Showing papers in "Journal of School Psychology in 2013"

TL;DR: Results indicate that most decision-making practices are based on expert opinion and that there is very limited psychometric or empirical support for such practices in CBM-R.

TL;DR: It is suggested that pre-service training and professional development activities should promote teachers' use of positive behavior support strategies and encourage reduced reliance on exclusionary discipline strategies in order to enhance the school climate and conditions for learning.

TL;DR: The class with co-occurring academic and behavior problems in first grade had the greatest risk for negative distal outcomes for both boys and girls including higher likelihood of special education placement, mental health service use, poor academic achievement, and school dropout.

TL;DR: Two multilevel propensity score matching approaches were used to estimate the effect of high-quality teacher-child relationships in kindergarten on math and reading achievement during children's transition to first grade.

TL;DR: The purpose of the current study was to improve upon the URP-I by expanding and strengthening each of the original four subscales, producing a measure containing 29 items and yielding 6 subscales: Acceptability, Understanding, Feasibility, Family-School Collaboration, System Climate, and System Support.

TL;DR: Examination of general education kindergarten through fifth-grade teachers' use of instructional and behavioral management strategies as measured by the Classroom Strategy Scale (CSS)-Observer Form, a multidimensional tool for assessing classroom practices found teachers' discrepancy scores were not found to be related to years of teaching experience or to the interaction of years of Teaching experience and grade-level assignment.

TL;DR: Heterogeneity in bullying behaviors is highlighted and the importance of prevention and intervention programming that addresses safety and belonging is underscored.

TL;DR: Mentoring relationship quality was significantly associated with positive changes in youths' relationships with parents and teachers, as measured by subscales of the Inventory of Parent and Peer Attachment, the Teacher Relationship Quality scale, and the Hemingway Measure of Adolescent connectedness.

TL;DR: Investigating student-, classroom-, and school-level risk factors for victimization in Finnish elementary school students indicated that there was considerable variability in, and distinctive risk factors associated with, both peer- and self-reported victimization at all the three levels investigated.

TL;DR: A series of 5 studies were carried out to evaluate the validity, reliability, precision, and diagnostic accuracy of progress monitoring across a variety of progress Monitoring durations, schedules, and dataset quality conditions.

TL;DR: Results indicated that there were significantly different increases in home-school communication and parent competence in problem solving for participants in the CBC relative to control group, and children in theCBC group showed significantly greater decreases in arguing, defiance, noncompliance, and tantrums.

TL;DR: It is suggested that parent-teacher relationship quality may be one mechanism by which the benefits of parents' motivational beliefs are transmitted to children.

TL;DR: Preliminary results demonstrate the potential impact of IY-TCM on both teacher and child behavior and show a significant reduction in classroom off-task behavior.

TL;DR: Support was found for a model that identified conscientiousness and agreeableness as predictors of close, nonconflictual relationships, and neuroticism as a predictor of dependent and conflictual relationships.

TL;DR: This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher-student interaction quality, using a structural equation modeling framework.

TL;DR: The results of longitudinal cross-lagged structural equation modeling support the notion of an upward spiral of positive school experiences and happiness over time.

TL;DR: Latent growth curve analyses revealed that random assignment to the FCU intervention condition was related to increased mean levels of students' self-regulation from 6th to 7th grades, which reduced the risk for growth in antisocial behavior, involvement with deviant peers, and alcohol, tobacco, and marijuana use through the 8th grade.

TL;DR: Examination of children's early temperament, rated at preschool age, as a predictor of interactions with peers in third grade indicated that teacher-child conflict in early elementary grades mediated links between children's temperament and later peer interactions.

TL;DR: The results suggest that the effect of a universal preventive intervention may depend upon initial levels of on-task behavior and that improvements in social relations with peers may explain the reductions in aggression among these low-on task children.

TL;DR: The proposed model was nearly fully supported by path analysis, and it provides insight into the complex relations between early parenting behaviors, child characteristics, and parent-child interactions in the development of social competence.

TL;DR: It was shown that a reference variable approach, used in studies that incorporate planned missingness into data collection, may be used successfully to analyze data from several test batteries and studies, and CHC theory should continue to serve as a useful guide that can be used for intelligence research, assessment, and test development.

TL;DR: Investigation of Direct Behavior Rating Single Item Scales suggested that disruptive behavior is highly important in evaluating risk status in lower grade levels and that academically engaged behavior becomes more pertinent as students reach higher grade levels, and performance of DBR-SIS targets was relatively better in the elementary school than middle school grade level groups.

TL;DR: The results suggest that not only defenders but also outsiders have the intention to help children who are being bullied, however, outsiders' anti-bullying attempts are likely to be indirect and less firm than those of defenders.

TL;DR: Overall, results showed that first-grade retention was less helpful for struggling students than generally thought by parents and educators.

TL;DR: Modeling within-year ORF growth demonstrated that for Grades 1 to 7, a quadratic growth model fit better than either linear or cubic growth models, and for Grade 8, there was no substantial, stable growth.

TL;DR: Results indicated that the receipt of preschool special education services had a statistically significant moderate negative effect on children's kindergarten skills in both reading and math.

TL;DR: Findings add to the literature on motivation and well-being by showing that the levels of self-concordance and happiness experienced by employees vary significantly on a within-day level and show a predictable pattern.

TL;DR: Teachers' use of Responsive Classroom practices predicted higher emotional support and classroom organization throughout the year, suggesting the malleability of this teacher characteristic.

TL;DR: The regression-based procedure offers more efficient estimates, whereas the proposed non-regression procedure is more sensitive to intervention effects, which suggests that researchers can use both of them with certain guarantees.

TL;DR: It is suggested that despite receiving more overall teacher supervision, children with ADHD displayed lower levels of on-task behavior in settings that place high self-regulatory, information processing, and motivational demands on them.