bluuebunny/crossref_metadata_2025_split huggingface dataset:
Observational learning and enculturation
Authors: Odden Harold , Rochat Philippe 
Published: January 2023

Participatory learning as a central mechanism of enculturation is put into question based on ethnographic research conducted in a rural village in the Western Pacific country of Samoa.The paper investigates the role of observational learning in the transmission of crucial social knowledge in Samoa allowing children to become active participants in their cultural environment.The sample consists of 28 children aged between 4 and 12 years, 152 parental belief questionnaires as well as numerous semi-structured interviews. The research on learning individual fishing was conducted with a sample of 22 boys between 5 and 12 years of age and their older male relatives.Experimental testing of children over a two-year period was combined with semi-structured interviews of caretakers and other adults as well as older children, parental belief questionnaires (multiple choice and short answer responses), and ethnographic observations of children’s daily life.Our data show that observational learning is both a pervasive and potent mode of social learning in the Samoan context. Samoan children learn a range of different values, practices and beliefs via observation and without the benefit of extensive social scaffolding and intensive instruction. These results are particularly relevant to educators as the number of multicultural students in Western classrooms increases. Children, who grow up in a family and community environment that emphasises observational learning, may be at a great disadvantage in Western classrooms that emphasise active participation and dyadic instruction. The possibility exists that these children might not have learnt how to acquire knowledge effectively from such an environment.
Starting with inclusion:The East Sussex inclusion strategy and training for early years and childcare
Authors: Kingston Denise 
Published: January 2023

This paper describes the process and outcomes of the East Sussex inclusion strategy for early years and childcare. Early research included: an audit of existing early years and childcare provision, a survey of parental views about current resources and needs, and a survey of providers views describing barriers to inclusion from their perspective.These three major pieces of work led to an agreement to focus on inclusion and improvement for all children, the production of a staged approach to training, a new look to the foundation stage area special educational needs coordinator role and an extension of support and training into the childcare sector. Evaluation shows that the training and support is not only well received but making fundamental differences to the practice within settings. Parents, practitioners and the children themselves have been given a ‘voice’ through the use of the Index for Inclusion (Booth & Ainscow, 2002). The strategy and developments are increasingly being recognised as good practice both within government and within other local education authorities.
Attributions about child behaviour: Comparing attributions made by parents of children diagnosed with ADHD and those made by parents of children with behavioural difficulties
Authors: Saltmarsh Rebecca , McDougall Siné , Downey Jim 
Published: January 2023

The study examined whether the presence of attention deficit hyperactivity disorder (ADHD) in children affects parental attributions and emotional responses to different types of child behaviours. The responses of parents of children with ADHD and a control group made up of parents of children with behaviour difficulties were compared.Participants’ attributions about positive and negative (inattentive-overactive and oppositional-defiant) child behaviour were elicited. For all behaviour types, both participant groups were most likely to attribute causality to the child. When considering negative behaviours, parents of children with ADHD were less likely to consider behaviour to be intentional or under the child’s control, were less likely to report feeling angry and were more likely to report feeling frustrated than were control parents. It is proposed that these differences reflect the view of parents of children with ADHD that the disorder is a causal factor in their children’s negative behaviour. The results are discussed in terms of attribution theory.
The language screening instrument SNEL
Authors: Luinge M.R. , Post W.J. , Goorhuis-Brouwer S.M. 
Published: January 2023

Objectives: The aim of this study was to design a valid and accurate language-screening instrument (SNEL) (Spreek Normen Eerste Lijn = Speech Norms primary Healthcare), for identifying possible language problems in children from one to six years of age, which is intended to improve the referral of at-risk children for further diagnosis.Methods: A sample of 527 children from one to six years of age were randomly selected from day nurseries, playgroups, and primary schools in order to scale milestones in language development. The questionnaire regarding these milestones was completed by parental report. The milestones were scaled according to the nonparametric Mokken Item Response Model for dichotomous responses, and the assumption of sample independence was evaluated.The external validation was examined by means of the relationship between age and the language-screening instrument SNEL and the relationship between the gold standard for language development and SNEL. For this latter, a weighted sample of 84 children from the large sample of 527 was used together with 14 children with language problems. The accuracy of the instrument in terms of sensitivity and specificity for different percentiles (ROC-curves) was studied in order to identify children with language problems. The accuracy was summarized by the area under the ROC curve (AUROC).Results: A sample independent scale of 14 milestones was found, with a strong scalability (H = 0.95), and a high reliability (Rho = 0.96). The SNEL scores increased with age. The sensitivity and specificity for the tenth percentile were respectively 0.94 and 0.83. The accuracy of SNEL was good (AUROC = 0.94).Conclusions: The unidimensional and sample-independent scale SNEL constitutes a new screening instrument that is short, sensitive, and easy to use in primary health and educational settings.
Equally cursed and blessed: Do gifted and talented children experience poorer mental health and psychological well-being?
Authors: Jones Timothy W. 
Published: January 2023

Since the 19th century, contradictory reports in theoretical and empirical research papers have suggested that being ‘gifted and talented’ is either a risk factor (it is associated with indicators of more negative mental health and well-being) or a protective factor (it is connected to positive psychological outcomes) when these individuals are compared to the general population.This review utilises a systematic approach to searching and analysing the extant literature in the field of gifted and talented children and young people’s mental health and psychological well-being. In total, 29 studies are judged to meet the inclusion/exclusion criteria, each directly comparing the mental health and psychological well-being of gifted and non-gifted learners.Overall, the review reveals that gifted and talented children and young people have more positive scores on measures of mental health and psychological well-being than non-gifted individuals. However, the mean effect size is small and thus unlikely to be significantly meaningful when generalised to real-world populations. The studies are examined in terms of the aspect of well-being investigated, the specificity of outcome measure used, and the age, gender, setting and nature of giftedness of the participants, to determine whether these are related to the results obtained. It is concluded that the aspect of mental health being measured, as well as the gender of the individual and the area in which they are gifted, all contribute to accounting for the variability in reported outcome measure scores. Implications for theory and practice are discussed, and recommendations for future research are identified.
Promoting the inclusion of migrant children in a UK school
Authors: Gaulter Amanda , Green Rob 
Published: January 2023

Aim:The expansion of the European Union has led to many Eastern European families migrating to the UK, which in turn has placed increasing pressures on schools to foster the inclusion of migrant children. This research explored how an English primary school, which had seen a significant rise in the number of Slovakian pupils attending, promoted the inclusion of migrant pupils.Method:Using an action research design, information about issues surrounding the inclusion of Slovakian pupils was gathered through the collaborative reflection of nine staff and the use of visual methods with five Slovakian children. Staff used the information gathered to devise actions that could promote inclusion.Findings:Thematic analysis of the children’s experiences indicated that they valued coming to school but experienced vulnerability. Data from staff indicated that both their perceptions of Slovakian culture and their self-efficacy towards promoting inclusion changed across the research.Limitations:Ethical issues of empowerment and equality of both staff and children were questioned throughout the research. Clear measures of how the research benefited the migrant children were not used and the restricted timeframe of the research limited the scope for measuring long-term impact.Conclusions:The research highlighted an approach for fostering community cohesion in schools. Findings raised implications for school staff and Educational Psychologists working in diverse communities and highlighted the value of action research in such contexts.
How can teacher resilience be protected and promoted?
Authors: Greenfield Ben 
Published: January 2023

Aims:These are challenging times for the entire education community, with an estimated 50,000 teachers leaving the profession every year. In order to inform educational psychologists’ understanding and practice, this paper offers a systematic review of the literature surrounding the relatively young concept of teacher resilience, along with the multi-layered conditions that may promote it.Method/Rationale:The review takes the form of a meta-ethnography. Following a systematic search of the literature, a small number of relevant, qualitative studies are identified and analysed. Key concepts from each paper are then synthesised, allowing interpretations to be made and a new model of teacher resilience to be constructed.Findings:It was found that teacher resilience can be characterised as a collection of dynamic interactions between four broad constructs: thoughts, relationships, actions, and challenges. Teachers’ relationships with key others and the actions they take (e.g. problem-solving) may act – often in combination – as a buffer, which protects their beliefs about themselves and/or their role from external challenges.Limitations:As with any meta-ethnography, the findings of this in-depth but small-scale review are open to alternative interpretations.Conclusions:With the right support, teacher resilience can be protected and promoted. Providing such support must, therefore, be a national priority. This responsibility must be shared primarily between school leaders, government policy makers and teachers themselves. Suggestions about the various contributions EPs can make to this process are offered.
Response to mediated intervention: Dynamic assessment in context
Authors: Robinson-Zañartu Carol , Mendoza Nancy , Mesa Diana Rosa , Wager James Derek 
Published: January 2023

Aim:This study demonstrates the usefulness of the Response to Mediated Intervention (RTMI) process, in which sociocultural contexts, dynamic assessment, evidence-based interventions and student responsiveness intersect. Recommendations useful to both teachers and students result. The process is strength-based, and uses an asset-oriented mindset.Method/Rationale:Using multiple baseline single case design methodology, effect sizes were calculated to determine outcome effectiveness in 11 case studies. Goal Attainment Scales (GAS) tracked cognitive integration. Assessors used dynamic cognitive assessment findings along with student contexts to create meaningful transfer of thinking skills to academic areas of concern. Modifiable cognitive skills were linked to evidence-based interventions for a minimum of six sessions.Findings:ES calculations demonstrated a range of effects across cases, from none to large, with the vast majority in the medium to large effect size range. All GAS measures of cognitive skill integration demonstrated positive trends. Social validity measures affirmed the value to students and teachers.Limitations:Due to the nature of single case design, one cannot generalise effectiveness of each intervention to the larger population. However, the RTMI process used successfully across multiple cases suggests that the process rather than each intervention might be generalised.Conclusions:Used in an ecosystems context, RTMI shows great promise for helping accelerate academic outcomes for students with education challenges who are not making sufficient progress with academic intervention alone. Attending to student thinking processes facilitates transfer.
Voices from practice: When is the gap between diagnosis and intervention apparent?
Authors: Tiekstra Marlous , Bergwerff Lotte , Minnaert Alexander 
Published: January 2023

Aim:In this manuscript an overview is provided of the current state of psycho-educational practice in the Netherlands, in particular the role of test outcomes considered. In order to detect clues for bridging the gap between diagnosis and intervention, one should investigate the ecology in which this gap is apparent.Method:Twoin vivostudies have been carried out. In a first study, a questionnaire has been administered to a total of 36 school psychologists, 21 special care coordinators, and 44 teachers.Results:A qualitative analysis of the answers, by means of a classification scheme (κ.82), revealed questions about the specific role of intelligence tests and its consequences to educational practices. Therefore, a case study has been carried out in a second study. The case study provided in-depth information about the targeted care process around a grade 1 student.Conclusion:Results indicated a gap between diagnosis and intervention that followed after the administration of the intelligence test. Suggestions are proposed for improvement, and the need for interventions at the level of educational professionals is highlighted.
Parents’ experiences of the diagnostic process for girls with autism spectrum disorder in Ireland: An Interpretative Phenomenological Analysis
Authors: Rabbitte Kate , Prendeville Paula , Kinsella William 
Published: January 2023

Aims:This study aimed to explore parents’ lived experiences of securing a diagnosis of autism spectrum disorder for their daughters in Ireland.Rationale:Autism spectrum disorder (ASD) is diagnosed four times more frequently in boys than girls. Where there is no co-occurring intellectual impairment, the ratio rises to approximately 10:1. Emerging research is suggesting that this ratio is a result of more subtle difficulties experienced by girls and an increased ability in girls to camouflage their symptoms. There may be a poorer understanding of girls’ symptoms due to fewer research studies with females as participants. It is hypothesised that the diagnostic criteria could be biased towards a male understanding of ASD and that screening instruments may be unreliable for girls, especially for females who are more cognitively able.Findings:Semi-structured interviews were completed with six sets of parents of girls aged 11–17 with ASD. An Interpretative Phenomenological Analysis (IPA) revealed four superordinate themes experienced by parents of the diagnostic process for their daughters: noticing the signs; an emotional journey; moving forward; and looking to the future.Conclusion:This paper reveals the impact that a lack of diagnosis or misdiagnosis can have on girls with ASD and their parents, particularly with the necessity for parents to advocate for their daughters where a diagnosis was only obtained following parents’ persistence. Of note, are parents’ experiences of their daughters obtaining inappropriate interventions to meet their specific needs in the context of their diagnosis. Implications of the findings for educational psychologists are discussed.
Pakistani mothers’ experiences of parenting a child with autism spectrum disorder (ASD) in Ireland
Authors: Habib Saima , Prendeville Paula , Abdussabur Asma , Kinsella William 
Published: January 2023

Aim:This study explores the parental experiences of Pakistani mothers living in Ireland who have a child with autism spectrum disorder (ASD).Rationale:The stresses of raising a child with ASD are potentially exacerbated in the context of an immigrant family.Method:Using a constructivist interpretative paradigm and a culturally sensitive approach, semi-structured interviews were conducted with seven Pakistani mothers who have children with ASD. An insider’s perspective, arising from the experiences of one of the researchers as a Pakistani Muslim immigrant parenting a child with ASD, aimed to increase the validity and reliability of the information disclosed by mothers. Transcripts were analysed via thematic analysis.Findings:Three themes emerged from the analysis – satisfaction and contentment, challenges of parenting a child with ASD, and immigrant experiences of parenting. The positive experiences of mothers are elaborated under the three sub-themes that include mothers’ positive experiences of schools, effective communication and the positive impact of parenting a child with ASD. The challenges faced by mothers highlight additional concerns revealed by immigrant mothers including the impact on their role within the family and their lives in the wider community.Conclusions:The results reveal the cultural factors that impact on Muslim immigrant mothers in the western world and how the perception of ASD in Pakistan can have an impact on mothers’ experiences of parenting a child with ASD. Implications for educational psychologists, who work with Pakistani families that have children with ASD, are also discussed.
Labels, literacy and the law. Implications for EP practice post-school in the UK
Authors: Arnold Christopher 
Published: January 2023

Aim:This paper considers the differences in legislation between pre- and post-sixteen students regarding the use of the label ‘dyslexia’.Rationale:The Children and Families Act 2014 introduced new responsibilities for Local Authority educational psychology services. Some existing legislation takes a different view of the use of educational labels such as ‘dyslexia’ from that used traditionally with school-aged students. This can cause conflict and confusion for both clients and educators.Findings:Detailed examination of key cases that have set legal precedents reveal that the use of the label is not as essential as many have thought. A move towards an approach that considers the skills of an individual in the context in which they are working is compatible with current case law and would facilitate conclusions about an individual that may protect their entitlement to assistance without applying a specific label suggesting a life-long condition.Limitations:This article makes suggestions that may be subject to challenge by some pressure groups that have not been consulted. It further makes recommendations that have not been tested in UK courts of law.Conclusions:For educational psychologists working in this area, a new approach to assessment that highlights the functioning of an individual in a particular context rather than the traditional decontextualised assessments is compatible with existing UK law and removes the need for labels for individuals.
Studying the implementation of PECS in a naturalistic special education school setting
Authors: Chua Beatrice Y.E. , Poon Kenneth K. 
Published: January 2023

AimsThis study sought to investigate the predictors of spontaneous Picture Exchange Communication System (PECS) use in a naturalistic school setting.MethodThe study recruited 44 students (36 boys and eight girls), aged between 6 to 18 years and their teachers (26 teachers and two teaching assistants). Teaching staff completed measures of student’s communicative ability, autism symptomology and PECS abilities. Teachers also provided information of their PECS training history and PECS teaching experience.FindingsStepwise Multiple Regression Analysis revealed that: (1) teacher’s intentional pre-planning of PECS; (2) context in which PECS is used; (3) PECS phase level; and (4) the number of months of PECS teaching experience teachers had significantly predicted spontaneous PECS use. Child-dependent variables such as the severity of student’s autism symptomology and level of student’s mastery and age did not significantly predict spontaneous PECS use.LimitationsThe limitations of this study are the small sample size, teachers’ self-reported bias, and the lack of exploring other potential factors.ConclusionsThe findings of the study highlight the importance for professionals, such as Educational Psychologists (EPs), to consider implementation factors that will impact the efficacy of intervention. In this study, it was the orchestration of how PECS is taught that had significantly predicted better PECS spontaneous use, rather than within-child factors. This suggests that PECS is suitable for a wide range of ASD learners. Additionally, it provides new insights for EPs to emphasise certain components over others during PECS teachers’ trainings.
Towards a community psychological service
Authors: Loxley David 
Published: January 2023

David was Principal Educational Psychologist in 1970–1991. He led the development of the Psychological Service, building upon the earlier work which had transformed the child guidance clinic into a child guidance service, which included a limited schools psychological service as well as child guidance clinic. In the 1970s David was an inspirational PEP who appointed other progressive, creative educational psychologists who together developed a forward looking service which sought to go beyond the clinic, into schools, and to become a community psychological service. The aim was to go beyond applying psychology with a focus on problems, ill health and special educational needs. In addition to these important areas of work, the service sought to apply a psychology to improve the health and wellbeing not only of children and parents but also schools and the wider community.This chapter was originally written by the late David Loxley around 1995, with small additions to clarify chronology in the text.