Showing papers in "Journal of School Psychology in 2007"

TL;DR: How emotion regulation skills facilitate children's development of a positive student-teacher relationship and cognitive processing and independent learning behavior, both of which are important for academic motivation and success are discussed.

TL;DR: In this article, the authors highlight several considerations about the appropriateness, technical adequacy, and usability of academic or behavioral screeners and provide a general assessment of the current state of science pertaining to universal screening.

TL;DR: Effect of the RTI model on number of evaluations conducted, percentage of evaluated children who qualified for services, and proportion of identified children by sex and ethnicity before and after implementation of the model was examined.

TL;DR: A review of current practices and tools used in the proactive screening of behaviorally at-risk students within the context of schooling is provided in this article, where the authors identify promising innovations in screening and early identification that the authors believe are worth considering and whose structural characteristics, required accommodations, and critical features may make them more acceptable to educational users.

TL;DR: The scientific status of assessment instrumentation that may be used for early mental health identification in schools is described in terms of their ability to accurately detect youth with mental health problems.

TL;DR: Results indicated negative outcomes associated with both relational and overt victimization and especially overt aggression for the target girl sample, but relational aggression did not evidence a similar negative relation to adjustment nor was it related to many of the behaviors examined in the current study.

TL;DR: This article examined the associations between the student-teacher relationship and outcomes for African American students who were behaviorally at-risk for referral to special education students were identified by their teachers as having behavior problems.

TL;DR: In this article, the authors examined factors related to three dimensions of parent involvement in preschool: school-based involvement, home-based, and parent-teacher relationship, and found that perceived context variables, such as economic stress and neighborhood social disorder, related negatively to parent involvement.

TL;DR: This paper reported the results of a quasi-experimental study on the contribution of the Responsive Classroom (RC) Approach to elementary school children's reading and math performance over one-, two-, and three-year periods.

TL;DR: The authors examined the role of student perceptions of four aspects of school climate (friction, cohesion, competition among students, and satisfaction with classes) as moderators of the relations between effortful control and subsequent conduct problems and depressive symptoms.

TL;DR: In this paper, the effects of teacher practices in promoting student academic achievement, behavioral adjustment, and feelings of competence were investigated in a prospective study of 257 children in 14 first grade classrooms.

TL;DR: The importance of child behavioral and social characteristics in predicting relationships with teachers for children with and without ID is demonstrated, including early behavior problems, self-regulation, and behavior during parent-child interactions.

TL;DR: In this paper, a social dynamics perspective of aggression in school is presented, focusing on the role of natural social processes in the establishment and maintenance of aggressive behavior in the school context.

TL;DR: There are existing screening tools available and new ones being validated that collectively can address the need for universal and systematic narrowband and broad-based assessment of students' academic enabling behaviors and academic skills in key content areas.

TL;DR: In this article, the authors examined how peer status and aggression are related to adolescents' expectations about their academic and social functioning in a new school system before the transition into that system, and their perceived academic/social functioning after the transition.

TL;DR: In this article, a study of 61 preschool children used an observational, longitudinal design to examine the degree to which social dominance relationships account for time-related change in rates of aggression and affiliation across a school year.

TL;DR: In this paper, the effects of explicit timing and cover-copy-compare on subtraction fluency were examined each session, which occurred twice weekly for a total of six weeks.

TL;DR: This paper found that teachers' perceptions of physical attractiveness are a function of power, status, and social skills, and that aggressive children who employ both prosocial and coercive strategies of resource control (bistrategic controllers) were among the most physically attractive.

TL;DR: One hundred fifty-four fourth graders took part in an investigation of the Open Circle Program (OCP), an intervention model that encourages students, teachers and administrators to learn and practice communication, self-control and social problem-solving skills as mentioned in this paper.

TL;DR: Using latent structural equation modeling and controlling for baseline economic adversity, IQ, and externalizing symptoms, resilient personality predicted children's concurrent and future achievement (controlling also for baseline achievement in the prospective analyses).

TL;DR: The findings of this study suggest that the HPQ is a promising set of measures for assessing student homework functioning and contextual factors that may influence performance.

TL;DR: The factor structure of the Reynolds Intellectual Assessment Scales (RIAS) was investigated with a large (N=1163) independent sample of referred students (ages 6-18) as mentioned in this paper.

TL;DR: In this article, the authors present a conceptual framework for evaluating, selecting, and using universal screening methods to identify students in need of early intervention services; specific examples of academic, behavioral, social-emotional, and mental health universal screening procedures; and an example illustrating the integration of universal screening within a response-to-intervention (RTI) model.

TL;DR: In this paper, a set of alternative Clinical Outcome indices widely used in the field of medicine: Risk Difference, Relative Risk, Relative Risk Improvement, and Odds Ratio, which compare patients in treatment versus control conditions Translated to single case research designs, the baseline phase becomes the control condition, the intervention phase became the treatment condition, and improvement is defined as non-overlapping data between phases.

TL;DR: The authors discusses the range of conditions that promote stereotype threat and identifies important moderators and mediators of the phenomenon, and several practical suggestions are offered for school psychologists to consider when interviewing students, interpreting assessment results, and developing programs to increase schoolwide achievement.

TL;DR: In this paper, behavioral descriptors were identified as variant or invariant predictors of perceived popularity in a sample of 516 fourth, fifth, and sixth grade children located in 26 majority-Black or majority-White classrooms.

TL;DR: In this article, a sample of 84 Canadian First Nations children were assessed in word and pseudoword reading, rapid naming speed, and ability to process information using the Planning, Attention, Successive, and Simultaneous (PASS) theory of intelligence.

TL;DR: This article used confirmatory factor analysis, including latent mean structures analysis, to test the fit of competing Pictorial Scale of Competence and Social Acceptance (PSPCSA) factor models and examined invariance across time and gender.

TL;DR: Self- and peer-reports of aggression in high- and average-aggressive mixed-sex and same-sex cliques are used to examine whether group members would assimilate their self-report of aggression to the aggression report of their peers by way of perceived homophily or engage in contrast and see their level of aggression as comparatively low in the face of high-aggression peers.