Showing papers in "Journal of School Psychology in 2017"

TL;DR: The treatment effects of Mindfulness-Based Interventions with youth were synthesized from 76 studies involving 6121 participants using meta-regression with robust variance estimation and small, positive results were generally observed across the process and outcome domains.

TL;DR: This article serves as a non-technical primer on the topic of MG-CFA with ordinal (rating scale) data and does so through the framework of examining equivalence of measures used for EBIs within multi-tiered models - an understudied topic.

TL;DR: SREP students and coaches reported SREP to be a socially-valid intervention, in terms of acceptability and importance, and the SREP group exhibited a statistically significant and more positive trend in achievement scores over two years in middle school relative to the comparison condition.

TL;DR: The articles included in this special issue are consistent in their focus on families in the home setting and school personnel in the school setting as the primary individuals and settings to align interventions for children and adolescents.

TL;DR: It is suggested that school climate shares an important relation with chronic absence among adolescent students attending urban schools, and implications for prevention and intervention programs are discussed.

TL;DR: It was revealed that passive reactions by bystanders were associated with greater moral disengagement and less defender self-efficacy and classroom student-student relationship quality, and that students who scored high inmoral disengagement were even less prone to defend victims when the classroomStudent-Student relationship quality was low, but more prone to act as defenders when the classrooms student- student relationshipquality was high.

TL;DR: Improvement among students whose parents and teachers experienced CBC significantly outpaced that of control students in their teacher-reported school problems and observational measures of their inappropriate and appropriate classroom behavior.

TL;DR: Using piece-wise longitudinal trajectory analysis, trajectories of teacher-reported warmth and conflict in their relationships with students 4years prior to and 3years following the transition to middle school in a sample of 550 academically at-risk and ethnically diverse adolescents are investigated.

TL;DR: In this article, the authors used a longitudinal design to simultaneously examine the antecedents and status outcomes of defending behavior, and found that affective and social-cognitive factors explain involvement in defending.

TL;DR: Teacher-student conflict and closeness did not influence subsequent levels of math or reading achievement once previous levels were controlled, and influences were consistent across gender groups despite latent differences in teacher-student closeness and conflict.

TL;DR: An evaluation of Positive Family Support, an ecological family intervention and treatment approach to parent supports and family management training developed from a history of basic and translational research, suggested that for students at risk for behavior problems, immediate-intervention schools outperformed control schools on parent-reported negative school contacts.

TL;DR: It is suggested that preschool teachers who have higher levels of dispositional mindfulness may experience higher quality relationships with children in their classrooms, potentially impacting children's educational outcomes.

TL;DR: Teachers' general self-efficacy was positively associated withmean levels of closeness, and negatively associated with mean levels of conflict across student-teacher dyads, and teachers' generalSelf-efficency was positivelyassociated with mean Levels of closness, and negative associated with Mean Levels of Conflict.

TL;DR: Assessment of associations of chronic absence in the early middle grades with outcomes indicated that chronic absence was negatively associated with eighth-grade math achievement and reduced the probability of four-year graduation by diploma and any high school completion by age 21.

TL;DR: A quantitative meta-analytic test of n=50 studies dating from 1995 to 2015 found that interventions delivered by researchers promote positive attitudes toward outgroup members, and one-on-one interventions are most effective at tackling intergroup attitudes.

TL;DR: A moderate overall effect is suggested for small-group reading interventions and interventions were more effective if they were targeted to a specific skill, then as part of a comprehensive intervention program that addressed multiple skills.

TL;DR: Findings lend support for the use of portions of this abbreviated and adapted version of the Home Observation for the Measurement of the Environment for use among heterogeneous, cross-cultural groups in low- and middle-income nations.

TL;DR: Results suggest that adolescents' popularity may interfere with meeting academic demands in general and with showing engagement in particular, and that different engagement dimensions were differentially associated with peer status.

TL;DR: In this article, the authors describe adaptive treatment strategies as a natural fit within the multi-tiered systems of support (MTSS) framework and describe sequential multiple assignment randomized trials (SMART) as a promising empirical approach to rigorously develop and compare adaptive treatment regimens within this framework.

TL;DR: Although each of the article focuses on students with different needs, there is a common thread that binds them together, and that is each one captures the heterogeneity among students with particular problems or deficits and highlights the need to select and deliver more precise interventions to optimize student outcomes.

TL;DR: The results show that teachers feel somewhat less self-efficacious with ethnic minority versus majority students and the difference inSelf-efficacy was more pronounced in relation to internalizing problem behaviors and somewhat more distinct in classrooms with relatively few ethnic minority students.

TL;DR: CACE model assumptions, specification, estimation, and interpretation will all be demonstrated with simulated data generated from a randomized controlled trial of cognitive-behavioral therapy for Juvenile Fibromyalgia, and CACE analysis model figures, linear model equations, and Mplus estimation syntax examples are all provided.

TL;DR: It is shown that 2nd graders' mathematics achievement is improved, including for children living in poverty, by using assessment data to individualize the mathematics instruction they receive, and this results were realized within one school year.

TL;DR: The bifactor graded response (bifac-GR) model is presented in contrast to a correlated traits and unidimensional GR model and the importance of marginalizing the slopes for interpretation purposes is shown.

TL;DR: Associations between the risk factors and adolescents' problems were stronger for girls and for higher school students, and multi-group modeling demonstrated measurement invariance across both gender and school-level groups.

TL;DR: Results suggest that raters are less accurate in their detection of treatment effects as the Ordinate scale is constricted and raters were more likely to overestimate the size of a treatment effect when the ordinate scale was constricted.

TL;DR: A high level of teacher satisfaction was found and specific aspects of the training considered most valuable for early elementary teachers were identified, and strategies for future delivery of the IY-TCM program are suggested.

TL;DR: Investigation of the effect of grade retention in elementary school on dropping out of school by age 16 found retention (vs. promotion) led to an increased early dropout rate, even after controlling for 65 covariates associated with school achievement, retention, or both.

TL;DR: This much briefer version of Coping Power provided beneficial preventive effects on children's behavior in the school setting similar to the effects of the longer version ofCoping Power.

TL;DR: Results of the two studies suggest that interdependent happiness plays an adaptive role in the academic context especially in a collectivist cultural setting.