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.     

PROMOTING EFFECTIVE SCIENCE TEACHER EDUCATION AND SCIENCE TEACHING: A FRAMEWORK FOR TEACHER DECISION-MAKING

Learning and effective teaching are both complicated acts. However, many administrators, teachers, parents, and policymakers appear not to recognize those complexities and their significance for practice. Fueling this perception, recommendations from isolated research findings often neglect the complexities in learning and teaching, and when implemented in classrooms often fall well short of the advertised effect. Consequently, education research is generally ignored, and the resulting research-practice gap raises concerns regarding the utility of university-based teacher education, and education research more generally. However, the strength of education research resides in the synergy resulting from its integration into a unifying system that guides, but does not determine, decision-making. Dewey (1929) argued for teacher decision-making guided by education research, but recently several writers have justly criticized education researchers for not providing comprehensible assistance to educators and policymakers (Good, 2007; Shymansky, 2006; Windschitl, 2005). This paper proposes a decision-making framework for teaching to help beginning and experienced teachers make sense of education research, come to understand crucial teacher decisions, and how those decisions interact to affect student learning. The proposed decision-making framework for teaching has significant utility in the design of science methods courses, science teacher education programs, effective student teacher supervision experiences, and professional development workshops.     

EVALUATION OF THE CLASS PASS INTERVENTION FOR TYPICALLY DEVELOPING STUDENTS WITH HYPOTHESIZED ESCAPE‐MOTIVATED DISRUPTIVE CLASSROOM BEHAVIOR

The aim of this study was to evaluate the Class Pass Intervention (CPI) as a secondary intervention for typically developing students with escape‐motivated disruptive classroom behavior. The CPI consists of providing students with passes that they can use to appropriately request a break from an academic task to engage in a preferred activity for preset amount of time. In addition, students are incentivized to not use the class passes by continuing to engage in the academic task and instead exchanging them for a preferred item or activity. Using an experimental single‐case withdrawal design with replication through a concurrent multiple‐baseline across‐participants design, the CPI was shown to reduce disruptive behavior and increase academic engagement in three students who engaged in hypothesized escape‐motivated behavior. Results also revealed that the effects of the CPI were maintained at a two‐week follow‐up probe and consumers found it to be acceptable. The limitations and implications of the findings for future research on effective classroom‐based interventions are discussed.     

TEACHERS’ MINDSETS FOR STUDENTS WITH AND WITHOUT DISABILITIES

Research suggests beliefs about the stability of ability can be dichotomized into two mindsets: fixed and growth (Dweck, 1999 ). Teachers’ (n = 238) beliefs regarding the stability of ability (mindset) and the stability of ability for 4 hypothetical students scenarios (mindset for scenarios) were measured. Mindset scores were related to mindset for scenario scores. Moreover teachers demonstrated increased neutral mindset scores and decreased fixed mindset scores for hypothetical student scenarios with no discernible differences for student gender or disability status.     

SCHOOL‐WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS

This investigation employed a participatory action research method involving school psychology consultants and educators to design and evaluate the impact of school‐wide positive behavioral interventions and supports in a self‐contained school serving students with emotional and behavioral disorders. The traditional practices of a universal system, including teaching and acknowledging expected behaviors and responding to disruptive behaviors, were adapted to better accommodate the needs of a more challenging student population. In addition, system‐wide practices, including various teaming and professional development strategies, were instituted to promote sustainability. Results, after implementation of Tier 1, showed reductions in the frequency of discipline referrals and the number of emergency safety interventions, with a sustained impact across the next 3 years. Limitations included the lack of experimental control in evaluating the intervention. Discussion includes recommendations for an expanded role for school psychologists in promoting evidence‐based practices for high‐risk student populations.     

师范教育与大学:比较分析及其对香港的启示

教育大学可视为一种新型大学 ,能够以崭新的方式同时适应师范教育发展和知识社会的需求。本文首先对大学和师范院校在西方和亚洲社会的发展作一历史回顾。然后 ,探究这两类院校形成的对照的价值取向 ,讨论本文的核心问题 ,即师范教育如何达到与大学比肩的学术水准 ,同时保有师范院校与知识社会有关的价值观。对三个西方社会和三个亚洲社会的比较的历史分析 ,展示了摆脱这一困境的不同方式。本文最后勾勒了师范教育截然不同的四种模式 ,提出教育大学这一模式最为适应香港的现状 ,可能也最为适应亚洲的文化环境     

LINKING MINORITY AND DISADVANTAGED HIGH SCHOOL STUDENTS WITH HEALTH PROFESSIONS TRAINING: A WIN-WIN SITUATION FOR STUDENTS AND OLDER ADULTS

This article describes a pilot project designed to encourage career interest by minority high school students in health professions in geriatrics and gerontology. This multifaceted educational program used a contextual training approach and was conducted over a five-week period. Program components included classroom sessions, group as well as independent activities and research, guided field trips, faculty lectures, and the development of a final report directed at health careers in gerontology. The majority of the students were planning or considering a career in geriatrics or gerontology at the completion of the program. Students' evaluative comments revealed a more positive attitude toward the elderly, significant interest in gerontology careers, and strong support for the program. A strategy for longterm follow-up of participants is presented, as well as lessons learned and plans for future programming. This program was implemented by the Rhode Island Geriatric Education Center, in collaboration with the University of Rhode Island Urban Field Center, in response to the "Kids Into Health Careers" initiative established by the U.S. Bureau of Health Professions.     

ACADEMIC SELF‐EFFICACY AMONG JUNIOR HIGH SCHOOL STUDENTS IN GHANA: EVALUATING FACTOR STRUCTURE AND MEASUREMENT INVARIANCE ACROSS GENDER

Self‐efficacy is a universal construct, but few validated measures exist for researchers in developing countries to use in assessing youths’ perceptions of their ability to achieve academic success. This study examined the cross‐cultural suitability and psychometric properties of an academic self‐efficacy scale (ASES) adapted for the Ghanaian context. ASES construct validity was assessed with a sample of 4,289 Ghanaian junior high‐school students and exploratory and confirmatory factor analysis. Invariance testing assessed the scale's measurement equivalence by gender and temporal stability of gender equivalence. The ASES is a valid, reliable one‐dimensional scale for assessing young Ghanaians’ perceptions of their academic capabilities, and it works equally well across genders. As adapted, ASES is a valid scale with utility for researchers examining predictors and effects of academic self‐efficacy. The ASES has important implications for decisions regarding investment in programs aimed at improving academic self‐efficacy of youth, both in sub‐Saharan Africa and the increasingly diverse American public schools.     

DEVELOPING PARENT‐PROFESSIONAL PARTNERSHIPS IN A POSTSECONDARY EDUCATION PROGRAM FOR STUDENTS WITH DISABILITIES

Opportunities are increasing for students with intellectual and/or developmental disabilities to attend postsecondary education programs located at college campuses around the nation. Students who attend postsecondary education programs experience numerous positive outcomes, including independent living skills and expanded social networks. However, although parent‐professional partnerships could significantly enhance long‐term outcomes such as competitive employment and independent living, there is a paucity of information about the nature of these partnerships in postsecondary settings. The purpose of this expository article is to describe how staff from a midwestern postsecondary education program facilitate parent‐professional partnerships through parent involvement and support.     

CONTEXTUAL PREDICTORS OF SELF‐DETERMINED ACTIONS IN STUDENTS WITH AND WITHOUT INTELLECTUAL DISABILITY

Research in the field of intellectual disability suggests that promotion of self‐determination triggers positive transition outcomes for youth with intellectual disability. This article examines the contributions of personal and environmental variables in predicting self‐determined action in students with and without intellectual disability. The Spanish pilot versions of the Self‐Determination Inventory and the AIR Self‐Determination Scale were administered to 114 youth with and without intellectual disability. Personal and environmental variables were treated as predictor variables for analytic purposes. The results indicate the relevance of environmental variables in predicting both self‐reported capacity for self‐determination and the essential characteristics of self‐determined action. Particularly, age and opportunities at school and at home to engage in self‐determined action played a significant role. The practical implications of these findings and suggestions for future research 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.     

CURRENT AND FUTURE SCHOOL PSYCHOLOGISTS’ PREPAREDNESS TO WORK WITH LGBT STUDENTS: ROLE OF EDUCATION AND GAY‐STRAIGHT ALLIANCES

This study sought to assess current and future school psychologists’ attitudes toward and preparedness to address the needs of lesbian, gay, bisexual, and transgender (LGBT) students in schools. Two‐hundred seventy‐nine school psychologists (n = 162, 58%) and school psychology graduate students (n = 117, 42%) were included in the study. Participants completed measures of attitudes toward LGBT students, preparedness to address the needs of LGBT youth, and social desirability. For both school psychologists and graduate students, increased education was associated with improved attitudes and increased preparedness to treat LGBT youth. For school psychologists, presence of a gay‐straight alliance was associated with increased knowledge about LGBT youth, as well as higher ratings of preparedness to treat LGBT youth; the same associations did not hold true for the graduate students. These findings have implications for the training and practice of school psychologists in addressing the needs of LGBT youth in schools.     

IDENTIFYING STUDENTS WITH EMOTIONAL DISTURBANCE: SCHOOL PSYCHOLOGISTS’ PRACTICES AND PERCEPTIONS

From its inception as a disability category in the Education for All Handicapped Children Act, serving students under the special education category Emotional Disturbance (ED) has been a challenging task for school psychologists. In particular, the vague and ambiguous federal definition has created an environment in which inconsistent assessment practices and decision making are almost inevitable. In this study, we examined school psychologists’ (N = 214) assessment practices when determining initial eligibility for ED, as well as their perceptions regarding the language contained within the federal ED definition. Findings indicated that although school psychologists recognize the need for a multimethod, multisource assessment model when ED is a classification consideration, in many instances, their actual assessments are missing commonly recommended sources of data for making eligibility decisions, including classroom observations; parent, teacher, and student interviews; and behavior rating scales. The results from the study provide a useful overview of school psychologists’ assessment practices and are couched within the questions and confusion that have surrounded the federal ED definition since its codification into law.     

PARENT‐TEACHER COMMUNICATION ABOUT CHILDREN WITH AUTISM SPECTRUM DISORDER: AN EXAMINATION OF COLLABORATIVE PROBLEM‐SOLVING

Effective parent‐teacher communication involves problem‐solving concerns about students. Few studies have examined problem‐solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem‐solving behaviors of parents and teachers of children with ASD. Participants were 18 teachers and 39 parents of children with ASD. Parent‐teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem‐solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem‐solving. Teachers displayed more problem‐solving behaviors than parents. Both groups reported engaging in more problem‐solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem‐solving.     

EMOTIONAL AND BEHAVIORAL PROFILE ASSESSMENT USING THE BASC‐2 WITH KOREAN MIDDLE SCHOOL STUDENTS

Korean middle school students are experiencing high rates of behavioral and emotional problems, suggesting a need for comprehensive screening instruments with strong psychometric properties in school settings. The present study investigated the utility of the Behavior Assessment System for Children‐2 Self‐Report of Personality, Adolescent Form (BASC‐2 SRP‐A) to assess clinical problems and adaptive strengths among Korean middle school students. For this revalidation study of the BASC‐2, we first translated the BASC‐2 SRP‐A into Korean (K‐BASC‐2 SRP‐A). Then, using a total of 458 Korean middle school students aged 12 to 15 years, we examined the factor structure and reliability of the clinical, adaptive, and composite scale scores of the K‐BASC‐2 SRP‐A. We also used a separate sample of 45 middle school students to examine the convergent validity of a subset of the K‐BASC‐2 SRP‐A scales targeting the common problem areas of anxiety, depression, and inattention. Based on the current results, we found strong psychometric properties of the K‐BASC‐2 SRP‐A for use among adolescents in Korea, including a well‐fitting factor structure consistent with the originally proposed model, adequate reliability estimates, and validity coefficients falling in the acceptable range. The K‐BASC‐2 SRP‐A can offer the Korean school mental health field a useful and much‐needed multidimensional screening measure for middle school youths.     

TEACHERS’ EXPECTATIONS AND SELF‐EFFICACY FOR WORKING WITH BULLIES AND VICTIMS

Bullying is a significant concern in schools, and both bullies and victims are at risk for negative outcomes. In this study, 239 sixth‐grade teachers completed questionnaires about their perceptions of four components of school climate: high‐risk student behaviors, school‐wide barriers to learning, principal support, and cooperation among teachers. Teachers’ expectations and self‐efficacy for working effectively with both bullies and victims were assessed using case study vignettes. The results indicated that teachers’ perceptions of principal support were significantly related to teachers’ expectations and self‐efficacy for working with bullies. A graduate degree was also related to greater self‐efficacy for working with bullies. Administrators and school psychologists should consider the role of perceived principal support as an important factor in influencing teachers’ expectations and beliefs in working with bullies.     

THE RELIABILITY AND USER‐FEASIBILITY OF MATERIALS AND PROCEDURES FOR MONITORING THE IMPLEMENTATION INTEGRITY OF A READING INTERVENTION

Within the realm of school‐based interventions, implementation integrity is important for practical, legal, and ethical purposes. Unfortunately, evidence suggests that proper monitoring of implementation integrity is often absent from both research and practice. School psychology practitioners and researchers have reported that a major barrier to monitoring integrity is a lack of procedural guidance, and currently there is little research that has examined the psychometric reliability of monitoring procedures and materials. Therefore, the purpose of this two‐part study was to examine (a) the extent to which relatively novice educators could self‐learn and successfully use an implementation integrity monitoring system designed to evaluate a structured reading intervention program, and (b) the inter‐observer reliability of two individuals using the system to evaluate the same interventionist. Overall findings suggested that it is feasible for most individuals to learn the implementation integrity monitoring system (and associated materials) and the system can be used reliably across multiple observers. Implications of these findings are discussed, including how the procedures and materials might be adapted for other intervention programs to assist researchers and practitioners with monitoring implementation integrity.     

INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS

The present study aims at examining variables (at individual and class level) that influence the accuracy of teacher judgments of second and third graders’ reading abilities (decoding and reading comprehension). Data of 1,468 students and 86 teachers were collected. Due to the nested structure of the data, multilevel regression analyses were applied. Results revealed about 5% of the variance in judgment accuracy at class level. Generally, teachers judged reading comprehension abilities more accurately than decoding abilities. Low‐achieving students’ abilities, though, were judged less accurately. Accuracy in judging decoding was higher in small classes and in students with special educational needs. Accuracy in judging reading comprehension grew along the years (higher in Grade 3 and at the end of the academic year). Additionally, teachers judged second language learners' reading comprehension less accurately. The results are discussed in the light of implications for teacher training.     

MANUALIZATION,FEASIBILITY, AND EFFECTIVENESS OF THE SCHOOL‐BASED SOCIAL COMPETENCE INTERVENTION FOR ADOLESCENTS (SCI‐A)

Despite the movement toward identification of evidence‐based practices (EBPs), there is a discrepancy in the availability of school‐based EBPs targeting the unique needs of students with high functioning forms of autism and related social needs. Based on calls for systematic intervention development and evaluation processes, the current study describes the manualization, feasibility, and effectiveness testing of the school‐based Social Competence Intervention for Adolescents (SCI‐A) curriculum. School personnel were trained to implement SCI‐A to a targeted student population. Fidelity and social validity data indicated curriculum feasibility and acceptability within secondary school settings. Student social functioning, executive functioning, and theory of mind demonstrated postintervention gains with moderate effect sizes. Results are promising for SCI‐A's continued positive trajectory within the phases of EBP evaluation research. Challenges for intervention effectiveness testing within schools and future considerations for evaluating EBPs are discussed.     

GENDER MODERATES ASSOCIATION BETWEEN EMOTIONAL‐BEHAVIORAL PROBLEMS AND TEXT COMPREHENSION IN CHILDREN WITH BOTH READING DIFFICULTIES AND ADHD

Evidence suggests that higher order linguistic functioning such as text comprehension is particularly vulnerable to emotional modulation. Gender has been identified as an important moderating variable in emotional expression such that girls tend toward internalizing emotions (e.g., sadness, anxiety) whereas boys tend toward externalizing emotions (e.g., anger, combativeness), which may influence the relationship between emotion and text comprehension. The present study examined whether gender moderates the relationship between emotional‐behavioral problems and text comprehension among children (n = 187; boys = 115, girls = 72) with both word reading difficulties (RD) and attention‐deficit/hyperactivity disorder (ADHD), a sample widely acknowledged to be at increased risk for developing emotional‐behavioral problems such as anxiety, poor academic self‐concept, and delinquency. A moderated regression analysis tested for the significance of two separate interaction terms (i.e., gender × externalizing problems, gender × internalizing problems) after controlling for gender, IQ, basic reading skills, cognitive‐linguistic processes closely related to reading, attentional problems, internalizing problems, and externalizing problems. Results indicated that gender significantly and uniquely moderates the relationship between emotional‐behavioral problems and text comprehension. Specifically, text comprehension was relatively lower among girls with relatively higher externalizing problems, whereas no such association was observed among boys. These results contribute to our understanding of cognition–emotion interactions within reading development and raise important implications.