Showing papers in "Canadian Journal of School Psychology in 2017"
TL;DR: In this paper, the authors present a review of NSSI research on prevalence, age of onset, gender differences, functions, risk factors, and associations with suicide, including guidelines for identifying students at elevated risk of self-injury, and developing a protocol for school personnel's initial response to student selfinjury.
Abstract: Non-suicidal self-injury (NSSI), the immediate and deliberate destruction of one's own body tissue, without suicidal intent, and not for purposes that are socially accepted, is a critical concern for youth in schools. Despite significant scholarly advances and increasing clinical awareness of NSSI, many school mental health professionals (MHPs) continue to report feeling ill equipped to support students who self-injure, and emphasize a need for formal education about NSSI and its management in schools. Thus, the first part of this article summarizes current NSSI research on prevalence, age of onset, gender differences, functions, risk factors, and associations with suicide. Emerging from this review, the second part offers research-informed recommendations for MHPs managing NSSI in schools, including guidelines for (a) identifying students at elevated risk of self-injury, (b) developing a protocol for school personnel's initial response to student self-injury, (c) first-level assessment of NSSI, and (d) managing critical issues related to NSSI contagion and online activity. Language: en
31 citations
TL;DR: The evidence base for educational interventions implemented by teachers targeting students with high-functioning autism spectrum disorder (HFASD) has little research conducted on the evidence base as mentioned in this paper and little research has been conducted on educational interventions implementing by teachers.
Abstract: Little research has been conducted on the evidence base for educational interventions implemented by teachers targeting students with high-functioning autism spectrum disorder (HFASD) Research examining particular techniques perceived as effective may facilitate guidelines for the application of evidence-based practices A principal and teacher of students with HFASD from each of 29 different schools provided information on their current teaching interventions Principals participated in an online survey designed to ascertain support for HFASD learners in their school, whereas teachers completed an online reflective journal to document methods they used in the classroom Both teachers and principals found numerous strategies such as structure and incorporating needs to be successful Inappropriate communication, disorganisation, and a lack of understanding were considered unhelpful These results have implications for current practices in classrooms
20 citations
TL;DR: Results suggest that individuals with ASD may benefit from being systematically taught to use an SGD across different settings and communication partners.
Abstract: Individuals with autism spectrum disorder (ASD) often have difficulty generalizing newly acquired communication skills to different contexts. In this study, a multiple baseline across settings (clinic, school, and home) design was used to determine whether an 8-year-old boy with ASD could learn to approach communication partners to request preferred items using an iPad®-based speech-generating device (SGD). Results indicated that the participant learned to approach communication partners to request across all settings. Acquisition of this skill was fastest at school and slowest in the clinic. The participant’s learning generalized to a novel room within the same setting, and he was also able to retrieve the SGD prior to approaching the communication partner without additional teaching. Results suggest that individuals with ASD may benefit from being systematically taught to use an SGD across different settings and communication partners.
20 citations
TL;DR: In this paper, the authors examined both trait and ability EI to elucidate the nature of the EI strengths and impairments in youth with and without ASD, and found that aspects of both traits and abilities were significantly weaker in adolescents with ASD compared with typically developing adolescents.
Abstract: Social-emotional impairments are considered core symptoms of Autism Spectrum Disorder (ASD). Although numerous interventions have been developed to remediate the social deficits in children with ASD, few have been designed to meet the needs of youth. Given research demonstrating relations between emotional intelligence (EI) and social outcomes in adults with Asperger Syndrome (AS), the current study examined both trait and ability EI to elucidate the nature of the EI strengths and impairments in youth with and without ASD. Twenty-five adolescents with ASD and 25 adolescents without ASD aged 13 to 17 years completed measures of ability and trait EI. Findings suggest that aspects of both trait and ability EI were significantly weaker in adolescents with ASD compared with typically developing adolescents. Implications, limitations, and future research are discussed.
19 citations
TL;DR: This article examined coping strategies for peer victimization as suggested by 38 students with ASD who do not have cognitive impairment and participants viewed cartoons depicting characters that experienced various forms of bullying at school and responded to open-ended questions to explore their suggested coping strategies.
Abstract: Students with autism spectrum disorder (ASD) are frequent targets of peer victimization (i.e., bullying). Although the frequency and potential impact of such experiences on students with ASD has been examined, the potential coping strategies implemented by such students are relatively unexplored. This qualitative study examined coping strategies for peer victimization as suggested by 38 students with ASD who do not have cognitive impairment. Participants viewed cartoons depicting characters that experienced various forms of bullying at school and responded to open-ended questions to explore their suggested coping strategies. Thematic analysis yielded three themes: approach coping, avoidance coping, and complexities of bullying. This study provides insight into the coping strategies implemented by students with ASD and possible avenues for school-based intervention.
17 citations
TL;DR: This article examined the mediating role of student school motivation in linking student victimization experiences and academic achievement among a nationally representative sample of students in 10th grade and found that there were significant associations between victimization and academic achievements for high school students.
Abstract: This study examined the mediating role of student school motivation in linking student victimization experiences and academic achievement among a nationally representative sample of students in 10th grade. Structural equation modeling supported that there were significant associations between student victimization and academic achievement for high school students. Give these significant associations, identification of the cognitive mechanisms that underlie these relationships is critical to understanding the plight of repeated victims. Our results indicated that students who reported frequent peer victimization also reported reduced school motivation (self-efficacy and intrinsic motivation), resulting in lower achievement in both reading and math. These pathways existed after accounting for differences in achievement that may be due to socioeconomic status and gender.
8 citations
TL;DR: In this article, a multiple baseline design was utilized to investigate the use of interdependent group contingencies in physical activity performance during recess, as measured by pedometers, with one class from each of the third, fourth, and fifth classes.
Abstract: As the number of children affected by obesity increases in the United States, it is necessary to intervene with preventive and intervention techniques that will enact change. Because children spend a significant amount of their time in school, it is of particular interest to target strategies during the school day. Given the recommendations for the total duration and intensity of physical activity children should participate in, recess period is a means of acquiring a portion of this daily recommendation. Contingent reinforcement is a technique that is consistently used in schools to promote behavior change. One of these techniques, group contingencies, has repeatedly been shown to increase desired behavior and decrease inappropriate behavior in schools. In the present study, a multiple baseline design was utilized to investigate the use of interdependent group contingencies in physical activity performance during recess, as measured by pedometers, with one class from each of the third, fourth, and fifth ...
8 citations
TL;DR: For instance, school psychologists typically conduct psychological and psycho-educational assessments, provide prevention and intervention services, and consult and collaborate with allied professionals (e.g., teachers and administrators).
Abstract: School psychologists typically conduct psychological and psychoeducational assessments, provide prevention and intervention services, and consult and collaborate with allied professionals (e.g., te...
7 citations
TL;DR: This article will provide school-based psychologists with current information on the clinical features of ASD, best practice assessment and diagnostic approaches for the disorder, and information pertaining to intervention via the use of a clinical case study to inform readers about the clinical reasoning that ensues throughout the process of assessment to intervention.
Abstract: Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder whose incidence is rising. School-based professionals are in an ideal position to provide the much-needed assessment and intervention supports for students with ASD, as the professionals’ placement within a formal system affords the opportunity to observe and support children in a structured environment. This article will provide school-based psychologists with current information on the clinical features of ASD, best practice assessment and diagnostic approaches for the disorder, and information pertaining to intervention via the use of a clinical case study to inform readers about the clinical reasoning that ensues throughout the process of assessment to intervention.
6 citations
TL;DR: Autism Spectrum Disorder (ASD) is an aetiologically complex neurodevelopmental disorder characterized by deficits in social functioning as mentioned in this paper, and children with ASD display a wide range of social competence.
Abstract: Autism Spectrum Disorder (ASD) is an aetiologically complex neurodevelopmental disorder characterized by deficits in social functioning. Children with ASD display a wide range of social competence ...
5 citations
TL;DR: Insight is provided into the clinical reasoning involved in the assessment and intervention planning for an adolescent with oppositional defiant disorder.
Abstract: Clinical reasoning requires thoughtful consideration of a variety of factors that contribute to the conceptualization of a case such as the reason for referral, school information, home environment, assessment outcomes, and behavioural observations made during assessments. The purpose of this article is to provide the reader with insight into the clinical reasoning involved in the assessment and intervention planning for an adolescent with oppositional defiant disorder. The reader will be guided through the authors’ conceptualization of this case and suggestions for intervention.
TL;DR: In this paper, the authors present an example of a real-life case study relying on evidence-based practices and sound clinical judgment in the assessment and treatment of depression using Cognitive Behavioral Therapy (CBT).
Abstract: Accurate assessment and effective treatment of mood disorders, particularly depression, is critically important for the millions of youth who are experiencing such symptomatology and who are at risk for a multitude of deleterious outcomes. Although the extant empirical literature provides substantial guidance for the assessment and treatment of depression, real-life complexities necessitate the inclusion of sound clinical judgment throughout the diagnostic, treatment planning and intervention phases. The purpose of this article is to present an example of a real-life case study reliant on evidence-based practices and sound clinical judgment in the assessment and treatment of depression. We first review the extant diagnostic, epidemiological, assessment, and treatment literature. The case study is intended to highlight the therapist’s use of evidence-based treatment (i.e., Cognitive Behavioral Therapy), while also considering points during treatment at which the therapist was required to use clinical judgm...
TL;DR: The PDD Behavior Inventory (PDDBI) has recently been shown, in a large multisite study, to discriminate well between autism spectrum disorder (ASD) and other groups when its scores were examined as discussed by the authors.
Abstract: The PDD Behavior Inventory (PDDBI) has recently been shown, in a large multisite study, to discriminate well between autism spectrum disorder (ASD) and other groups when its scores were examined us...
TL;DR: In this article, the authors provide the reader with insight into the clinical reasoning involved in the assessment and intervention planning for a child with Attention-Deficit/Hyperactivity Disorder (ADHD).
Abstract: The purpose of this article is to provide the reader with insight into the clinical reasoning involved in the assessment and intervention planning for a child with Attention-Deficit/Hyperactivity D...
TL;DR: The incidence of writing disorder is as common as reading disorder, but it is frequently under-identified and rarely targeted for intervention as mentioned in this paper, which makes it difficult to identify and often overlooked for intervention.
Abstract: The incidence of writing disorder is as common as reading disorder, but it is frequently under-identified and rarely targeted for intervention. Increasing clinical understanding on various subtypes...
TL;DR: In this article, the authors investigated the needs of adult education staff pertaining to adult students' mental health issues within a local school board, and two 2-hr workshops were designed for the 114 members of the staff based on the needs identified by the surveys.
Abstract: The present study investigated the needs of adult education staff pertaining to adult students’ mental health issues within a local school board. The study utilized mixed-methods design and was divided into progression of three separate studies. An initial focus group was conducted to identify the 12 participants’ concerns and provide a direction for the needs assessment survey that was administered to the entire population of adult education teachers in the board. Two 2-hr workshops were designed for the 114 members of the staff based on the needs identified by the surveys. An evaluation of the workshops indicated that the workshops were valuable and further training was desired. By educating teachers about students who are learning in the context of mental health challenges, we will be able to provide them with the necessary tools to do their jobs more successfully and comfortably.
TL;DR: In this article, the authors provide the reader with insight into the clinical reasoning process involved in the assessment and intervention planning for a child with a reading disability, using a Cattell-Horn-Carroll theoretical/neuropsychological approach.
Abstract: The purpose of this article is to provide the reader with insight into the clinical reasoning process involved in the assessment and intervention planning for a child with a reading disability. A Cattell-Horn-Carroll (CHC) theoretical/neuropsychological approach shall serve as the foundational theoretical framework for this case study, and Flanagan, Ortiz, and Alfonso’s Dual Discrepancy/Consistency Operational Definition of Specific Learning Disabilities will serve as the decision-making model for diagnosis. The reader will be guided through the author’s conceptualization of this case and suggestions for intervention will be discussed.
TL;DR: The RIAS-2 also encompasses a two-subtest abbreviated intelligence test called the Reynolds Intellectual Screening Test, Second Edition (RIST-2) as discussed by the authors, which is designed to assess general intelligence, verbal and nonverbal intelligence, memory, and processing speed.
Abstract: The Reynolds Intellectual Assessment Scales, Second Edition (RIAS-2; Reynolds & Kamphaus, 2015) is an intelligence test for those aged 3 to 94 years. It contains eight subtests designed to assess general intelligence, verbal and nonverbal intelligence, memory, and processing speed. The two subtests targeting processing speed are new to the RIAS-2. The RIAS-2 also encompasses a two-subtest abbreviated intelligence test called the Reynolds Intellectual Screening Test, Second Edition (RIST-2). Its manuals, fast guide, and stimulus books are packaged in a carrying case.
TL;DR: A special double issue of the Canadian Journal of School Psychology on "Contemporary Issues in School-Based Practice for Students With Autism Spectrum Disorder" as discussed by the authors is focused on research-based efforts to understand, recognize, and support students with autism spectrum disorder (ASD), with specific considerations for school settings.
Abstract: It is our honour to introduce this special issue of the Canadian Journal of School Psychology on “Contemporary Issues in School-Based Practice for Students With Autism Spectrum Disorder.” This special double issue is focused on research-based efforts to understand, recognize, and support students with autism spectrum disorder (ASD), with specific considerations for school settings. By focussing on schools, we aim to provide information pertinent not only to school psychologists but also more generally to other educators in school settings. Consequently, this special issue includes articles related to school-based interventions and assessment considerations emerging from research, with implications for school settings highlighted by both Canadian and International contributors. ASD is a complex, heterogeneous neurodevelopmental disorder, with prevalence estimates ranging from 1 in 69 (Centers for Disease Control and Prevention [CDC], 2014) to 1 in 94 in Canada (Ouellette-Kuntz et al., 2014), affecting approximately 1% to 1.5% of the student population (Ghali et al., 2014). Despite common impairment criteria for social communication, and restricted and/or repetitive patterns of behaviour and interests (American Psychiatric Association [APA], 2013), the severity and type of impairments vary widely from student to student, as implied with a “spectrum” approach. Indeed, many readers are likely familiar with the following saying: “If you’ve met one person with autism, you’ve met one person with autism,” clearly reflecting the diversity of people on the spectrum. While this adage highlights the heterogeneity on
TL;DR: In this article, the authors examined the short and longer term effectiveness of rehearsal strategy training with children with autism spectrum disorders (ASDs), and found that children with ASD made strong gains during a focused teaching session, but rehearsal strategy use was not well maintained after training.
Abstract: Although low levels of memory strategy use have been found in children with autism spectrum disorders (ASDs), few studies have explored the effectiveness of interventions for improving strategy use with this population. In two studies, we examined the short- and longer term effectiveness of rehearsal strategy training. In Study 1, children with ASD made strong gains during a focused teaching session, but rehearsal strategy use was not well maintained after training. In Study 2, we increased training with multiple individualized sessions. Longer term maintenance of gains occurred, demonstrating the possibility of successfully teaching and generalizing of strategy use, findings that have important implications for classroom and intervention contexts with children with ASD.