PARENT‐TEACHER RELATIONSHIPS IN ELEMENTARY SCHOOL: AN EXAMINATION OF PARENT‐TEACHER TRUST

Trust is an important dimension of parent educational involvement and parent‐teacher relationships. Preliminary research suggests that parent trust in teachers and schools is associated with student learning and behavior. However, examinations of parent trust in children's education are limited. The present study investigated the influence of demographic variables on parent trust and relations among parent trust, student behavior, and parent involvement. Findings suggested that student eligibility for a free or reduced‐price lunch predicted parent trust of teachers and schools, parent trust was correlated with dimensions of student behavior, and parent trust of teachers predicted parent involvement. Implications for parent involvement and parent‐teacher relationships are discussed.     

TEACHING READING COMPREHENSION TO LEARNERS WITH AUTISM SPECTRUM DISORDER: PREDICTORS OF TEACHER SELF‐EFFICACY AND OUTCOME EXPECTANCY

Learners with autism spectrum disorder (ASD) often exhibit difficulty in the area of reading comprehension. Research connecting the learning needs of individuals with ASD, existing effective practices, teacher training, and teacher perceptions of their own ability to teach reading comprehension is scarce. Quantitative survey methodology and hierarchical regression analysis were utilized to investigate teacher preparedness to use effective practices, along with the job‐related factors of experience, administrator support, learner verbal ability, and instructional setting, as predictors of (1) teacher perceived self‐efficacy and (2) teacher perceived outcome expectancy teaching reading comprehension to learners with ASD. Study findings, based on 112 teacher participants, indicate that teachers with a higher confidence in using effective practices have both a higher perception of their own ability to teach comprehension (self‐efficacy), and a higher expectation of their own ability to increase instructional outcomes in learners with ASD (outcome expectancy). Implications for practice include professional development recommendations and provision of ongoing support from principals and administrators.     

THE FEASIBILITY AND EFFECTS OF A PARENT‐FACILITATED SOCIAL SKILLS TRAINING PROGRAM ON SOCIAL ENGAGEMENT OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

Due to impairments in social interactions and communication, children with autism spectrum disorders (ASD) have a need for effective social skills training programs. However, many programs fail due to a lack of acquisition, maintenance, and generalization of target skills. The primary purpose of this study was to evaluate the feasibility and outcomes of a parent‐facilitated social skills training program, designed to overcome the shortcomings of acquisition, generalization, and maintenance of other programs for children with ASD. Participants in the current study included 5 children with ASD and their parents, recruited from a western state. This study expands previous research by training parents in implementation of a social skills training program comprising several evidence‐based practices. The results of the parent‐facilitated intervention are provided, and implications for practice and future research are discussed.     

PUBLISHING ABOUT AUTISM SPECTRUM DISORDER IN SIX SCHOOL PSYCHOLOGY JOURNALS: 2002–2012

Recent years have seen a rise in the number of students identified with autism spectrum disorder (ASD), with increasing estimates of prevalence still emerging from cohorts monitored by the Centers for Disease Control and Prevention. However, dissemination to a school psychology audience about these students’ needs has been disparate, with publications being idiosyncratic in the extent to which certain areas have received focused and sustained attention and other areas receiving much less attention. A structured review of the literature examined the extent to which research on children and adolescents with ASD was published within school psychology journals from 2002 through 2012. Results indicate that published studies relating to ASD can be grouped in seven categories, with some being deeply investigated, whereas other topics have been minimally discussed within the field. The most surprising of these findings is the relative lack of publication on the development and psychometric properties of assessment tools used to evaluate students with ASD.     

TRANSITION TO SCHOOL: THE EXPERIENCES OF CANADIAN AND IMMIGRANT FAMILIES OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

Transition to school for children with autism spectrum disorders (ASDs) places demands on children, parents, and school settings. The unique experiences of parents from diverse backgrounds have not been studied extensively. This qualitative study explored the experiences of 5 Canadian and 5 immigrant families during the transition to school for their children with ASDs. Parent perceptions of support systems during this transition and their experiences with preschool and elementary school staff were analyzed to understand their experiences. Thematic analyses of parent interviews revealed that parents perceived the quality of care during preschool as more supportive than the care received in elementary school. A variety of resources, such as familial, educational, and community support, seemed to help some Canadian and immigrant families in different ways. The transition to school experiences of parents of children with ASDs has important implications for school psychologists who facilitate and mediate parent–school partnerships and interagency collaboration.     

ASSESSING THE QUALITY OF PARENT–TEACHER RELATIONSHIPS FOR STUDENTS WITH ADHD

Family involvement in education, including the quality of family–school communication, has been demonstrated repeatedly to have a substantial effect on child development and success in school; however, measures of this construct are limited. The purpose this study was to examine the factor structure and concurrent validity of the Quality of the Parent–Teacher Relationship, a subscale of the Parent–Teacher Involvement Questionnaire, in a sample of children with attention deficit hyperactivity disorder (ADHD). Participants were 260 parents and teachers of children diagnosed with ADHD in Grades kindergarten to 6. Results provided support for a two‐factor model, consisting of separate factors for parents and teachers, and correlational findings provided support for concurrent validity. This measure appears to have utility in assessing parent–teacher relationships and evaluating the effectiveness of family–school interventions.     

THE USE OF EVIDENCED‐BASED PRACTICES IN THE PROVISION OF SOCIAL SKILLS TRAINING FOR STUDENTS WITH AUTISM SPECTRUM DISORDER AMONG SCHOOL PSYCHOLOGISTS

This study aimed to explore school psychologists’ use of evidence‐based practices (EBP), specifically in the area of social skills training, for students with an autism spectrum disorder (ASD). Participants were 220 school psychologists practicing in public school settings who provided social skills training to students with ASD. Participants were recruited through e‐mail solicitations and completed surveys administered on‐line. Results indicated that 47% of the participants reported that their graduate program did not provide courses including content addressing social skills training for students with ASD, and 58% did not receive training on the topic during their internship. The most and least frequently endorsed EBP reported were the provision of clear and measurable treatment objectives and regular communication with parents, respectively. Greater use of EBP was reported when school districts perceived implementing EBP as important. Implications of findings for training programs of school psychologists, school districts, and individual school psychologists are discussed, as well as implications for future research.     

THE SECRET AGENT SOCIETY SOCIAL SKILLS PROGRAM FOR CHILDREN WITH HIGH‐FUNCTIONING AUTISM SPECTRUM DISORDERS: A COMPARISON OF TWO SCHOOL VARIANTS

School is often considered an ideal setting for child social skills training due to the opportunities it provides for skills teaching, modeling, and practice. The current study evaluated the effectiveness of two variants of the Secret Agent Society social skills program for children with high‐functioning autism spectrum disorders (HFASD) in a mainstream school context. Sixty‐nine students aged 7–12 took part in one of two different 10‐week versions of the program (structured versus unstructured) to determine their relative effectiveness. Results suggested that both program variants led to improvements in emotion regulation abilities, social skills, and behavior at school and home, maintained at 6‐week follow‐up. However, the structured intervention generally led to superior treatment outcomes. These results suggest that improvements in social–emotional functioning can be achieved for students with HFASD through time‐limited school‐based interventions. Limitations of this study and directions for future research are discussed.     

A CASE FOR PROPHYLACTIC COUNSELLING WITH SCHOOL CHILDREN: AN EXAMINATION OF GENDER DIFFERENCES

Children leaving school for higher education face many stresses. It is suggested that teachers, parents and other counsellors can help prevent the worst effects of these. Previous research has indicated that girls are more likely to be stressed than boys. The present study suggests this finding may be unduly influenced by the presence of mature students for when mature students are not included girls are no more stressed than boys. It is suggested the two sexes should be treated equally and the labelling of girls as more stressed can be harmful. The main areas of potential stress were Internal needs and financial problems. Examination stress took a lower position than in other studies. It is suggested counselling should involve attitude change rather than Information giving.     

SUPERVISION IN SCHOOL PSYCHOLOGY: THE DEVELOPMENTAL/ECOLOGICAL/PROBLEM‐SOLVING MODEL

Effective supervision models guide the supervisory relationship and supervisory tasks leading to reflective and purposeful practice. The Developmental/Ecological/Problem‐Solving (DEP) Model provides a contemporary framework for supervision specific to school psychology. Designed for the school psychology internship, the DEP Model is also applicable to all pre‐service and advanced field‐based training, as well as career‐long continuing professional development. The Developmental domain initiates training at the functioning skill level of the supervisee and progresses toward independent competency. The Ecological domain addresses the multiple systemic contexts that influence school psychology practice and prepares the intern to intervene within both individual and systemic contexts. The Problem‐Solving domain focuses on the application of data‐based decision making and evidence‐based interventions to the full range of school psychology activities. It provides a systematic schema to address student, family, and school needs.     

TYPES OF HIGH ABILITY: HIGHLY ABLE CHILDREN WITH AN UNBALANCED INTELLIGENCE STRUCTURE

The present study focused on children (N=55) with a 12 point or greater difference between verbal IQ (VIQ) and performance IQ (PIQ) on the Wechsler Adult Intelligence Scale (WAIS), with either value being higher than 120. There was a particular focus on those with 24 points or more difference. The control group included children with IQ over 110, but with less than 9 points difference between VIQ and PIQ (N=33). Relatively low VIQs were found in the group with very large discrepancies, and their school performance was in accordance with this result. The problem with the VIQ of this group seemed to be one of maturity. The findings also showed that the subscales are important in diagnosis; the Object Assembly subscale of the WAIS, for instance, has a particular function in the characterisation of hemispheric connections. It was concluded that the group of gifted children displayed right hemispheric dominance, and that differences in the direction of intelligence might influence cognitive style, field of interest and choice of profession. Caution is needed when using VIQ‐PIQ differences for diagnostic purposes, particularly in the case of children with high intelligence.

     

AN EXAMINATION OF THE ASSOCIATION BETWEEN OBSERVED AND SELF‐REPORTED CULTURALLY PROFICIENT TEACHING PRACTICES

A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most research relies exclusively on self‐reports, with limited attention to issues of social desirability, and few studies observe teacher practices. Data come from 142 K‐8 teachers in six schools who were assessed via the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an externally‐conducted observation, and who also provided self‐report data of cultural responsiveness. Analyses indicated that teachers self‐reported higher rates of culturally responsive teaching strategies than were observed on the ASSIST. There were, however, significant associations between observations and teachers’ ratings of self‐efficacy. Findings suggest a need for additional research to develop and validate efficient, multi‐informant approaches for assessing cultural responsiveness in the classroom.     

SUPPORT NEEDS OF CHILDREN WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES: AGE‐RELATED IMPLICATIONS FOR ASSESSMENT

The Supports Intensity Scale–Children's Version (SIS‐C) was developed to assess the support needs of children and youth aged 5 to 16 years with intellectual and developmental disabilities. Data from the standardization sample of the SIS‐C were analyzed to evaluate the impact of the age cohorts (5–6, 7–8, 9–10, 11–12, 13–14, and 15–16 years) used to stratify the sample on the measurement model, as well as the latent means, standard deviations, and correlations. The findings confirmed measurement invariance across age cohorts, but suggested that at the latent level, younger children, generally, have more intensive support needs and that as students with intellectual disability age, their support needs decrease. In addition, the 15‐ to 16‐year‐old cohort displayed differences in terms of the strength of correlations between support need domains, with stronger correlations than the other age groups. Implications for future research and practice are described.     

THE USE OF THE BASC‐2 FOR THE IDENTIFICATION OF FEMALE ADOLESCENTS AT RISK FOR DEVELOPING AN EATING DISORDER

Eating disorders, disordered eating, and body dissatisfaction prevalence rates are on the rise among adolescent females. The present study examined the potential use of a commonly used social–emotional instrument, the Behavior Assessment System for Children‐Second Edition (BASC‐2), for detecting the presence of possible eating disorders in adolescent females in a school setting. Participants included 65 female adolescents aged 13 to 17 years from Midwestern public middle and high schools. The Eating Disorder Inventory‐Third Edition was used to determine eating disorder risk and level of body dissatisfaction. Those adolescents at risk for developing an eating disorder differed significantly on 12 of the 16 BASC‐2 scales, whereas four of these scales were also in the clinically significant range according to the BASC‐2 normative sample. A common profile of a female adolescent at risk for developing an eating disorder was explored. Implications of the findings and recommendations for future research are discussed.     

TEACHER‐TO‐TEACHER CONSULTATION: FACILITATING CONSISTENT AND EFFECTIVE INTERVENTION ACROSS GRADE LEVELS FOR STUDENTS WITH ADHD

Teacher‐to‐teacher consultation (TTC) is an extension of standard behavioral consultation that seeks to transfer an established and effective intervention across a grade‐level transition by including teachers from both grade levels as conjoint consultees at the beginning of the second school year. The purpose of the current study was to determine if TTC could facilitate the maintenance of previous intervention‐level behavioral functioning across a grade‐level transition for three students with attention‐deficit/hyperactivity disorder (ADHD). A multiple baseline, multiple probe design was employed. Results indicated that the TTC procedure was able to maintain the behavioral gains made during Year 1, across a grade‐level transition into Year 2. Additionally, acceptability data demonstrated that both teachers and students found the procedure and resultant interventions acceptable.     

DETECTING PARENTAL DECEPTION USING A BEHAVIOR RATING SCALE DURING ASSESSMENT OF ATTENTION‐DEFICIT/HYPERACTIVITY DISORDER: AN EXPERIMENTAL STUDY

It is often assumed that parents completing behavior rating scales during the assessment of attention‐deficit/hyperactivity disorder (ADHD) can deliberately manipulate the outcomes of the assessment. To detect these actions, items designed to detect over‐reporting or under‐reporting of results are sometimes embedded in such rating scales. This study presents the results of an experimental study in which parents (a) read a scenario telling them that their hypothetical son's teacher has suggested their son may have ADHD and (b) considered assigned goals for the assessment. Parents then completed the accompanying Conners 3Parent Short form (Conners 3‐P[S]) in a manner that they believed would achieve their assigned goals. Findings showed that parents are able to engage in deception when completing behavior rating scales. The validity scales embedded in the Conners 3‐P(S), however, demonstrated mixed results for detecting parental deception with the Negative Impression validity scale, accurately detecting attempts to malinger in the majority of cases, whereas the Positive Impression validity scale appears to have little to no diagnostic utility for the detection of defensive responding. Clinicians utilizing behavior rating scales should carefully consider results, and nonresults, obtained from embedded validity scales when interpreting parent responses to behavior rating scales as part of an ADHD assessment.     

CULTURAL AND ETHNIC BIAS IN TEACHER RATINGS OF BEHAVIOR: A CRITERION‐FOCUSED REVIEW

Behavior rating scales are indirect measures of emotional and social functioning used for assessment purposes. Rater bias is systematic error that may compromise the validity of behavior rating scale scores. Teacher bias in ratings of behavior has been investigated in multiple studies, but not yet assessed in a research synthesis that focuses on the role of ethnicity and culture. Teacher bias in ratings of student behavior was investigated through a comprehensive literature review that only included studies with a defensible criterion of true behavior against which to compare rating scores. A final total of 13 studies of teacher bias suggested mixed evidence for bias due to student ethnicity and strong evidence of bias due to teacher culture, particularly when positive stereotypes were violated. Limitations and future directions of research are discussed.     

SOCIAL COMPARISON IN PHYSICAL EDUCATION: AN EXAMINATION OF THE RELATIONSHIP BETWEEN TWO FRAMES OF REFERENCE AND ENGAGEMENT,DISAFFECTION, AND PHYSICAL SELF‐CONCEPT

Drawing from theory and research into social comparison processes, the present study sought to determine children's motives for comparison in addition to the coexistence of class and individual comparisons in school physical education. The main and interactive effects of these types of comparisons were examined in relation to pupils’ physical self‐concept, as well as self‐reported behavioral engagement and disaffection in class. In total, 545 children (M_age = 13.89 years, SD = 1.57 years) from two schools in England completed the questionnaire. Moderated hierarchical regression analysis demonstrated that the higher a child's perception of his or her ability was compared with his or her classmates, the greater the level of engagement and physical self‐concept and the lower the level of disaffection. Interaction analysis showed that when perceived ability with reference to the class was low, a downward comparison with an individual enhanced engagement, but this was not the case when perceived ability was high. Findings suggest that further research into social comparison processes in this setting is warranted.     

从效率视角对我国基础教育阶段公办学校分层的审视-基于对昆明市公办高中的教育生产函数研究

本文使用2006年昆明市公办高中调查数据,采用多层线性模型(HLM)对高三学生的高考成绩的影响因素进行了教育生产函数实证研究。针对两个主要问题,即非均衡化教育资源配置背景下的基础教育生产效率及学生学业表现差异背后的学校的作用,研究发现:(1)学生高考成绩的最重要决定因素是学生的认知能力和高中前的学习基础(以中考成绩为代理变量);学校变量对学生高考成绩的影响作用相对较小;学生及其同伴的家庭社会经济背景对高考成绩没有重要影响。(2)教育生产单元对可控的教育资源的配置和使用在整体上是缺乏效率的(有体制性原因)。文章还探讨了主要研究发现的政策含义,并指出了本研究存在的问题和进一步研究的方向。     

SOCIAL PERSUASIONS BY TEACHERS AS A SOURCE OF STUDENT SELF‐EFFICACY: THE MODERATING ROLE OF PERCEIVED TEACHER CREDIBILITY

The primary purpose of this study was to ascertain whether the degree to which Korean middle school students perceived their teachers to be credible made a difference in the effectiveness of teachers’ persuasion as a source of students’ academic self‐efficacy. In the contexts of both general school learning and a specific subject of Korean language and literature, social persuasions by teachers were a significant predictor of student self‐efficacy. Students’ academic self‐efficacy, in turn, was a significant predictor of students’ expected final examination scores. Although perceived teacher credibility did not predict student self‐efficacy directly, it interacted significantly with teacher persuasion in the prediction of student self‐efficacy, as determined by the latent interaction analysis. Consistent with Bandura's assertion and our hypothesis, students reported stronger academic self‐efficacy as they perceived the teachers who delivered the social persuasion to be more credible.