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Contemporary School Psychology
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“Gifted or talented” is a student exceptionality category that in many states requires a formal eligibility procedure to qualify for specialized school programming (Gallagher et al. 2014). Researchers agree that there is a historical overreliance on IQ in determining service eligibility; however, no brief parent rating scale appears in the empirical literature to support the decision-making of school evaluation teams. Items of the Characteristics of Giftedness Scale (Silverman 1993) were selecte...
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Bullying is problematic for school-age children and especially for children with autism spectrum disorder (ASD). It is commonly defined in research using three themes: intent to harm, repetition, and a power imbalance. Despite encompassing a wide range of behaviors, these themes may not fully align with day-to-day layperson experiences. They also may not account for the cognitive biases within respondent groups that impact bullying perception. This study used a mixed-methods approach to understa...
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How can school psychologists effectively address and respond to the myriad needs of students in our nation’s schools? As these needs are ever-growing and diversifying, should the profession of school psychology consider mirroring this diversification through the promotion of specialized skill sets? Such efforts would echo the development of related disciplines of education, medicine, and psychology, disciplines that have long recognized the need for the division of skills and services in specifi...
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This paper supports that social-emotional learning (SEL) programs are used as a method to increase resiliency and promote positive mental health in youth and will focus on one program, Positive Action (PA). This paper engages in a review of the literature that utilized the program to increase resiliency and address the mental health needs of students in school settings. PA is a program that is aimed at character development and decreasing problem behaviors. Several studies have been conducted wi...
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#1Farid Ahmadi (Urmia University of Technology)H-Index: 1
#2Soheila Ahmadi (Urmia University of Technology)
Life satisfaction is considered a cognitive component of subjective well-being and leads to many life outcomes; therefore, psychologists and sociologists need to understand its predictors. Moreover, it has been argued that strengthening students’ life satisfaction is one of the essential missions of education and so the research studies investigating the predictors of this construct among students should focus on variables that can be shaped or modified through interventions. The main goal of th...
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#2R. Brett Nelson (CSUSB: California State University, San Bernardino)H-Index: 1
The purpose of this study is to explore the effects of school-wide positive behavior interventions and supports (SWPBIS) on student academic performance. The participants in the study are eight middle schools from an urban Southern California school district where the implementation of SWPBIS was mandated. Using archival data collected by the school district and information from the California Department of Education Website, multiple baseline trends were conducted. The findings revealed that wh...
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Positive schooling is the positive psychological movement that calls for the incorporation of student well-being as a focus of the learning environment. A strength-based approach to positive schooling employs character strengths as a pathway to positive change and well-being. The scoping review aimed to systematically review and map the strength-based positive schooling interventions that have been conducted thus far on adolescent students. It has been performed using the five-stage theoretical ...
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#1Adrienne Garro (Kean University)H-Index: 1
#2Keri Giordano (Kean University)H-Index: 1
Last.Kendahl M. Shortway (Kean University)H-Index: 1
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Black students comprise approximately 19% of the preschool population, yet they represent 47% of school suspensions (U.S. Department of Education 2016). Although it is posited that most teachers seek to serve all children to the best of their abilities, research indicates that many school personnel engage in implicit biases that influence their perceptions, behaviors, and interactions with students (Boser et al. 2014). Studies have also found that racial ethnic minority status influences the qua...
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#1Javier Guzmán (BU: Boston University)
#2Jennifer Greif Green (BU: Boston University)H-Index: 32
Last.Melissa K. Holt (BU: Boston University)H-Index: 22
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This study examined the association of students’ life satisfaction with mental health risk and perceptions of school functioning (academic and social functioning). Participants were 1348 students (53.5% female) enrolled in grades 4 to 12 in a predominantly non-Latino white and middle-upper class public school district in the northeastern USA. Moderated mediation analyses were performed, and overall life satisfaction (BMSLSS; Huebner et al. Psychology in the Schools, 41(1), 81-93; 2004b) was test...
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This study examined expectations for reading proficiency in the context of Common Core State Standards assessments and how DIBELS Next can inform decisions about student skills relative to these expectations. Data for cohorts of students in grades 3–5 were analyzed to determine the concurrent and predictive validity of the DIBELS Next Composite Score (DCS) relative to outcomes on the Smarter Balanced Assessment Consortium (SBAC) English Language Arts (ELA) achievement standard. We examined the s...
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