in this area. However, correlated growth processes at the between-person level and within-person transactional relations of math and reading were inconsistent across models. We discuss the practical implications of these findings as well as the methodological issues with detecting within-person instructional response in triannual screening. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Studies investigating students' social interactions and related experiences have mostly relied on retrospective methodologies-techniques known to be subject to recall bias that threaten ecological validity. This article is the second part of a systematic review of experience sampling studies on students' social interactions. This article focuses on exploring associations between interpersonal contexts, positive emotions, and related experiences assessed by intensive repeated measurement techniques in naturalistic environments. A systematic literature search was conducted for experience sampling studies between 1996 and 2020. Details of the literature search process and results were reported in the companion (Part I) of the study (Mölsä et al., 2022; Frontiers in Psychology 2022; 13: 844698). Using a narrative synthesis, the associations of interpersonal contexts and positive emotionality in school students were analyzed. Findings suggest that school students experience higher levels of positive emotions during peer, teacher, and family interactions than when they are not being with someone. The overall findings indicate that positive emotionality in children and adolescents is dependent on the characteristics of the interpersonal contexts, although the multilevel associations vary. This review contributes to experience sampling research on students' social interactions. The systematic review concludes with discussion of the main findings, theoretical implications, and an analysis of limitations. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Mental illness in adolescents is on the rise, thus it is vital to study factors that can improve youth mental health. The extant theory and research have identified both social (school climate; school identification) and individual (resilience) constructs as protectors of mental health. However, these protective factors remain in silo and require further integration. To address this issue, the present study proposed and investigated an integrative model in which social factors (i.e., school climate, school identification) nurture individual (i.e., resilience) protective factors, which in turn impact adolescent mental health. Using three-wave longitudinal data (2017-2019) from school students (Grades 7-8; N = 1,357), we found evidence supporting the integrated model examining five dimensions of mental health: anxiety, depression, happiness, life satisfaction, and positive affect. Greater Wave 1 school climate predicted greater identification 1 year later, which in turn predicted greater resilience. Furthermore, greater resilience predicted lower depression and anxiety, and greater happiness, life satisfaction, and positive affect 1 year later. These results support efforts to strengthen the school climate and reconceptualize resilience as an outcome of social processes. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Neurodevelopmental disorders of inattention and disruptive behavior, such as attention-deficit/hyperactivity disorder and oppositional defiant disorder, are among the most common youth mental health conditions across cultures. There is a need to develop more accessible school-based intervention and training programs, as well as create a system with clinical research capacity for scalable school clinician training and evaluation, to support students with attention and behavior concerns worldwide. We adapted the collaborative life skills program for Mexico (i.e., CLS-FUERTE) for remote delivery (i.e., CLS-R-FUERTE) and conducted a three-school open trial with N = 67 participants (n = 7-8 students per school [ages 6-12] and their parents, teachers, and school clinicians). We examined fidelity to program content, attendance and adherence records, in vivo observations of program delivery, and postmeeting feedback informing iterative program changes between each school cohort. We also examined improvements in youth attention and behavior rated by parents and teachers to evaluate the remote program effectiveness. CLS-R-FUERTE feasibility, acceptability, and usability findings were promising. Iterative program changes between each school cohort were minor and included adapted curriculum order, enhanced engagement strategies, and technology adjustments. Many students demonstrated reliable change, and the pre-post program improvements were comparable to outcomes from the in-person CLS-FUERTE trial, indicating preliminary effectiveness. Our pilot CLS-R-FUERTE effort supports the process of iteratively adapting, implementing, and evaluating remote school-based intervention and training programs to enhance potential flexibility, accessibility, and scalability. Challenges emerging from technological problems and in context of the COVID-19 pandemic, as well as solutions, are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

There is a compendium of research to support the premise that positive teacher-student relationships (TSR) set the stage for children's success via classroom engagement, social functioning, and academic skills development. Although studies have demonstrated reciprocal associations between TSR and academic achievement, inferences that stem from prior study results are limited due to methodological designs that fall short in capturing directionality in developmental change processes. To address gaps in the literature and improve our understanding of the complex associations between TSR and academic achievement, we analyzed the codevelopment of TSR and achievement in reading and mathematics using dual change score models (DCSM), a type of latent change score model, focusing on the associations between longitudinal trajectories of TSR-achievement pairs and on the reciprocal prediction of latent changes between each wave of measurement. We examined data from a large-scale, nationally representative study (Early Childhood Longitudinal Study Kindergarten Cohort of 2010-2011). Results of our DCSM, contrary to prior findings, demonstrate that variability in the ratings of TSR did not predict subsequent latent changes in reading or mathematics achievement. Likewise, the variability in achievement scores did not predict subsequent latent changes in ratings of TSR. Limitations and future directions for research are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).