ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting School Success for Lesbian, Gay, Bisexual, Transgendered, and Questioning Students: Primary, Secondary, and Tertiary Prevention and Intervention Strategies
Author: Fisher, Emily S.
Date: 2008-00-00
Type: Journal Articles
Subjects: Adolescent Development,Emotional Problems,Intervention,Prevention,School Psychologists,Homosexuality,Educational Experience,Minority Groups,Success,At Risk Students,Secondary School Students,Bullying,Educational Environment,Adolescents,School Counseling,School Culture,Mental Health

Lesbian, gay, bisexual, transgendered, and questioning (LGBTQ) students are likely to be in every classroom in every secondary school in the United States; yet, their needs are often overlooked. LGBTQ students are at risk for developing academic, social, and emotional problems due to harassment and bullying experienced at school. Although schools have an ethical and legal duty to provide a safe educational experience for all students, few schools implement policies and programs to support LGBTQ students. School psychologists, with training in adolescent development, counseling, consultation, and systems change, are in a unique position to help schools be more responsive to the needs of LGBTQ students. By adopting a public health framework that focuses on primary, secondary, and tertiary levels of prevention and intervention for LGBTQ students, school psychologists can implement strategies and make recommendations for school-wide changes to promote positive development for all students. This article highlights challenges faced by LGBTQ students and presents methods for responding to the needs of this minority group using the public health framework.
Promoting the Social and Cognitive Competence of Children with Autism: Interventions at School
Author: Skokut, Mary
Date: 2008-00-00
Type: Journal Articles
Subjects: Autism,School Psychologists,Social Development,Interpersonal Competence,Cognitive Development,Intervention,Student Needs,Special Needs Students,Teaching Methods,Pictorial Stimuli,Augmentative and Alternative Communication,Preschool Children,Interpersonal Communication,Play

Addressing the needs of children with autism in the school context is an essential component of facilitating the success of these students. This article provides an overview of scientifically based and promising interventions that may be used to promote the social and cognitive competence of children with autism, focusing on the research base of these particular strategies. Brief descriptions and outcome data are provided for: a) Discrete Trial Training (DTT), b) Pivotal Response Treatment (PRT), c) Learning Experiences: An Alternative Program for Preschoolers and Parents (LEAP), d) The Picture Exchange Communication System (PECS), e) Incidental teaching, and f) The Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH). This article aims to bring science to practice through providing school psychologists and other educational professionals with a primer for selecting evidence-based approaches to address the needs of children with autism. (Contains 1 table.)
Early Identification of Behavioral and Emotional Problems in Youth: Universal Screening versus Teacher-Referral Identification
Author: Eklund, Katie
Date: 2009-00-00
Type: Journal Articles
Subjects: Emotional Problems,Disability Identification,Referral,Teaching Methods,Behavior Problems,Screening Tests,Comparative Analysis,At Risk Persons,Measures (Individuals),Academic Achievement,Learner Engagement,Correlation,Suburban Schools,Elementary School Students

Universal screening is one strategy to enhance the early identification of behavioral and emotional problems among youth. Although it appears to be effective, it is unclear if universal screening is more or less effective than current teacher referral practices. Thus, the purpose of this study was to compare the effectiveness of a teacher-rated, universal screener and typical teacher-referral methods in identifying youth at risk for emotional and behavioral problems. Results indicated that of the 24 students identified as at-risk by the universal screening measure, only 11 were previously identified through current teacher referral practices--highlighting the potential benefit of universal screening to enhance early identification. Furthermore, results indicated that academic achievement and student engagement outcomes were significantly correlated with at-risk status by identification method. The strengths and limitations of this study, as well as implications for practice, are discussed. (Contains 2 tables.)
Predictive Validity of Curriculum-Based Measures in the Reading Assessment of Students Who Are English Language Learners
Author: Muyskens, Paul
Date: 2009-00-00
Type: Journal Articles
Subjects: Curriculum Based Assessment,Reading Fluency,Federal Legislation,Predictive Validity,Second Language Learning,Grade 5,Elementary School Students,Accountability,English (Second Language),Measures (Individuals),Spanish,Afro Asiatic Languages,Hmong People

The inclusion of English Language Learners as a subgroup in the No Child Left Behind legislation has leant additional importance to the need for valid and efficient measures of reading for students whose first language is not English. This study examines the use of Curriculum-Based Measurement (CBM) reading fluency as a predictor of later reading performance on state accountability tests for fifth grade ELL students. The findings of this study indicate that CBM is a significant predictor of later performance on tests for accountability for ELL students as a whole, and for the individual language groups of Spanish, Hmong, and Somali. Implications for these findings are discussed. (Contains 3 tables and 1 figure.)
Evaluation of the Relationship between Literacy and Mathematics Skills as Assessed by Curriculum-Based Measures
Author: Rutherford-Becker, Kristy J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Fluency,Mathematics Tests,Mathematics Skills,Curriculum Based Assessment,Oral Reading,Mathematics Achievement,Predictor Variables,Multiple Regression Analysis,Literacy,Elementary Education,Program Evaluation

The purpose of this study was to evaluate the extent that reading performance (as measured by curriculum-based measures [CBM] of oral reading fluency [ORF] and Maze reading comprehension), is related to math performance (as measured by CBM math computation and applied math). Additionally, this study examined which of the two reading measures was a better predictor of applied math performance. Results of multiple hierarchical regression analyses indicated that math computation was the best predictor of applied math performance, followed by the Maze task. Also, results indicated that ORF did not significantly predict applied math test scores above and beyond math computation and Maze. Thus, from these results it appears that for fourth and fifth grade students, reading comprehension as measured by the Maze plays a more important role in predicting applied math performance than oral reading fluency. (Contains 3 tables.)
Developing Norms for the California Resilience Youth Development Module: Internal Assets and School Resources Subscales
Author: Furlong, Michael J.
Date: 2009-00-00
Type: Journal Articles
Subjects: School Psychologists,Surveys,Psychometrics,Evaluation,Grade 7,Grade 9,Grade 11,Ethnic Groups,Norms,Personality Traits,Sample Size

Resilience and other positive psychological constructs are gaining attention among school psychologists. Theoretically, external assets (e.g., support from caring adults, participation in meaningful activities) help to meet youths' basic developmental needs, which, in turn, promote the growth of internal assets (e.g., ability to problem solve, empathize with others). Despite this knowledge, existing measures of resilience-building assets are underutilized. With the aim of facilitating broader access to and use of one strengths-based assessment tool, the current article attempts to further examine and increase the applicability of the Resilience Youth Development Module (RYDM) of the California Healthy Kids Survey (CHKS) for practicing school psychologists. The authors provide normative data on the internal assets and school-focused external resources subscales of the RYDM, while examining grade, ethnicity, and gender patterns. (Contains 3 tables.)
Prevailing Interventions to Address Peer Victimization at School: A Study of California School Psychologists
Author: O'Malley, Meagan D.
Date: 2009-00-00
Type: Journal Articles
Subjects: Intervention,Bullying,School Psychologists,School Personnel,Victims of Crime,Peer Relationship,Coping,Aggression,Educational Environment,Friendship,Interpersonal Competence,Zero Tolerance Policy

In an effort to understand how schools are coping with incidents of peer victimization, this study explored the types of related interventions currently being offered by public schools in Northern California. School psychologists' perceptions of the importance of the available interventions were also examined (N = 96). The interventions reported to be the most widely available were a) whole-school no tolerance policies and b) school to home communication. Generally, the endorsed availability of interventions decreased as the intensity level of intervention increased. Interventions endorsed as most important were a) the whole-school no tolerance policy; b) general school climate interventions; c) school to home communication; and d) education of school personnel about bullying. Analyses examining the relative use of primary, secondary, and tertiary interventions revealed that school psychologists report primary intervention as most important for reducing levels of bullying at their schools. Analyses also revealed that the differences between psychologists' ratings on each of the levels of the intervention hierarchy were significant. Implications for further scholarship and practice are discussed. (Contains 3 tables.)
Examining the Impact of Acculturation and Perceived Social Support on Mathematics Achievement among Latino/a High School Students
Author: Neseth, Hans
Date: 2009-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Hispanic American Students,Acculturation,School Psychology,Student Adjustment,Immigrants,Social Support Groups,Adolescents,Correlation,Peer Relationship,Teacher Student Relationship,High School Students

The current migration of Latino/as into the United States has many schools struggling to meet the unique academic needs of this particular group of students. Previous research suggests level of acculturation and perceived social support impact mathematics achievement amongst Latino/a students. The current study employed hierarchical and simultaneous multiple regression analyses to evaluate the effect perceived social support and level of acculturation reported by a sample of Latino/a students (ages 14-18) had on their mathematics achievement. The results revealed that one's level of acculturation did not impact her or his mathematics achievement, while positive correlations between teacher and peer support and mathematics achievement were noted, with teacher support being the dominant factor. Limitations and implications of the findings for the field of school psychology are discussed. (Contains 3 tables.)
Preliminary Development of the Kindergarten Student Entrance Profile
Author: Lilles, Elena
Date: 2009-00-00
Type: Journal Articles
Subjects: School Readiness,Child Development,Academic Achievement,Profiles,Psychometrics,Kindergarten,Grade 2,Test Construction,Grade 1,At Risk Students,Social Development,Emotional Development,Standardized Tests,Reading Skills,Reading Fluency,Scores

The transition into kindergarten is important because it sets the foundation for future academic achievement. Identifying a child's readiness at school entry and intervening appropriately facilitates positive academic outcomes. The Kindergarten Student Entrance Profile (KSEP) is a school district developed universal screening measure used to assess children's readiness for school. This action research study reports on the psychometric proprieties of the KSEP, including its prediction of academic achievement through grade 2. Results suggest promising psychometric characteristics. Discussion focuses on uses of the KSEP for school readiness evaluations and future research. (Contains 1 table and 1 figure.)
Examining the Relationship between Scores on the &quot;Behavioral and Emotional Screening System&quot; and Student Academic, Behavioral, and Engagement Outcomes: An Investigation of Concurrent Validity in Elementary School
Author: Renshaw, Tyler L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Screening Tests,Test Validity,Disability Identification,Scores,Academic Achievement,Student Behavior,Student Participation,Elementary School Students,Behavior Problems,Emotional Problems,Correlation,Grades (Scholastic),Hypothesis Testing,At Risk Students,Outcomes of Education,Classification,Grade 3,Grade 4

Universal screening of emotional and behavioral problems among students warrants further consideration by school professionals. School-based universal screening may provide opportunities for early identification and intervention, ultimately preventing the development of more severe problems and promoting more positive outcomes in the future. The &quot;Behavioral and Emotional Screening System&quot; (BESS) is a contemporary screening instrument that may be used to identify risk for emotional and behavioral problems in students from preschool to high school. The purpose of the present study was to examine the concurrent validity of the BESS in elementary school settings. Specifically, this study examined the relation between BESS ratings and report-card outcomes (i.e., academic, behavioral, and engagement marks). The results supported the hypotheses that students' risk-level classifications were significantly related to school-based outcome criterions and that school-based outcome criterions were deemed to be effective discriminators of students' risk level classification. Limitations, future directions for research, and implications for practice are discussed herein. (Contains 4 tables.)
Examining Relationships between Measures of Positive Behaviors and Negative Functioning for Elementary School Children
Author: Earhart, James, Jr.
Date: 2009-00-00
Type: Journal Articles
Subjects: Elementary School Students,Life Satisfaction,Student Behavior,Psychology,Student Development,Grade 3,Grade 4,Behavior Problems,Personality Traits,Student Participation,Correlation,Well Being

The positive psychology movement seeks to understand student strengths that may facilitate success or promote resilience. However, a positive psychology view is not intended to completely ignore negative factors that may be affecting children, so traditional assessments of mental illness remain important. As methods of assessment improve and enhance our understanding of student development, it is crucial to understand the interrelationship among strength-based and traditional--problem-based--measures. Utilizing a sample of third- and fourth-grade students, the current study examined the interrelationships between three measures of positive functioning, examining hope, life satisfaction, and school connectedness, and their relationship with a traditional, problem-based measure. Results demonstrated that the measures assessing positive constructs were significantly positively correlated with each other and negatively correlated with a measure of problem behaviors. Future directions for research, limitations, and implications for practice are discussed. (Contains 5 tables.)
A Controlled Study Assessing the Effects of the Impulse Control and Problem Solving Unit of the &quot;Second Step Curriculum&quot;
Author: Hart, Shelley R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Intervention,Violence,Self Control,Problem Solving,Grade 4,Grade 3,Instructional Effectiveness,Competence,Evaluation,Interpersonal Competence,Pretests Posttests,Control Groups,Scores,School Psychologists,School Psychology

The development of social and emotional competence is crucial for students. &quot;Second Step&quot; is a curriculum designed to promote prosocial development and prevent violence. The purpose of this study was to evaluate the effectiveness of implementing one unit of the Second Step curriculum (Impulse Control and Problem Solving). A controlled, repeated measures design was utilized to assess the level of change in knowledge of social-emotional skills. Results indicated that change was evident from pre- to post-test for third and fourth grade students (N=149). Third grade students receiving the intervention demonstrated significantly more knowledge growth than third grade control students. Notably, fourth grade students receiving the intervention demonstrated a similar level of knowledge growth as the fourth-grade control students. Discussion, limitations, and implications related to these findings are addressed. (Contains 4 tables.)
Solution-Focused Brief Counseling: Guidelines, Considerations, and Implications for School Psychologists
Author: Jones, Camille N.
Date: 2009-00-00
Type: Journal Articles
Subjects: Health Services,Counseling Services,School Psychologists,Mental Health Programs,Guidelines,Psychotherapy,Children,Counseling,College School Cooperation,Higher Education,Elementary Schools,Intervention,Cognitive Ability,Evaluation

The increasing emphasis on school-based mental health services is likely to increase the demand for school psychologists to provide counseling with students. Providing counseling in the school context can be challenging, especially given time constraints and limited number of sessions. Solution-focused brief counseling (SFBC) is an approach that warrants consideration for use with children at school. This synthesis provides a brief overview of the extant scholarship regarding SFBC, describes the guidelines for implementing this approach, explores considerations and implications for school psychologists who use this approach to provide counseling services, and recommends future directions for scholarship. Lessons learned through a university and school collaboration to provide student support services are also included. (Contains 3 tables.)
Student Involvement as Predictive of College Freshmen Plans to Study Abroad
Author: Rust, Val
Date: 2008-00-00
Type: Journal Articles
Subjects: College Freshmen,Institutional Research,Student Participation,Study Abroad,Predictor Variables,Surveys,Student Attitudes,Questionnaires,School Activities,Individual Development

In this study, the authors analyze the 2003 Cooperative Institutional Research Program (CIRP) Freshman Survey to investigate whether freshmen who intend to study abroad express a history of active involvement. The CIRP Freshman Survey has a number of items indicating student involvement and participation. The authors created six scales based on the theory of student involvement. Their scales were based on student responses to thematically similar questionnaire items that pertained to six particular types of student involvement: academic, social, political, diversity, work, and community. This study shows that the majority of freshmen surveyed, about 53.8%, already had some interest in study abroad. Interest is there, and the task of study abroad offices is to sustain and retain that interest and make the opportunity to study abroad as attainable as possible for every student. The authors found that students who reported that they were active participants in social, academic, community, and political, and diversity activities were much more inclined to plan to go abroad than those who were not, and those who were involved with populations different from their own were much more likely to plan to go abroad than those who were involved in other ways. This finding is consistent with the literature that emphasizes not only the capacity of people who have fluid personalities to change, but also the deliberate choices they make to encounter environments that require personal change and adaptation of values. (Contains 3 tables and 29 endnotes.)
Employer Attitudes toward Study Abroad
Author: Trooboff, Stevan
Date: 2008-00-00
Type: Journal Articles
Subjects: Employment Potential,Employer Attitudes,Personnel Selection,Graduation,College Graduates,Human Resources,Study Abroad,Presidents

In recent years, as study abroad professionals have come to focus more squarely on the question of what students are in fact learning abroad, there has been increasing speculation about the extent to which study abroad increases prospects for employability following graduation. Common wisdom has it that undergraduates who study abroad have an advantage over those who stay at home. A second piece of conventional wisdom somewhat tempers this optimistic view about study abroad's likely role in enhancing employability. It is commonly held that CEOs and presidents value studying abroad more than the human resource professionals and others in their firms who make the hiring decisions. The authors designed and carried out a research study to explore employers' attitudes toward study abroad. The study's results provide significant support for the belief that employers value study abroad in hiring recent college and university graduates--particularly certain classes of employers. The data both enriches one's understanding of employer attitudes about study abroad and points out several steps that can be taken to strengthen the connection between student learning abroad and enhanced possibilities for gainful employment following graduation. The data strongly suggests that human resource professionals and others responsible for hiring employees are in fact more likely to value study abroad than are CEOs and presidents. (Contains 3 tables and 11 notes.)