Thursday, January 17, 2013

Journal Alert: School Psychology Review, 41(4), 2012

Journal Name:   SCHOOL PSYCHOLOGY REVIEW (ISSN: 0279-6015)
Issue:          Vol. 41 No. 4, 2012
IDS#:           056SP
Alert Expires:  10 JAN 2014
Number of Articles in Issue:  6 (6 included in this e-mail)
Organization ID:  c4f3d919329a46768459d3e35b8102e6
Note:  Instructions on how to purchase the full text of an article and Thomson Reuters Science Contact information are at the end of the e-mail.

*Pages: 371-386 (Article)
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Preschoolers' Mathematics Skills and Behavior: Analysis of a National Sample

Dobbs-Oates, J; Robinson, C

*SCHOOL PSYCHOLOGY REVIEW*, 41 (4):371-386; DEC 2012 

This study investigated the association between children's mathematical
skills and their behavior in the prekindergarten year in a national
sample of children attending center-based child care. The sample
consisted of approximately 5,400 preschoolers in center-based care from
the Early Childhood Longitudinal Study-Birth Cohort. Children's math
ability was assessed and child care providers rated children's
behaviors. Results revealed that teacher ratings of approaches to
learning behaviors were associated with mathematical skills.
Implications for early education and research are discussed.


*Pages: 387-412 (Article)
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The Effects of School-Based Interventions for Attention Deficit Hyperactivity Disorder: A Meta-Analysis 1996-2010

DuPaul, GJ; Eckert, TL; Vilardo, B

*SCHOOL PSYCHOLOGY REVIEW*, 41 (4):387-412; DEC 2012 

A meta-analysis evaluating the effects of school-based interventions for
students with attention deficit hyperactivity disorder was conducted by
examining 60 outcome studies between 1996 and 2010 that yielded 85
effect sizes. Separate analyses were performed for studies employing
between-subjects, within-subjects, and single-subject experimental
designs. The overall mean effect sizes for dependent measures of
behavior were positive and significant for within-subjects (0.72) and
single-subject (2.20) designs, but not for between-subjects (0.18)
designs. Mean effect sizes for academic outcomes were positive but not
significant for between-subjects (0.43) and within-subjects (0.42)
design studies, but were positive and significant for single-subject
(3.48) design studies. Contingency management, academic intervention,
and cognitive-behavioral intervention strategies were all associated
with positive effects for academic and behavioral outcomes. Other
moderators (e.g., school setting, publication status) are discussed
along with implications for school-based management of students with
attention deficit hyperactivity disorder and future treatment studies
for this population.


*Pages: 413-428 (Article)
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A Social Cognitive Learning Theory of Homophobic Aggression Among Adolescents

Prati, G

*SCHOOL PSYCHOLOGY REVIEW*, 41 (4):413-428; DEC 2012 

The current study used social cognitive theory as a framework to
investigate self-reported homophobic aggressive behavior at school.
Participants included 863 students of 49 classes, enrolled in Grades
9-13 in 10 Italian public high schools. The results from the multilevel
mediation model (1-2-1) showed that class-level homophobic attitudes
toward gay males mediated the relationship between student observations
of peer homophobic aggression and self-reported engagement in homophobic
aggression toward schoolmates perceived as gay. However, although
student observations of peer aggression toward perceived lesbians
predicted self-reported engagement in homophobic aggression toward
perceived lesbians, this relationship appeared not to be mediated by
class-level homophobic attitudes. Student observations of peer
aggression toward perceived lesbians predicted the self-reported
engagement in homophobic aggression toward perceived lesbians. It was
found that the social cognitive perspective provided considerable
insights into homophobic aggression at school. Consistent with this
perspective, social and cognitive factors accounted for students'
homophobic aggression.


*Pages: 429-446 (Article)
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Evaluating School Impairment With Adolescents Using the Classroom Performance Survey

Brady, CE; Evans, SW; Berlin, KS; Bunford, N; Kern, L

*SCHOOL PSYCHOLOGY REVIEW*, 41 (4):429-446; DEC 2012 

School impairment is often defined in terms of impairment in academic
progress (i.e., poor grades). Poor academic performance can occur for
several reasons, including poor homework completion, being off task
during class lectures, and inefficient study habits. However, school
impairment can include other factors such as a student's inability to
interact with teachers and peers and the inability to ask for help when
needed. The current study evaluates the Classroom Performance Survey, a
measure that includes items pertaining to areas of strengths and
weakness for students and specifically designed to assess functioning in
secondary schools. Using data from 875 high school students, results
from exploratory and confirmatory factor analyses revealed two factors,
Academic Competence and Interpersonal Competence. Normative data on the
measure for adolescents are presented and implications for practice and
intervention development are discussed.


*Pages: 447-466 (Article)
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Development of a Family School Intervention for Young Children With Attention Deficit Hyperactivity Disorder

Mautone, JA; Marshall, SA; Sharman, J; Eiraldi, RB; Jawad, AF; Power, TJ

*SCHOOL PSYCHOLOGY REVIEW*, 41 (4):447-466; DEC 2012 

Although numerous studies have evaluated the effectiveness of multimodal
psychosocial interventions for children with attention deficit
hyperactivity disorder, these programs are limited in that there has not
been an explicit focus on the connection between family and school. This
study was designed to develop and pilot test a family school
intervention, Family-School Success-Early Elementary (FSS-EE), for
kindergarten and first-grade students with attention deficit
hyperactivity disorder. Key components of FSS-EE were family-school
behavioral consultation, daily report cards, and strategies to improve
parent-child relationships and family involvement in education. FSS-EE
was developed using a multistep iterative process. The piloted version
consisted of 12 weekly sessions including 6 group meetings, 4
individualized family sessions, and 2 school-based consultations.
Families participating in the study were given the choice of placing
their children on medication; 25% of children were on medication at the
time of random assignment. Children (n = 61) were randomly assigned to
FSS-EE or a comparison group controlling for nonspecific treatment
effects. Outcomes were assessed at post intervention and 2-month
follow-up. Study findings indicated that FSS-EE was feasible to
implement and acceptable to parents and teachers. In addition, the
findings provided preliminary evidence that FSS-EE is effective in
improving parenting practices, child behavior at school, and the student
teacher relationship.


*Pages: 467-481 (Article)
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Test Driving Interventions to Increase Treatment Integrity and Student Outcomes

Dart, EH; Cook, CR; Collins, TA; Gresham, FM; Chenier, JS

*SCHOOL PSYCHOLOGY REVIEW*, 41 (4):467-481; DEC 2012 

Behavioral consultation has been shown to be an effective way for school
psychologists to work with teachers in implementing interventions for
student problem behavior. Some teachers are resistant to the behavioral
consultation process and thereby fail to implement agreed upon
interventions with integrity, which is problematic considering the
research linking treatment integrity to student behavior change. The
purpose of this study was to evaluate the effects of a test-drive
procedure to improve teachers' treatment integrity and student outcomes.
The test-drive procedure was evaluated using a nonconcurrent multiple
baseline design. Four elementary school teachers who initially
demonstrated low adherence to intervention protocols tried several
interventions and then proceeded implementing the one they found most
acceptable. Results indicated that teachers who were resistant to the
traditional behavioral consultation process implemented interventions
with higher rates of treatment integrity once they were able to test
drive several interventions and select the one they found most
acceptable. Higher levels of treatment integrity were also associated
with increased student academic engaged time. The implications and
future directions of the findings are also discussed.

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