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Implementing self‐management within a group counseling context: Effects on academic enabling behaviors 
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下载免费PDF全文 Jacquelyn M. Briesch DuBois Amy M. Briesch Jessica A. Hoffman Joan Struzziero Robin Toback 《Psychology in the schools》2017,54(8):852-867
Self‐management interventions have been adapted to serve as targeted interventions to increase academic enabling behaviors in groups of students. However, a trade‐off exists between adapting these interventions to feasibly fit group contexts and maintaining theoretical intervention components. This study examines the use of self‐management within fourteen 40‐minute group counseling sessions delivered by school psychology personnel to increase the academic enabling behaviors of three middle school students as rated by their teachers. Results of a multiple baseline design across students revealed slight to moderate improvements in academic enabling behaviors for two of the three students. Furthermore, usability results suggested that students found the intervention to be generally acceptable, understandable, and feasible. Implications for both future research and applied practice are discussed. 相似文献
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Systematic review of educational interventions for looked‐after children and young people: Recommendations for intervention development and evaluation 下载免费PDF全文
下载免费PDF全文 Rhiannon Evans Rachel Brown Gwyther Rees Philip Smith 《British Educational Research Journal》2017,43(1):68-94
Looked‐after children and young people (LACYP) are educationally disadvantaged compared to the general population. A systematic review was conducted of randomised controlled trials evaluating interventions aimed at LACYP aged ≤18 years. Restrictions were not placed on delivery setting or delivery agent. Intervention outcomes were: academic skills; academic achievement and grade completion; special education status; homework completion; school attendance, suspension, and drop‐out; number of school placements; teacher‐student relationships; school behaviour; and academic attitudes. Fifteen studies reporting on 12 interventions met the inclusion criteria. Nine interventions demonstrated tentative impacts. However, evidence of effectiveness could not be ascertained due to variable methodological quality, as appraised by the Cochrane risk of bias tool. Theoretical and methodological recommendations are provided to enhance the development and evaluation of educational interventions. 相似文献
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Susan D. McMahon Anna L. Parnes Christopher B. Keys Judah J. Viola 《Psychology in the schools》2008,45(5):387-401
Positive school environments and school belonging have been associated with a variety of positive academic, social, and psychological outcomes among youth. Yet, it is not clear how these constructs are related, and few studies have focused on urban at‐risk youth with disabilities. This study examines baseline survey data from 136 low‐income African American and Latino students in grades 5 to 12, most of whom have disabilities, recently transferred following a school closure. Using structural equation modeling, we tested a model that examined the relationships among school stressors and resources, school belonging, academic outcomes (school satisfaction and academic self‐efficacy), and psychological outcomes (anxiety and depression). This model was an excellent fit with the data, and findings indicate that school belonging plays a central role in explaining how school context can affect both psychological and academic outcomes. This model has implications for school‐based interventions that can enhance student success and well‐being. © 2008 Wiley Periodicals, Inc. 相似文献
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The Next Big Idea: A Framework for Integrated Academic and Behavioral Intensive Intervention 下载免费PDF全文
下载免费PDF全文 Laura Berry Kuchle Rebecca Zumeta Edmonds Louis C. Danielson Amy Peterson T. Chris Riley‐Tillman 《Learning disabilities research & practice》2015,30(4):150-158
Despite advances in evidence‐based core instruction and intervention, many students with disabilities continue to achieve poor academic and behavioral outcomes. Many of these students are not sufficiently responsive to standardized programs and require more intensive, individualized supports. While many interventions and school problem‐solving teams focus primarily on either academic or behavioral concerns, students with the most intensive needs often have interrelated needs in both areas. The next big idea in special education should be to merge these efforts, building upon all that we have learned about problem solving at all levels of support, to improve outcomes for these students. Data‐based individualization provides a framework for integrating academic and behavioral problem solving and intervention. 相似文献
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Self‐efficacy pertains to individuals’ belief about their capability to accomplish a task; consequently, school counselors’ positive self‐efficacy is a theoretically based prerequisite for their facilitation of school‐based interventions. In addition, school counselor‐led interventions and comprehensive, developmenta l guidance programs benefit students’ personal social, academic, and career development. Therefore, this investigation examined the contribution of practicing school counselors’ (N = 693) self‐efficacy in relation to the frequency of their programmatic service delivery. The findings indicate that participants’ self‐efficacy scores contributed to the frequency of their programmatic service delivery (48% of the variance explained). Implications for school counselors, supervisors, and educational researchers are discussed. 相似文献
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Many college students display academic and social‐emotional needs that are not being addressed by extant university supports. School psychologists who work in postsecondary settings and have expertise in providing psychoeducational services may be uniquely positioned to help many of these students. However, few school psychologists currently work with or serve college students. To address unmet student needs and illustrate the fruitful role of school psychology in college communities, this article discusses ways university‐based or ‐affiliated school psychologists can expand their current roles. Additionally, a multitiered framework is included that encourages the provision of interventions at universal, selective, and targeted service delivery levels. Although many of the interventions and ideas discussed in this article are not yet widely implemented, they warrant consideration and further elaboration because of their potential to impact college students and the practice of school psychology. © 2012 Wiley Periodicals, Inc. 相似文献
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Social‐Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children 下载免费PDF全文
下载免费PDF全文 Celene E. Domitrovich Joseph A. Durlak Katharine C. Staley Roger P. Weissberg 《Child development》2017,88(2):408-416
Social‐emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost‐effective interventions; and (d) plays a critical role in the behavior change process. This article reviews this research and what is known about effective intervention approaches. Based on that, an intervention model is proposed for how schools should enhance the social and emotional learning of students in order to promote resilience. Suggestions are also offered for how to support implementation of this intervention model at scale. 相似文献
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The purpose of this study was to determine the relationship between treatment‐induced changes in academic achievement and social skills in elementary school‐age children with attention‐deficit hyperactivity disorder. A sample of 123 children in grades 1 through 4 with symptoms of inattention, impulsivity and/or hyperactivity, and significant achievement problems in math or reading were identified for participation. Participants were exposed to academic interventions mediated by their teachers, parents, peers, computers, or the student themselves. Data were collected on academic competence using the Woodcock‐Johnson III Test of Achievement and the Academic Competence Evaluation Scales; social skills were assessed using the Social Skills Rating System. Correlations between changes in academic competence and social skills from preintervention to approximately 10 months later were calculated. Results showed that as teacher ratings of reading improved, there were corresponding improvements in social skills. For students in peer‐mediated math interventions, increases in math fluency were correlated with improvements in self‐control. Results are discussed in the context of possible reasons for these findings and implications for practice and future research. © 2008 Wiley Periodicals, Inc. 相似文献
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Michael W. Bahr 《Psychology in the schools》1994,31(4):309-318
This study assessed the current status of preferral practices in the state of Michigan. Directors of special education for intermediate school districts (N=49) responded to a survey addressing issues such as whether prereferral intervention was required, the suspected handicaps for which it is used, the nature of the interventions, and who designs, implements, and evaluates interventions. Respondents also commented on the success of prereferral practices. Results indicated that (a) most districts either require or recommend prereferral practices, (b) interventions are used predominantly with students suspected of mild handicaps, and (c) academic and behavior management strategies are equally prevalent intervention strategies. The respondents' judgment of intermittent success for prereferral interventions and the prominence of school psychologists as evaluators of interventions prompt discussion of how psychologists can assist in improving prereferral practices. 相似文献
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Eloise de Carvalho Yvonne Skipper 《Journal of Research in Special Educational Needs》2020,20(3):195-205
Interventions to increase the endorsement of the growth mindset (the belief that intelligence can be improved with effort) have been successfully implemented in schools. However, they rarely target children and young people with special educational needs and/or disabilities (SEND), a group who are more likely to endorse a fixed mindset, experience lower academic self‐concept and academic resilience, and be at risk of negative stereotyped attitudes. This quasi‐experimental study implemented a 10‐week PSHE programme as well as dedicated lessons with adapted classroom practices, for example, task framing and feedback, to promote the growth mindset message to young people with SEND (N = 18). Analyses of pre‐ to post‐intervention measures demonstrated moderate evidence for the intervention having increased students’ endorsement of the growth mindset, as well as anecdotal evidence for increased academic self‐concept, academic resilience and positive attitudes to disability. However, these effects were not sustained in follow‐up measures conducted 7 weeks post‐intervention. The intervention did not improve students’ academic performance. Although preliminary, findings demonstrate the viability of growth mindset interventions for children and young people with SEND, but suggest that interventions should be maintained for longer‐lasting effects. 相似文献
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Reexamining data from the national reading panel's meta‐analysis: Implications for school psychology
Matthew K. Burns 《Psychology in the schools》2003,40(6):605-612
The National Reading Panel (NRP) recently conducted a meta‐analysis about reading interventions and made several recommendations from the data. However, given that reading is the academic area for which most children are referred to school psychologists, further exploration of the implications of the NRP data may be warranted. Effect size data for reading outcome measures were qualitatively interpreted, with none of the posttest effect sizes, and only one‐third of all of the effect size coefficients exhibiting a large effect. Furthermore, reading outcome measures were divided into three categories: pseudowords, words in isolation, and contextual reading. The resulting recomputed mean effect sizes of .84, .92., and .37, respectively, questions the grouping of these three variables into one outcome. Other concerns about methodology were also included. This supports the need for targeted reading interventions based on assessment of reading skills. Implications for the three roles that school psychologists play in the educational research area are also discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 605–612, 2003. 相似文献
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Elisabeth E. Kraemer Susan C. Davies Kelli Jo Arndt Sawyer Hunley 《Psychology in the schools》2012,49(2):163-175
Attending to instruction is a critical behavior for academic success. Many elementary school teachers, however, identify disruptive and inattentive classroom behaviors as key barriers to students' successful educational performance. This study examined the impact of two class‐wide positive behavior support programs. The Mystery Motivator and Get 'Em On Task interventions were implemented in an alternating treatments design with fifth grade participants to decrease off‐task behaviors. Results indicated that both interventions effectively decreased off‐task behavior at the class‐wide level. Implications and suggestions for future research on evidence‐based behavioral interventions are discussed. © 2011 Wiley Periodicals, Inc. 相似文献
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Michael C.W. Yip 《教育心理学》2013,33(7):817-827
The present study examines the dynamic relationship between academic performance of high school students and their respective learning and study strategies. Two hundred thirty-six high school students were recruited to participate in this study by completing a Chinese version of the Learning and Study Strategies Inventory - LASSI, to probe into the relationship. Results found that (1) there were clear differences to the learning and study strategies used by high school students with high academic performance, and those with low academic performance; (2) all the three components (Will; Self-regulation and Skill) were equally important to differentiate high academic achieving high school students from low academic achieving high school students within the strategic model of learning; and (3) a numbers of learning and study strategies were effectively predicting the academic performance of the high school students. All of these result patterns confirm that learning and study strategies used by high academic achievers and low academic achievers as well as the components used to predict students’ academic performance in the high school setting are quite different from the patterns revealed in the tertiary education sector. 相似文献
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Type I diabetes mellitus (T1DM) is one of the most common chronic illnesses in children and youth, with many affected students requiring individualized services and supports within educational settings. This article systematically reviews the research regarding the implications of this illness for students' cognitive and academic functioning to clarify the ways in which this disease may limit children's learning and school performance. The authors synthesize the findings, summarize the related literature regarding school‐based supports, and provide recommendations for school psychologists to support the unique psychoeducational needs of this population. Results highlight the need for more research on effective school‐based interventions to ensure academic success for children with T1DM. © 2011 Wiley Periodicals, Inc. 相似文献
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Marjorie Montague 《Learning disabilities research & practice》2007,22(1):75-83
Abstract The purpose of this article is to provide an overview of research‐based interventions that incorporate self‐regulation strategies to improve mathematics performance of students with learning disabilities (LD). Self‐regulation is a metacognitive function essential to academic success. Students with LD are notoriously poor at self‐regulation and must be taught explicitly to monitor and control their cognitive activities as they engage in academic tasks such as mathematical problem solving. This article describes intervention studies that use self‐regulation strategies to improve mathematics performance of students with LD at the elementary, middle, and secondary school levels. Several techniques to facilitate effective implementation of self‐regulation instruction in the classroom are presented. 相似文献
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Linda A. Reddy Courtney Anne De Thomas Erik Newman Victoria Chun 《Psychology in the schools》2009,46(2):132-153
School practitioners and educators are frequently challenged by the diverse and pervasive academic, social, and behavioral needs of children at risk for and with emotional disturbance. The present article examines the outcome literature on school‐based prevention and intervention programs by systematically reviewing the key treatment interventions and methodology used. A total of 29 investigations including 1,405 children and adolescents were reviewed and coded on 41 variables across three dimensions (i.e., sample characteristics, treatment components, and methodology). Single subject and group design studies were included. Behavioral and/or cognitive behavioral treatment approaches were primary used. Deficit‐based assessment and treatment approaches (i.e., problem behaviors) were predominately used in the outcome literature with few investigations incorporating strength‐based outcome approaches. Findings are discussed in relation to previous research. © 2008 Wiley Periodicals, Inc. 相似文献
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Theresa E. Egan Frances A. Wymbs Julie Sarno Owens Steven W. Evans Chelsea Hustus Darcey M. Allan 《Psychology in the schools》2019,56(10):1633-1653
Teachers’ adoption and implementation of evidence‐based programs is often limited. Program characteristics may be important facilitators or barriers of use, yet little is known about which attributes influence teacher decisions. Using a discrete choice experiment with a sample of general education elementary teachers (N = 230), we examined (a) preference for attributes of school‐based interventions, (b) relative preference for three intervention packages with experimentally manipulated characteristics, and (c) teacher characteristics related to the above preference profiles. Intervention outcomes were the most important characteristics in teachers’ intervention decisions. Most teachers’ responses suggested preference for a social and emotional learning program (57.9%) or school‐based consultation for behavioral interventions (35.8%); a small group of teachers preferred a general support intervention (5.8%). Teachers preferring the general support intervention reported greater mental health symptoms, lower mental health literacy and lower confidence in program effectiveness than peers preferring other interventions. Implications for intervention development and future directions are discussed. 相似文献