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1.
Specific learning disability (SLD) identification procedures vary across states (Maki et al., 2015, School Psychol Quart, 30, 457–469); however, the extent to which SLD identification methods are implemented at the district level is not well understood. Moreover, the high‐stakes nature of SLD identification necessitates extensive training, but research regarding graduate and postgraduate training in SLD is limited. This study examined school psychologists’ SLD training and practices through survey methodology. Results showed that a growing number of school psychologists use, prefer, and receive training in response to intervention and pattern of strengths and weaknesses to identify students with SLD while the use of and preference for ability–achievement discrepancy may be decreasing. However, nearly one‐third of school psychologists still reported the use of ability–achievement discrepancy. In addition, over half of school psychologists reported using state department of education guidance documents to inform their SLD identification practices. Implications for training and practice are discussed. 相似文献
2.
Christine J. Yeh Noah E. Borrero Patsy Tito Lealaisalanoa Setu Petaia 《The Urban Review》2014,46(2):147-168
Through a critical cultural assets model, the authors use the methodological practices of collaboration, community site visits, document analysis, and interviews with cultural insiders to explore schools’ continued rejection of academic belonging for people from “othered” communities. They explore the case of Samoan youth—a marginalized cultural group—to contest the shared belief that school-based citizenry is an educational impossibility. Interview data with Samoan elders is analyzed using Consensual Qualitative Research methods (Hill et al. in Couns Psychol 24(4):517–572, 1997). They present themes of cultural capacities and academic disconnection to imagine a school context for the integration of cultural assets for “othered” youth (Kliewer and Biklen in Teach Coll Rec 109(12):2579–2600, 2007; Kliewer et al. American Educ Res Assoc J 3(2):163–192, 2006). 相似文献
3.
Katie Eklund Sarah L. DeMarchena Eric Rossen Jared T. Izumi Kelly Vaillancourt Shawna Rader Kelly 《Psychology in the schools》2020,57(4):489-501
The school setting represents the most common setting by which youth receive mental and behavioral health (MBH) services (Farmer et al., 2003, Psychiatr Serv, 54, 60–66). Nevertheless, many school psychologists are not providing MBH services despite the high prevalence of need. Additional research is needed to understand factors leading to these deficits, as well as potential solutions to ameliorate these concerns. The current study surveyed 341 school psychologists across seven states and found current ratios are one school psychologist for every 1,500–2,000 students. Study results suggest school psychologists are providing a half to full day of universal, prevention-oriented MBH services each week whereas more targeted, direct services (e.g., individual or small group counseling) are offered 1–4 hr each week. The school psychologist-to-student ratios also demonstrated a statistically significant and inverse association with the provision of targeted MBH services, with higher ratios resulting in fewer MBH services. Respondents provided potential solutions for how to expand the delivery of MBH services within schools, including increased awareness and support among school and district administrators, as well as access to training and professional development related to MBH services. 相似文献
4.
Research has pointed to the importance of interprofessional collaboration (IPC) between school psychologists and medical providers in the provision of quality mental health care for youth with chronic health conditions. However, little is known about current IPC practices among school psychologists. This study examined school psychology trainees’ and professionals’ perceptions of training, preparedness, and current practices related to IPC with medical providers. Survey results indicated that participants (N = 317) endorse relatively low levels of training and preparedness and limited practice of IPC with medical providers. Additionally, results indicated that perceptions of training and preparedness were associated with current practices in IPC with medical providers. Findings demonstrated the impact of training and preparedness on subsequent engagement in IPC and have implications for the future training of school psychologists as they seek to address the needs of youth with chronic health conditions. 相似文献
5.
This study sought to assess current and future school psychologists’ attitudes toward and preparedness to address the needs of lesbian, gay, bisexual, and transgender (LGBT) students in schools. Two‐hundred seventy‐nine school psychologists (n = 162, 58%) and school psychology graduate students (n = 117, 42%) were included in the study. Participants completed measures of attitudes toward LGBT students, preparedness to address the needs of LGBT youth, and social desirability. For both school psychologists and graduate students, increased education was associated with improved attitudes and increased preparedness to treat LGBT youth. For school psychologists, presence of a gay‐straight alliance was associated with increased knowledge about LGBT youth, as well as higher ratings of preparedness to treat LGBT youth; the same associations did not hold true for the graduate students. These findings have implications for the training and practice of school psychologists in addressing the needs of LGBT youth in schools. 相似文献
6.
This study examined the relations between school climate and school adjustment among 101 lesbian, gay, and bisexual (LGB) high school students and the moderating influence of social support on those relations. Students completed surveys to assess three aspects of the school climate (the school's exclusion/inclusion of LGB people, personal victimization in school for being LGB, and social support from teachers) as well as social support from family and close friends. Criterion variables were GPA, school belonging, and discipline problems. School climate variables explained significant amounts of variance in all criterion variables, after controlling for prior GPA, and there were no moderating effects of parent or friend support. Cluster analyses revealed one small group (n = 14) of highly vulnerable youth who were the least adjusted, most victimized, and least supported. Implications for teachers, counselors, and future research are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 159–172, 2005. 相似文献
7.
Adam B. Lockwood Thomas J. Gross Ryan L. Farmer Stephen W. Loke 《Psychology in the schools》2019,56(6):992-1003
The purpose of this study was to further examine the factor structure of the Huber Inventory of Trainee Self‐Efficacy (HITS), a measure of school psychology trainee self‐efficacy. Lockwood et al. (2017, Psychol. Sch., Vol. 54, pp. 655–670) extant data set, collected from 520 school psychology trainees, was utilized. Four measurement models were examined for model fit and factor loadings. Of the four models, a bifactor model with a single latent general self‐efficacy (GSE) and latent domain‐specific factors (i.e., Multidimensional Assessment Skills, Counseling Skills, Professional Interpersonal Skills, and Research Skills) was the most parsimonious. However, standardized loadings indicated that all practice‐related items loaded more significantly onto GSE than their domain‐specific factors, indicating the utility of GSE for practice‐related skills. Of note, the Research Skills factor displayed greater domain‐specific loadings than general loadings. These findings suggest that GSE may be the best indicator of trainee self‐efficacy, though a two‐factor model that represents practical skills versus research skills may also be appropriate. Additionally, reliability scores indicate that subscale interpretation may also be reasonable. Limitations, implications for trainers of school psychologists, and for future research directions are discussed. 相似文献
8.
Development of a Short-Form Measure of Science and Technology Self-efficacy Using Rasch Analysis 总被引：1，自引：1，他引：0
Richard L. Lamb David Vallett Leonard Annetta 《Journal of Science Education and Technology》2014,23(5):641-657
Despite an increased focus on science, technology, engineering, and mathematics (STEM) in U.S. schools, today’s students often struggle to maintain adequate performance in these fields compared with students in other countries (Cheek in Thinking constructively about science, technology, and society education. State University of New York, Albany, 1992; Enyedy and Goldberg 2004; Mandinach and Lewis 2006). In addition, despite considerable pressure to promote the placement of students into STEM career fields, U.S. placement is relatively low (Sadler et al. in Sci Educ 96(3):411–427, 2012; Subotnik et al. in Identifying and developing talent in science, technology, engineering, and mathematics (STEM): an agenda for research, policy and practice. International handbook, part XII, pp 1313–1326, 2009). One explanation for the decline of STEM career placement in the U.S. rests with low student affect concerning STEM concepts and related content, especially in terms of self-efficacy. Researchers define self-efficacy as the internal belief that a student can succeed in learning, and that understanding student success lies in students’ externalized actions or behaviors (Bandura in Psychol Rev 84(2):191–215, 1977). Evidence suggests that high self-efficacy in STEM can result in student selection of STEM in later educational endeavors, culminating in STEM career selection (Zeldin et al. in J Res Sci Teach 45(9):1036–1058, 2007). However, other factors such as proficiency play a role as well. The lack of appropriate measures of self-efficacy can greatly affect STEM career selection due to inadequate targeting of this affective trait and loss of opportunity for early intervention by educators. Lack of early intervention decreases selection of STEM courses and careers (Valla and Williams in J Women Minor Sci Eng 18(1), 2012; Lent et al. in J Couns Psychol 38(4), 1991). Therefore, this study developed a short-form measure of self-efficacy to help identify students in need of intervention. 相似文献
9.
Because trucks aren’t bicycles: orthographic complexity as an important variable in reading research
Severe enduring reading- and writing-accuracy difficulties seem a phenomenon largely restricted to nations using complex orthographies, notably Anglophone nations, given English’s highly complex orthography (Geva and Siegel, Read Writ 12:1–30, 2000; Landerl et al., Cognition 63:315–334, 1997; Share, Psychol Bull 134(4):584–615, 2008; Torgesen and Davis, J Exp Child Psychol 63:1–21, 1996; Vellutino, J Learn Disabil 33(3):223, 2000). They seem rare in transparent orthography nations such as Finland, which use highly regular spelling and few spelling rules beyond letter sounds, and most children read and write with impressive accuracy by the end of Year 1 (Holopainen et al., J Learn Disabil 34(5):401–413, 2001; Seymour et al., Br J Psychol 94:143–174, 2003; Spencer and Hanley, Br J Psychol 94(1):1–29, 2003; J Res Read 27(1):1–14, 2004). Orthographic complexity has strong and diverse impacts on reading, writing and academic development (Aro, Learning to read: The effect of orthography, 2004; Galletly and Knight, Aust J Learn Disabil 9(4):4–11, 2004; Aust Educ Res 38(3):329–354, 2011). Despite these strong effects, orthographic complexity is rarely included as a variable in reading research studies considering evidence from both Anglophone (complex orthography) and transparent-orthography readers, or included in discussion of factors influencing results. This paper discusses the differences in reading-accuracy development and difficulties evidenced in studies of Anglophone (complex-orthography) and transparent-orthography readers. It then explores instances of orthographic complexity not being considered in studies where it may have impacted results. This disregarding of orthographic complexity as a variable in research studies appears an oversight, one likely to be contributing to continuing confusion on many aspects of reading and writing development in both healthy- and low-progress readers. Needs for research in these areas are discussed. 相似文献
10.
Trevor J. Buser Christina Hamme Peterson Anne Kearney 《Journal of College Counseling》2015,18(3):195-208
The authors recruited college students (N = 648) and investigated relationships among academic and social self–efficacy, relational aggression from parents and peers, and nonsuicidal self–injury (NSSI). Results indicated that both types of self–efficacy were related inversely to NSSI. Academic self–efficacy mediated the relationship between parental emotional abuse and NSSI, whereas social self–efficacy mediated the relationship between peer victimization and NSSI. Clinical implications of these findings for college counselors are discussed. 相似文献
11.
Laura Lee McIntyre Tanya L. Eckert Lauren A. Arbolino Florence D. DiGennaro Reed Barbara H. Fiese 《Early Childhood Education Journal》2014,42(3):203-210
Research suggests that a large percentage of kindergarten children do not successfully transition to school (Rimm-Kaufman et al. 2000). As a result, a number of school transition initiatives have been developed by educators and policy makers to address the difficulties young children may experience upon kindergarten entry. Despite this attention, our review found no studies examining the involvement of school psychologists in kindergarten transition practices. The present study reports the outcomes of a national survey of the membership directory of the National Association of School Psychologists examining school-based involvement in kindergarten transition activities; school psychologists’ perceived involvement with and training in kindergarten transition activities; and school psychologists’ perceived barriers to engage in kindergarten transition activities. Results showed that most schools engaged in at least one kindergarten transition activity per year, with half of the responding sample reporting involvement. School psychologists were more likely to be involved in kindergarten transition activities if they were employed in an urban locale or a large to moderate-sized school setting. School psychologists most frequently reported involvement with kindergarten screenings and collaborating with kindergarten and preschool teachers. Implications and recommendations for practice among early childhood and other educational professionals are delineated. 相似文献
12.
Christopher H. Skinner Danielle N. Pappas Kai A. Davis 《Psychology in the schools》2005,42(4):389-403
Although educators often provide opportunities for students to engage in active academic responding, in many situations, students either cannot or will not respond. In the current article, we analyze the reasons students fail to respond. Practical procedures educators can use to prevent can't do problems are provided. Won't do problems are conceptualized as choice behaviors. Both applied and theoretical research on choice behavior provides the basis for recommendations designed to enhance the probability of students choosing to engage in active accurate academic (AAA) responding. Such procedures can increase skill development and achievement while decreasing inappropriate behaviors that are incompatible with AAA responding. School psychologists may utilize this information during the initial stages of collaborative problem solving (e.g., consultation) to help conceptualize problems. This conceptualization may then guide the assessment and intervention processes. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 389–403, 2005. 相似文献
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14.
Janise S. Parker Jose M. Castillo Sujay Sabnis Julie Daye Patricia Hanson 《Journal of educational and psychological consultation》2020,30(2):119-155
ABSTRACTSchool-based consultation has garnered increasing attention relevant to culturally responsive practice in school psychology. Although prior research has investigated school psychologists’ experiences with supporting culturally diverse youth through school-based consultation, few studies have utilized an established framework to understand school psychologists’ experiences. We utilized specific components of Ingraham’s Multicultural School Consultation framework to examine fifteen school psychologists’ experiences with providing culturally responsive consultation. Constant comparative analysis revealed the various strategies used by practitioners to support culturally diverse students throughout the consultation process (e.g., involving multiple people in decision-making, using non-confrontational approaches to educate school personnel about cultural dynamics, providing messages of support and encouragement to diverse students and families) and the socio-contextual barriers to their practice (e.g., cultural minimization, lack of administrative support). Implications for research, training, and school-based practice are discussed. 相似文献
15.
School psychologists have a critical role in identifying social‐emotional problems and psychopathology in youth based on a set of personality‐assessment competencies. The development of competencies in assessing personality and psychopathology is complex, requiring a variety of integrated methods and approaches. Given the limited extent and scope of formal preparation in personality assessment in school psychology training programs, it is important to develop models using multiple methods of assessment. It is proposed that an integrated paradigm associated with a combination of empirical and clinical methods serve as a framework for the development of school psychology practice competencies in personality assessment. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 513–526, 2006. 相似文献
16.
Paul C. McCabe Florence Rubinson Eliza A. Dragowski Graciela Elizalde‐Utnick 《Psychology in the schools》2013,50(7):672-688
A national sample of educators were surveyed to identity the attitudes, beliefs, school culture, and perceived barriers that would predict whether educators would intervene to stop bias and harassment directed at lesbian, gay, bisexual, transgendered, and questioning (LGBTQ) youth in schools. The survey questionnaire was organized according to the theory of planned behavior (TpB), a theoretical model linking attitudes to behavior. A sample of 968 teachers, school psychologists, and school counselors participated. Factor analysis indicated that the three TpB components (attitude, subjective norm, and perceived behavioral control) accurately predicted behavioral intention to advocate for LGBTQ youth. Path analysis supported the components of TpB in predicting behavioral intention, accounting for 21% of the variance. The path coefficients linking attitudes and subjective norm to behavioral intention were particularly robust and less so for perceived behavioral control. Implications for intervention and training of school personnel to improve advocacy for LGBTQ youth and reduce bias and harassment are discussed. 相似文献
17.
The current study examined the prevalence of ethnic incongruence in three school psychological services: assessment, consultation, and counseling; the prevalence of diversity training among school psychologists; and practitioners' attitudes about their training experiences. A mail survey was sent to a random sample of 500 school psychologists drawn from the 1999 membership roster of the National Association of School Psychologists (NASP). Ethnic incongruence, defined as ethnic differences between a professional and a client, was commonly reported for assessment, consultation, and counseling cases. Diversity training was reported by 90.7% of participating school psychologists in the form of graduate coursework, internship experiences, or continuing education. Though most respondents rated their training experiences positively, improvements were suggested. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 419–432, 2005. 相似文献
18.
Jan N. Hughes 《Psychology in the schools》1986,23(1):59-63
The majority of unserved and underserved handicapped children live in rural America (Sher, 1978). One obstacle to serving these children is a lack of qualified staff (Helge, 1981). The turnover rates for rural and urban school psychologists in Virginia were determined for the years 1977–78 through 1979–80: the rate for rurai school psychologists is four times the rate for urban school psychologists (p<.001). Rural school psychologists who terminated employment and rural school psychologists who remained were surveyed on selected background variables in 1981. School psychologists who remained were much more likely than those who left to have been raised in a nonurban community. Implications for training programs are discussed. 相似文献
19.
This article provides an overview of a special issue of Psychology in the Schools that examines the implementation of the Safe Schools/Healthy Students (SS/HS) Initiative in seven local communities. An overview of the SS/HS Initiative is provided. Critical lessons learned from the seven sites are discussed with a focus on the special role that school psychologists can play in implementing these complex violence prevention programs. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 447–456, 2003. 相似文献
20.
Kristin Powers Jennifer Hogansen Sarah Geenen Laurie E. Powers Eleanor Gil‐Kashiwabara 《Psychology in the schools》2008,45(4):349-364
This survey study explored gender differences in transition imperatives and opportunities for youth with disabilities (N = 521). Results indicated that males and females differ in terms of the adult outcomes they hope to achieve, transition training opportunities they have received, and their access to teachers and other nonfamilial adults to assist them. Youth and parents who responded to the survey indicated that gender stereotypes continue to exist and that these stereotypes result in lowered expectations for girls. Gender stereotypes were found to vary by ethnicity. Access to health insurance and a good doctor were rated as top priorities for all youth transitioning to adulthood. Implications for educators, psychologists, and counselors are discussed. © 2008 Wiley Periodicals, Inc. 相似文献