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Changes in patterns of peer relationships in primary education classroom networks through cooperative learning.
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| Pengarang | : | Veldman, M. A., Doolaard, S., Bosker, R. J., & Snijders, T. A. B. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 3) |
| Halaman | : | 366-378 |
| Abstrak | : | We studied the impact of cooperative learning on positive peer relationships, that is, liking to work together, in classroom networks. Cooperative learning was implemented as part of the “Success for All” program. Longitudinal social network analysis was used to investigate the development of structures and patterns of relationships in 16 intervention and 16 control classrooms, including a total of 791 students. Results showed significantly less reciprocation and transitivity in the dynamics of the intervention networks, while the number of nominations in the intervention classes was at least not smaller than in the control classes, indicating less tendency toward the formation of small clusters or cliques. We did not find that peer relationships became more diverse with regard to gender, socioeconomic status, or academic performance through the implementation of cooperative learning. In intervention classrooms, children tended to nominate their teammates with whom they work together in cooperative learning activities; however, also in control classrooms, children tended to nominate children with whom they are seated in the classroom. |
Measurement invariance of the inventory of teacher student relationships among middle and high school students.
| Pengarang | : | Srisarajivakul, E. N., Fennimore, L. E., Thornton, K. B., Blake, J., Rice, K. G., & Varjas, K. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 3) |
| Halaman | : | 356-365 |
| Abstrak | : | Teacher–student relationship quality (TSRQ) predicts academic motivation (Wentzel, 1997), school engagement, and academic achievement (Hughes, 2011). However, TSRQ appears to differ across demographics. For example, boys and racially/ethnically minoritized students consistently have poorer relationships with their teachers than girls and White students (Koomen & Jellesma, 2015; Murray et al., 2008). Ensuring that TSRQ is consistently conceptualized across individuals will allow demographic differences on TSRQ to be compared. The present study aims to further validate a survey instrument used to measure TSRQ, called the Inventory of Teacher–Student Relationships (IT-SR; Murray & Zvoch, 2011). Participants included 3,541 middle and high school students in a large school district in the Southeastern United States. The results of the study confirmed the hypothesized three-factor structure of the instrument. The instrument demonstrated configural, metric, and scalar invariance across race/ethnicity (Black/African American, White, Hispanic/Latinx, and multiracial) and partial metric and scalar invariance across gender (boys and girls) and school level (middle school and high school). Significant latent mean differences were found, where boys, Black/African American students, Hispanic/Latinx students, and high school students reported lower scores on various factors on the IT-SR compared to girls, White students, multiracial students, and middle school students, respectively. Results support future research and applied use of the IT-SR with middle and high school students. |
Evaluating and comparing three variations of cover, copy, and compare on multiplication fact fluency.
| Pengarang | : | Dawes, J., Poncy, B. C., Solomon, B. G., Duhon, G. J., & Skinner, C. H. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 3) |
| Halaman | : | 345-355 |
| Abstrak | : | A longitudinal randomized design was used with a sample of 57 third-grade students to evaluate and compare the effectiveness of three variations of cover, copy, and compare (CCC; traditional CCC, CCC-answer only, and CCC-paired responding) on multiplication fluency in third-grade students. Traditional CCC requires students to write the problem and answer as a response, CCC-answer only requires students only to write the answer, and CCC-paired responding requires students to write the answer only, then verbally state the problem and answer twice. The interventions occurred for 4 min per day, 5 days per week, across 11 calendar weeks (minus 1 week during a school break). Digits correct per minute (DCPM) level and trend data were significantly higher for each of the CCC variations when compared to control probes, with a posttest unstandardized effect of 7.22 [5.39, 9.10] DCPM. However, there were no significant differences in learning across the three CCC variations. Overall, these results provide additional evidence that all three forms of CCC can enhance math fact fluency and suggest that educators could choose which version to apply based on idiosyncratic or contextual factors. The discussion focuses on future theoretical research designed to investigate these findings and the advantages of studies that evaluate multiple interventions and compare their effectiveness. |
Evaluating a gated screening approach for identifying risk in kindergarten mathematics.
| Pengarang | : | Nelson, G., Kosty, D., Turtura, J., Doabler, C. T., & Clarke, B. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 3) |
| Halaman | : | 335-344 |
| Abstrak | : | The purpose of the present study was to examine the diagnostic accuracy of different universal screening approaches for identifying mathematics difficulties in kindergarteners. We used extant data from 2,010 kindergarten students from 23 schools across two states. First, we identified the diagnostic accuracy of two individual screeners: (a) a set of three curriculum-based measures (CBM) and (b) a diagnostic measure, the Number Sense Brief (NSB). Then, we determined the diagnostic accuracy of a gated screening approach considering both the CBM and NSB. The criterion measure was a norm-referenced mathematics achievement test. The results indicated that area under the curve values met or exceeded .80 for both individual screeners; however, the number of false positives was high. The gated screening approach yielded fewer false positives at the expense of increasing false negatives. Directions for future research and the practical implications of the results for screening in kindergarten mathematics are discussed. |
Assessing teachers intervention related expectations and self efficacy: An examination of the factor structure of the implementation beliefs assessment.
| Pengarang | : | Sanetti, L. M. H., Yel, N., Long, A. C. J., Collier-Meek, M. A., & Kratochwill, T. R. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 3) |
| Halaman | : | 323-334 |
| Abstrak | : | Individual-level determinants are hypothesized to enable or prevent successful implementation of evidence-based practices, yet there are limited options for measuring theory-informed, individual-level determinants that influence teachers’ and other implementers’ delivery of school-based interventions. The goal of this study was to develop a self-report scale that measures variables that have been associated with initial and sustained behavior change related to school-based intervention implementation according to the health action process approach (HAPA). Participants were a nationally representative sample of kindergarten through Grade 12 public school teachers, stratified by grade level and geographical region. Item generation was based on a systematic review of the literature on outcome expectations and self-efficacy, the core constructs related to initiating and sustaining behavior change from the HAPA and in consultation with the theory developer. The sample was randomly split; half of the sample was used for exploratory factor analysis (EFA), and the other half was used for confirmatory factor analysis (CFA). The EFA resulted in a final factor structure of three dimensions of the Implementation Beliefs Assessment (IBA): (a) implementation self-efficacy, (b) positive outcome expectations, and (c) negative outcome expectations. This structure was supported in the other half of the sample using CFA. Additional analyses supported the reliability of IBA data. The IBA represents a step forward toward psychometrically sound measurement of factors associated with initial and sustained behavior change. Implications for future research are discussed. |
Training and coaching early childhood teachers to foster social, emotional, and behavioral competence of children in Turkey.
| Pengarang | : | Ozen-Uyar, R., Aslan, D., Reinke, W. M., & Aktas-Arnas, Y. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 3) |
| Halaman | : | 309-322 |
| Abstrak | : | A growing evidence base demonstrates the effectiveness of teacher training and coaching interventions to improve teacher- and child-level outcomes in high-income countries. However, more information is needed to show the benefits of these interventions in low- and middle-income countries (LMICs). To provide an evidence base for LMICs, we conducted a cluster-randomized controlled trial examining the efficacy of a teacher training and coaching intervention for promoting children’s social, emotional, and behavioral competence, Reaching Educators and Children (REACH) Classroom Check-Up (CCU), on teachers’ behaviors, teacher–child relationship quality, and children’s social competence and problem behaviors. Participants included 20 early childhood teachers and 175 children (4–6 year olds) in Turkey. Findings indicate that REACH CCU increased teachers’ positive behaviors and teacher behaviors that support social, emotional, and behavioral competence of children, while reducing teachers’ negative behaviors. Teachers in REACH CCU demonstrated an increased level of closeness and reduced levels of conflict with children in their classrooms. Furthermore, REACH CCU improved teacher-reported social competence and reduced problem behaviors of children. Results provide evidence that REACH CCU is a promising approach for improving teachers’ behaviors, teacher–child relationship quality, and children’s social, emotional, and behavioral competence, especially in LMICs. |
Development of the Cultural Adaptations Content Checklist: Measuring cultural adaptations to evidence-based psychological interventions for racial and ethnic minoritized youth.
| Pengarang | : | Arora, P. G., Parr, K., Staubi, K., Soo Ping Chow, A., Coriano, V., & Baker, C. N. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 2) |
| Halaman | : | 297-308 |
| Abstrak | : | Disparities in mental health need and service use among racial and ethnic minoritized (REM) youth remain a pervasive public health concern in the United States. Cultural adaptations (CAs) have been put forth as a way to increase the cultural and contextual relevance of evidence-based psychological interventions (EBIs) to improve treatment outcomes among REM youth. Currently, no measure of CAs to EBIs for REM youth in the United States exists in the literature. Using a multistage method, this study sought to develop such a tool, the Cultural Adaptations Content Checklist (CACC). In a previous foundational study conducted via a systematic literature review, authors identified a comprehensive list of existing CAs. In the first two stages, we used a modified Delphi method as a part of which expert practice and research stakeholders (N = 17) provided feedback on CA types, definitions, and groupings via survey methodology. In the third stage, we conducted cognitive interviews with a subset of participants (n = 10) to assess participant comprehension of the CACC. The final CACC was developed and consists of 36 CA types organized into eight groups. Implications for use of the CACC in research and practice are presented. |
Less fidelity, more reciprocity: Rethinking implementation values for social emotional learning programs.
| Pengarang | : | Grant, J. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 2) |
| Halaman | : | 286-296 |
| Abstrak | : | Implementation values naturally operate in tension. School psychologists are called to manage the tension between evidence-based programs, the needs of their students, faculty, and leadership. One implementation value, fidelity, has emerged in schools as “first among many” as an indicator of a quality intervention. This conceptual article examines the risks of elevating fidelity in the implementation of social–emotional learning programs. Externally sourced content can provide useful background about stress and personal regulation, but curricula that are disconnected from cultural norms invite resistance or confusion in practice. In addition, fidelity originates from a “delivery” model of social learning that conflicts with evidence from developmental science and distracts from front-end collaboration. This article proposes reciprocity as a guiding value for developing and implementing social–emotional learning programs. Reciprocity aligns with a complex systems framework for learning and the growing field of improvement science in schools. It emphasizes front-end collaboration between psychologist, faculty, and administrators, a prerequisite for buy-in that is underdeveloped in practice. Protocols, rather than adherence checklists, will be a key feature of reciprocity in practice. |
Culturally responsive adaptations to evidence-based interventions for Black adolescents.
| Pengarang | : | Jones, J. M. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 2) |
| Halaman | : | 274-285 |
| Abstrak | : | This article explores the vital role of culturally responsive adaptations in evidence-based interventions for Black youth. While evidence-based interventions have proven effective in addressing adolescent mental health challenges, it is clear that a one-size-fits-all approach does not consider the diverse cultural factors influencing mental health and help-seeking behaviors of Black youth. This article focuses on the unique needs of Black adolescents, who often face disparities in accessing culturally appropriate mental health services, and emphasizes the significance of cultural adaptations in mental health interventions, highlighting the positive impact of such adaptations on treatment outcomes, retention, and client satisfaction. A review of previous studies on cultural adaptations for Black adolescents is provided along with the application of a process for completing cultural adaptations using the ecological validity and cultural sensitivity framework (Bernal et al., 1995), a versatile model for adapting interventions. Practical examples of cultural adaptations within each of the elements of the ecological validity and cultural sensitivity framework are also provided. This article contributes to the growing body of knowledge on culturally responsive mental health care and advocates for more inclusive and effective interventions for Black adolescents, highlighting the importance of cultural adaptations in evidence-based interventions. |
Training school psychologists to conduct culturally informed Functional Behavior Assessment interviews.
| Pengarang | : | Veiga, M., Fallon, L. M., Collier-Meek, M., Susilo, A., Ballard, S., & Sunda, R. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 2) |
| Halaman | : | 264-273 |
| Abstrak | : | Exclusionary discipline is a racialized mechanism through which schools systematically remove racially and ethnically minoritized youth from the learning environment. Although the development of Functional Behavior Assessments (FBAs) and linked behavior support plans have been identified as an alternative practice, school psychologists often do not ask questions about the cultural and contextual factors that may influence students’ behavior during FBA interviews. Therefore, training is warranted. Unfortunately, staff often have limited time and resources to devote to professional development; therefore, it is critical to ensure that training procedures that require more time offer better outcomes than those that require fewer resources. The present study compared the effectiveness of high intensity training (e.g., behavioral skills training) versus a low intensity training procedure (e.g., self-training) procedures on school psychologists’ ability to facilitate simulated FBA interviews grounded in cultural humility with caregivers before and after exposure to one of two training conditions. Findings from regression analyses indicated that self-training adequately prepared school psychologists to adhere to the questions on the protocol, however, behavioral skills training improved the quality of interview delivery. Implications for future research and training are discussed. |