Showing papers in "Canadian Journal of School Psychology in 2015"
TL;DR: The authors examined teachers' knowledge and beliefs about ADHD, their self-reported use of evidence-based instructional and behaviour management strategies in the classroom, and the relationships between knowledge, beliefs, and classroom practices.
Abstract: Attention-deficit/hyperactivity disorder (ADHD) has a significant impact on children’s social, emotional, and academic performance in school, and as such, teachers are in a good position to provide evidence-based interventions to help ensure optimal adjustment of their students. The current study examined teachers’ knowledge and beliefs about ADHD, their self-reported use of evidence-based instructional and behaviour management strategies in the classroom, and the relationships between knowledge, beliefs, and classroom practices. It was expected that teachers would have a moderate amount of knowledge about ADHD, mixed positive and negative beliefs about ADHD, that they would regularly use less intensive evidence-based behaviour management strategies, and that more knowledge and positive beliefs about ADHD would be correlated with higher use of effective classroom practices. Web-based questionnaires were completed by 113 teachers from six school boards across Nova Scotia. Results indicated that the mean te...
52 citations
TL;DR: In this paper, the authors discuss the dangers of cyber bullying in children and adolescents, and what cyber bullying looks like among young people in the Canadian population, focusing on cyber bullying among young adults.
Abstract: As access to technology is increasing in children and adolescents, there are growing concerns over the dangers of cyber bullying. It remains unclear what cyber bullying looks like among young Canad...
52 citations
TL;DR: The existing research base did not meet criteria for classification as promising or established evidence-based practice (EBP) for improving social skill deficits in children with ASD and more research is required for PM-PRT to be considered formally as EBP.
Abstract: This review examined the effectiveness of peer-mediated pivotal response treatment (PM-PRT) to increase social-communication skills for children with autism spectrum disorders (ASD). A systematic r...
29 citations
TL;DR: Selective mutism (SM) is a childhood disorder characterized by failure to speak in social situations, despite there being an expectation to speak and the capacity to do so as discussed by the authors.
Abstract: Selective mutism (SM) is a childhood disorder characterized by failure to speak in social situations, despite there being an expectation to speak and the capacity to do so. There has been a focus o...
21 citations
Journal Article•
21 citations
TL;DR: The authors used exploratory bifactor analysis via the Schmid-Leiman (SL) orthogonalization procedure to find a unidimensional model of academic achievement across the standard 11 subtest battery.
Abstract: The structure of academic achievement measures has been rarely investigated in the literature apart from that which appears in the instruments’ technical manuals. This is concerning, given the widespread use of academic achievement instruments when making educational decisions about children. The Woodcock–Johnson III (WJ-III) Achievement for school-aged children (age 9-19) was investigated using exploratory bifactor analysis via the Schmid–Leiman (SL) orthogonalization procedure. This is the first time the SL has been applied to an academic achievement measure. The results revealed a unidimensional model of academic achievement across the standard 11 subtest battery, a two- or three-factor model at age 9 to 13 in the extended battery, and a two-factor model at age 14 to 19 across the extended battery. Forcing the four-factor fit in the standard battery required extracting eigenvalues as low as 0.67 and yielded areas of both convergence with and divergence from the structure posited in the Technical Manual. Forcing the six-factor fit across the extended battery yielded Heywood Cases, a lack of convergence of the factor solution, and the need to truncate iterations at 2 to force the fit. The results of this study indicate that the WJ-III Achievement is a solid model of general achievement across the 9 to 19 age range. Examination of omega coefficients, the divergent factor structure, and the small amount of variance accounted for by the lower order factors suggest caution when interpreting beyond this level (i.e., the academic clusters). Implications for interpretation of the WJ-III Achievement at age 9 to 19 are discussed.
19 citations
TL;DR: In this article, the authors examined the utility of the Multidimensional Anxiety Scale for Children-2nd Edition (MASC 2) for school psychologists and related practitioners for identifying and treating anxiety disorders in children and adolescents.
Abstract: Anxiety disorders are among the most prevalent mental disorders among school-age children and can lead to impaired academic and social functioning (Keeley & Storch, 2009). Unfortunately, anxiety disorders in this population are often undetected (Herzig-Anderson, Colognori, Fox, Stewart, & Warner, 2012). The availability of psychometrically sound measurement tools is critical for the identification and treatment of anxiety in children and adolescents. The present review will examine the utility of the Multidimensional Anxiety Scale for Children–2nd Edition (MASC 2) for school psychologists and related practitioners.
18 citations
TL;DR: In this article, the authors investigated whether adolescents high in perfectionism are prone to experiencing self-stigma for seeking psychological help, based on the premise that the need for psychological help is greater than the ability to cope with it.
Abstract: In the current study, we investigated whether adolescents high in perfectionism are prone to experiencing self-stigma for seeking psychological help. This work is based on the premise that the need...
18 citations
TL;DR: This article explored the relationship between self-reported risk behaviors and personal resiliency in adolescents and found that youth with higher personal resilience report less frequent risk behaviors, while those with higher risk behaviors reported less frequent personal resilience.
Abstract: This study explores the relationship between self-reported risk behaviors and personal resiliency in adolescents; specifically whether youth with higher personal resiliency report less frequent ris...
17 citations
TL;DR: The Test of Word Reading Efficiency (TOWRE-2) as discussed by the authors is designed to measure fluency in sight word reading and phonetic decoding skills for individuals aged 6 to 24.
Abstract: The Test of Word Reading Efficiency–Second Edition (TOWRE-2; Torgesen, Wagner, & Rashotte, 2012) is designed to measure fluency in sight word reading and phonetic decoding skills for individuals aged 6 to 24. According to its authors, the TOWRE-2 may be used for early identification of individuals who require more intensive or explicit instruction in word reading skills, to diagnose reading disabilities, and to serve as a quick and reliable assessment of word-level reading skills in research studies. The availability of four equivalent forms in this recent edition improves the utility of this test for monitoring progress and evaluating response to reading interventions. Because of its speed and ease of administration, the TOWRE-2 also provides an efficient means of monitoring the growth of two word reading skills that are critical in the development of overall reading ability.
14 citations
TL;DR: This paper examined the incremental validity of the clinical clusters from the Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III COG) for predicting scores on the WJ-II COG.
Abstract: The current study examined the incremental validity of the clinical clusters from the Woodcock–Johnson III Tests of Cognitive Abilities (WJ-III COG) for predicting scores on the Woodcock–Johnson II...
TL;DR: In this article, the authors examined concurrently and longitudinally in 126 preschool children the executive functions (EFs and intelligence) and assessed using the Flexible Item Selection Task (FIST) and the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P).
Abstract: Executive functions (EFs) and intelligence were examined concurrently and longitudinally in 126 preschool children. EF was assessed using the Flexible Item Selection Task (FIST) and the Behavior Rating Inventory of Executive Function–Preschool Version (BRIEF-P). Children’s intelligence was assessed using the Verbal and Performance subtests from Wechsler Preschool and Primary Scale of Intelligence–Third Edition (WPPSI-III). Results showed a significant association between verbal and nonverbal intelligence with both the FIST and the BRIEF-P. The BRIEF-P working memory scale showed the strongest relation with EF and intelligence at both time points. Results are discussed in terms of differential association between intelligence and components of EF.
TL;DR: Check-In, Check-Out (CICO) is one of the most widely implemented Tier 2 behavior interventions in a school-wide system of Positive Behavior Interventions and Supports (PBIS) as mentioned in this paper.
Abstract: Check-In, Check-Out (CICO) is one of the most widely implemented Tier 2 behavior interventions in a school-wide system of Positive Behavior Interventions and Supports (PBIS). Much literature has do...
TL;DR: In this paper, the authors examined the internal consistency reliability, test-retest reliability, factorial structure validity, and convergent validity of a Korean version of the Satisfaction Wit...
Abstract: The aim of this study was to examine the internal consistency reliability, test–retest reliability, factorial structure validity, and convergent validity of a Korean version of the Satisfaction Wit...
TL;DR: The Comprehensive Test of Phonological Processing-Second Edition (CTOPP-2; Wagner, Torgesen, Rashotte, & Pearson, 2013) is a norm-referenced test that measures phonological processing skills related to reading for individuals aged 4 to 24 as discussed by the authors.
Abstract: The Comprehensive Test of Phonological Processing–Second Edition (CTOPP-2; Wagner, Torgesen, Rashotte, & Pearson, 2013) is a norm-referenced test that measures phonological processing skills related to reading for individuals aged 4 to 24. According to its authors, the CTOPP-2 may be used to identify individuals who are markedly below their peers in phonological abilities, determine individuals’ relative strengths and weaknesses in phonological abilities, document individuals’ progress in specific intervention programs, and serve as a research tool in studies investigating phonological processing. This second edition differs from its predecessor in that it has new norms, ceilings have been increased by adding more difficult items, and a new phonological awareness subtest has been added (i.e., Phoneme Isolation). Floor effects present in the 5and 6-year-old version of the first edition were successfully addressed by adding easier items, extending the use of the new edition to children as young as 4. However, floor effects were apparent on selected subtests for children in the lowest end of the extended age range (i.e., 4-year-olds). Measures of symbolic and nonsymbolic naming are now included in the 4to 6-year-old form.
TL;DR: In this article, a study aimed to assess daily stressors and to determine their prevalence among primary education students, taking into account their gender, academic year, social adaptation, and the school location.
Abstract: Daily stress can have a bearing on children’s emotional and academic development. This study aimed to assess daily stressors and to determine their prevalence among primary education students, taking into account their gender, academic year, social adaptation, and the school location. A sample of 7,354 Spanish schoolchildren aged between 6 and 13 years (boys, N = 3,777, girls, N = 3,577; M = 10.32, SD = 1.47) completed the Children’s Daily Stressors Inventory (Inventario de Estres Cotidiano Infantil, IECI in Spanish). Based on the IECI cut-offs, the majority of participants reported an absence of daily stress (68%) or only mild stress (23.2%). The prevalence of severe daily stress was 8.7%. While broadly positive, these results regarding the incidence of daily stressors in childhood highlight the need to teach children effective strategies for coping with their day-to-day problems. Intervention of this kind would be especially important for children from socially and economically disadvantaged areas and f...
TL;DR: In this article, a centralized statewide lending library for school personnel serving students with low-incidence disabilities was implemented to enhance the services provided for these students, and the development of this project, its impact and the needs of school personnel in the area of low-INCidence disabilities are described.
Abstract: Students with low-incidence disabilities frequently receive less than optimal psychoeducational services because the specialized tests and instructional materials required to meet their idiosyncratic needs often are unavailable due to budget constraints, inadequate training of school personnel, and the difficulty school personnel have keeping current on low-incidence disabilities. To enhance the services provided for these students, a centralized statewide lending library for school personnel serving students with low-incidence disabilities was implemented. The development of this project, its impact, and the needs of school personnel in the area of low-incidence disabilities are described.
TL;DR: In this article, the authors present a brief historical review and survey of the current landscape of online graduate psychology programs within the Canadian context, outlining the establishment and evolution of the first Canadian online professional specialization program in school psychology.
Abstract: This article presents a brief historical review and survey of the current landscape of online graduate psychology programs within the Canadian context. Specific focus is given to outlining the establishment and evolution of the first Canadian online professional specialization program in school psychology. The article argues that given the virtual absence of online graduate school psychology programs until recently, there have been limited opportunities to critically examine such approaches to teaching professional psychology. With the establishment in 2007 of the University of Calgary’s online graduate school psychology program, among the first in the world, a critically significant analysis is now possible. The purpose of this article is to document both the history of the program and to highlight the possible significance of this event to the profession. The article is intended to foster much-needed discussion at the national level concerning the future development and implementation of online graduate...
TL;DR: In this paper, the authors examined the rates of violence exposure and the relative risk for multiple exposures among adolescent youth living in rural communities and found that males were more likely to be the victims than females.
Abstract: Violence exposure is a serious public health concern for adolescents in schools today. Violence exposure can be quite severe and frequent with multiple acts of indirect and direct victimization having lasting effects on the physical, emotional, and intellectual well-being of adolescents. The purpose of the present study is to examine the rates of violence exposure and the relative risk for multiple exposures among adolescent youth living in rural communities. Results confirm that adolescents who live in rural areas were frequent victims of violence exposure and that males were more likely to be the victims than females. Moreover, the relative risk for multiple exposures either indirectly, directly, or in combination reveal that in all instances amplification of risk occurs. The study is an important first step in understanding the rates of violence exposure and victimization experienced by adolescent youth in rural Canada with implications for school-based programming presented.
TL;DR: The Comprehensive Executive Function Inventory (CEFI) as mentioned in this paper is a rating scale developed to measure a wide array of executive function (EF) abilities in individuals aged 5 through 18 years, including decision making, planning, problem solving, mental flexibility, and inhibition.
Abstract: The Comprehensive Executive Function Inventory (CEFI; Naglieri & Goldstein, 2013), published by Multi-Health Systems Inc. (MHS), is a rating scale developed to measure a wide array of Executive Function (EF) abilities in individuals aged 5 through 18 years. Completed by a parent, teacher, and/or child/youth (12-18 years of age only), the CEFI is designed to provide normative information on an individual’s EF abilities, including strengths and weaknesses related to the domains evaluated. Suitable for assessment, diagnostic, or intervention/treatment processes, the CEFI is relevant in clinical, educational, and research contexts. The CEFI can be administered and interpreted by psychologists and professionals from related fields who have MHS “B-level” qualifications, and who are familiar with educational and psychological testing standards. The development of the CEFI was grounded in current theoretical and research literature as well as the authors’ clinical and research experience. EF is conceptualized as representing higher order cognitive processes, such as decision making, planning, problem solving, mental flexibility, and inhibition. These processes are primarily performed by the pre-frontal areas of the frontal lobe, and play a role in cognition, behaviour and emotion. According to the authors, EF is best measured by observation in real-life situations or by assessing cognitive processes. The CEFI includes a Technical Manual and three separate forms for each respondent. The manual provides best practices for administration and interpretation. All forms are available in English and Spanish in the MHS QuikScore format, and can be administered via paper or online.
TL;DR: The Emotional Regulation Related to Testing Scale (ERT Scale) as mentioned in this paper assesses strategies students use to regulate emotion related to academic testing and has four dimensions: Cognitive Appraising Processe...
Abstract: The Emotional Regulation Related to Testing Scale (ERT Scale) assesses strategies students use to regulate emotion related to academic testing. It has four dimensions: Cognitive Appraising Processe...
TL;DR: In this article, a cross-national research examined temperament style preferences among children in three sub-Saharan African countries (Nigeria, South Africa, and Zimbabwe) and possible differences between them on four bipolar temperament styles: extroverted-introverted, practical-imaginative, thinking-feeling, and organized-flexible.
Abstract: This cross-national research examined temperament style preferences among children in three sub-Saharan African countries (i.e., Nigeria, South Africa, and Zimbabwe) and possible differences between them on four bipolar temperament styles: extroverted–introverted, practical–imaginative, thinking–feeling, and organized–flexible. Children in these three countries overwhelmingly favor practical to imaginative styles as well as organized to flexible styles. They also generally favor feeling to thinking styles. Children’s preferences for extroverted and introverted styles are more balanced. Differences between countries and by gender are discussed. Implications for school psychology practice as well as viewing these four bipolar qualities as etic traits also are discussed.
TL;DR: The psychometric properties of the Student Motivation and Learning Strategies Inventory (SMALSI) were examined using a sample of 404 Grade 6 students from an urban Canadian school system as mentioned in this paper.
Abstract: The psychometric properties of the Student Motivation and Learning Strategies Inventory (SMALSI) were examined using a sample of 404 Grade 6 students from an urban Canadian school system. Students completed the SMALSI and school factors included final school grades, attendance records, and language arts, mathematics, science, and social studies results from Provincial Achievement Tests (PATs). Confirmatory factor analysis of SMALSI demonstrated less than adequate fit for each individual SMALSI factor though with some covariance of similar items, the model fit approached acceptable limits for most factors. Results generally confirmed that the SMALSI subscales were significantly related to all of the achievement variables including PAT results and final school grades. Structural equation modeling demonstrated that writing and research skills, test-taking skills, low motivation, and test anxiety all contributed to the prediction of PAT results. Test anxiety was a significant predictor of achievement across a...
TL;DR: Ordinary Magic: Resilience in Development, by Ann S. Masten as mentioned in this paper, is a comprehensive overview of resilience research on children and adolescents from both quantitative and qualitative perspectives, which can be used to guide the development of resilience-focused programs involving empirically supported strengths-based strategies and models.
Abstract: Ordinary Magic: Resilience in Development, by Ann S. Masten, amalgamates the many aspects of resilience research: from neurobiological theories to familial, school, and cultural contexts of development, and from individual resilience to adaptive systems. This book comprehensively integrates resilience research on children and adolescents from both quantitative and qualitative perspectives. Ordinary Magic acts as a thorough foundational text for scholars, students, and professionals seeking involvement in the field of resilience science. The scope of this book extends current understandings of resilience to applied practices that can be implemented by researchers, psychologists, and multi-disciplinary practitioners to promote growth in resilience. As an internationally recognized resilience researcher, Masten intends for this book to be used as a resource to guide the development of resilience-focused programs involving empirically supported strengths-based strategies and models. Through an examination of existing controversies, Masten emphasizes future directions for research and practice in the field of resilience by presenting a resilience framework to inform further research in the field.
TL;DR: Ordinary Magic as mentioned in this paper is a comprehensive overview of resiliency research, providing the reader with a thorough foundation for understanding the construct of resilience, as well as relevant examples, case studies, and figures to highlight key concepts and theories within resilience research.
Abstract: A major strength of Ordinary Magic is its accessibility for a diverse range of readers. Masten wrote the book using lay terms. As such, she clearly defined major constructs and avoided excessive use of jargon, which made the book easy to follow and understand. In addition, Masten used relevant examples, case studies, and figures to highlight key concepts and theories within resilience research. These examples promote understanding of resilience science by bringing context to the major theories and ideas. Throughout the book Masten was able to take complex theories, express them in a reader-friendly manner, and succinctly integrate the many aspects of resilience research. Additionally, a major strength of this book is its extensive review on multi-disciplinary resilience research. Masten discusses research from a variety of fields including sociology, social work, and psychology, and covers longitudinal, qualitative, and quantitative research studies. Ordinary Magic comprehensively integrates resilience research and can be considered a broad resource to be used by a wide range of professionals. This book proved to be so comprehensive and well-written that only one, albeit minor, limitation was identified. The introduction provided very few references to support the information being provided. This is most likely due to Masten’s vast personal and professional knowledge of resilience; however, it would be beneficial to provide additional in-text references to allow interested readers for follow up. It should also be noted that Masten has included a “recommended readings by topic” list at the end of the volume, should readers wish to explore any topics in greater detail. In summary, Ordinary Magic is a comprehensive overview of resiliency research, providing the reader with a thorough foundation for understanding the construct of resilience. As a resource for students, scholars, and professionals, this book links research findings to applied practice and identifies areas in need of further research in this expanding field. Masten has written an excellent piece to promote resilience research and guide the development of empirically supported, resilience-focused, strengths-based programs that best promote the well-being of individuals.