STABILITY AND CHANGE OF BEHAVIORAL AND EMOTIONAL SCREENING SCORES

Universal screening for behavioral and emotional difficulties is integral to the identification of students needing early intervention and prevention efforts. However, unanswered questions regarding the stability of screening scores impede the ability to determine optimal strategies for subsequent screening. This study examined the 2‐year stability of behavioral and emotional risk screening scores and investigated whether change could be predicted based on student characteristics or initial risk scores. As part of a district‐wide screening effort, 863 middle and high school students completed the Behavioral and Emotional Screening System at two time points. Stability coefficients were moderate, with the majority of students remaining in a similar risk category across time. Gender, race/ethnicity, socioeconomic status, grade, school transition, and special education status were not predictive of movement across time. Initial risk score was predictive of movement from normal to at‐risk categorization, with the internalizing domain being the most predictive of change.     

Evaluation of the peacemakers program: School‐based violence prevention for students in grades four through eight

This study evaluated the violence prevention effects of The Peacemakers Program, a school‐based intervention for students in grades four through eight. The program includes a primary prevention component delivered by teachers and a remedial component implemented by school psychologists and counselors with referred students. The teacher‐delivered component consists of a psychoeducational curriculum and procedures for infusing program content into the school environment. The study included almost 2,000 students in an urban public school system, with pre‐ and post‐program assessment and comparison to a control group. There were significant, positive program effects on six of the seven variables assessed, including knowledge of psychosocial skills, self‐reported aggression, and teacher‐reported aggression, with a 41% decrease in aggression‐related disciplinary incidents and a 67% reduction in suspensions for violent behavior. On some outcome variables, intervention effects were stronger for boys than girls and for middle school compared to upper elementary school students. © 2002 John Wiley & Sons, Inc.     

Longitudinal disciplinary and achievement outcomes associated with school‐wide PBIS implementation level

Positive behavioral interventions and support (PBIS) is a multitiered framework for behavioral support that is being increasingly implemented in schools. Although research has linked PBIS to improved student outcomes, less research is longitudinal and considers both academic and behavioral outcomes. This study examined the relationships between changes in school‐wide (i.e., Tier I) PBIS implementation level and changes in disciplinary and achievement outcomes over a 2‐year period. Participants included 85 Ohio schools with data on PBIS implementation fidelity (from the tiered fidelity inventory, or TFI), out‐of‐school suspensions (OSSs), and statewide achievement tests for the 2015–2016 and 2016–2017 school years. Linear regressions were conducted to examine the degree to which changes in TFI Tier I scores predicted changes in OSS and achievement scores when controlling for school‐level demographic variables that also were related to the outcome variables. Changes in TFI Tier I scores was found to significantly predict changes in OSS per 100 students but not changes in achievement scores.     

Developing cognitive‐social‐emotional competencies to enhance academic learning

This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher‐led program designed to promote cognitive‐social‐emotional (CSE) skills, including student self‐efficacy, problem solving, social‐emotional competence, and a positive classroom climate, with the dual goal of preventing youth behavioral problems and promoting academic learning. During 2 consecutive school years, 119 students and their teachers were assessed in the fall and spring of Grade 4 and again in the spring of Grade 5. As compared to students in the comparison school, students in the intervention showed gains in student self‐efficacy, problem solving, social‐emotional competencies, and math grades. Incremental gains within CSE domains were found after 1 and 2 years of intervention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 405–417, 2005.     

A LONGITUDINAL INVESTIGATION OF SELF‐ AND PEER REPORTS OF BULLYING VICTIMIZATION ACROSS MIDDLE SCHOOL

Cross‐sectional studies indicate how many students are victims of bullying at a single time, but do not tell us whether the same students continue to be bullied or whether there is a cumulative impact of bullying over time. This study examined the longitudinal stability and the cumulative impact of victimization in a sample of 382 students assessed in the fall and the spring of Grades 6, 7, and 8. Victimization assessed by both self‐ and peer reports indicated substantial variability in who was bullied, with nearly 51% of students reporting bullying victimization during at least one of the six assessments. The cumulative impact of victimization over 3 years was demonstrated on Grade‐8 outcome measures of absences, disciplinary infractions, suspensions, grade point averages, standardized test scores, reports of youth risk behavior, and perceptions of school climate. This study provides new information about the cumulative impact of peer‐ and self‐reported bullying across middle school.     

Using behavioral and academic indicators in the classroom to screen for at‐risk status

The present study validated a brief at‐risk screening instrument designed for easy use by teachers in the elementary school. School performance measures were collected for students in first to sixth grade one year following initial teacher ratings using the Screening For At‐Risk Status screening instrument. Findings indicated that the instrument is best seen as measuring a single at‐risk construct with items drawn from three domains: academic skills, social confidence, and social cooperation. Correlations between at‐risk scores and school performance measures taken one year later demonstrated predictive validity. The screening instrument correctly identified at‐risk students with 88% accuracy and not‐at‐risk students with 74% accuracy. There were 12% false negatives. Use of the instrument provides teachers with a quick, easy screening of students who may develop difficulties in the future. For schools, the screening can be used as the first step in a supportive response system to assist at‐risk students from developing serious school difficulties and possibly failure in the longer term. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 151–158, 2005.     

Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students At Risk for Language and Literacy Difficulties

The purpose of this study was to examine the effectiveness of a vocabulary intervention designed to supplement research‐based classroom vocabulary instruction, implemented with students who may be at risk for language and learning difficulties. Participants included 43 kindergarten students who received research‐based classroom vocabulary instruction. Students with the 20 lowest scores on the Peabody Picture Vocabulary Test‐III administered at pretest received additional small‐group supplemental vocabulary intervention. Results of within‐subjects comparisons indicated that, overall, at‐risk students made greater gains in word knowledge on target words that received the supplemental intervention as compared to words that received only classroom‐based instruction. In addition, at‐risk students who received the supplemental intervention demonstrated word‐learning gains that approached those of their peers who received classroom instruction alone. Implications along with limitations of the current study and directions for future research are discussed.     

THE CLASSROOM PASSWORD: A CLASS‐WIDE INTERVENTION TO INCREASE ACADEMIC ENGAGEMENT

The present study investigated the effectiveness of a novel class‐wide intervention, the Classroom Password, for increasing the academic engaged behavior of middle school students. The effectiveness of an independent group contingency was evaluated using a concurrent multiple baseline design across three seventh‐ and eighth‐grade classrooms. Results indicated that the intervention was effective across all three classrooms in increasing students’ academic engagement, or on‐task behavior, as evidenced by visual analysis and moderate to large effect sizes. Decreases in disruptive behavior were also observed across all three classrooms. Off‐task behavior was not substantially affected in any of the three classrooms. The intervention received mixed ratings by the classroom teachers regarding its social validity. Results of the present study suggest that the Classroom Password may be an effective class‐wide intervention for increasing the academically engaged behavior and decreasing the disruptive behavior of middle school students during instructional time.     

Using guided notes with academically at‐risk high school students during a remedial summer social studies class

This study evaluated the effects guided notes on the performance of academically at‐risk high school students during a remedial summer American History class. The study compared students' own notetaking strategies with that of short‐ and long‐form guided notes. Three students were selected for data collection due to their low baseline notetaking accuracy and quiz scores and a history of severe learning problems: One was enrolled in special education programs for developmental disabilities and the other two were enrolled in English as a Second Language programs (ESL). A modified ABAB reversal design with an imbedded alternating treatments design during intervention (A. E. Kazdin, 1982) was used to compare the effects of students' notetaking accuracy and daily quiz scores while taking their own notes with the effects of responding under the short‐ and long‐form guided notes. The results indicated that both guided notes procedures were successful at increasing the accuracy of students' notes, improving session quiz scores, and were overwhelmingly preferred when compared with students taking their own notes. Differences were the number of concepts written correctly. Practical considerations and implications for adoption in the classroom were discussed. © 1999 John Wiley & Sons, Inc.     

Effectiveness of the Coping Power Program in middle‐school children with disruptive behaviours and hyperactivity difficulties

The purpose of this article is to discuss the effectiveness of the Coping Power Program (CPP); an evidence‐based treatment delivered in a group format to at‐risk middle‐school children. Initially, two groups were randomised and formed: an intervention group of 24 CPP sessions and a control group. All students were enrolled in public schools from two rural counties in the United States. Out of the 119 total participants 63 (37 male) were in the intervention and 56 (35 male) were in the control group. From the larger intervention group, a subset of students was identified as ‘significantly improved’. Using the Behavior Assessment Scale for Children‐2 (BASC‐2), a pre‐ and post‐intervention measure showed that students with clinically significant hyperactivity and behavioural difficulties scores were the most sensitive to the group intervention.     

TEACHER BEHAVIORAL PRACTICES: RELATIONS TO STUDENT RISK BEHAVIORS,LEARNING BARRIERS,AND SCHOOL CLIMATE

Student behavioral problems pose a myriad of challenges for schools. In this study, we examine the relations among teacher and school‐level constructs (i.e., teacher collaboration, supervision/discipline, instructional management), and student‐related outcomes (i.e., high‐risk behaviors, barriers to learning, student social–behavioral climate). Teachers across 29 high schools, in a large urban school district serving primarily low‐income students, completed self‐report surveys. Multilevel regression was used to test both individual‐ and school‐level predictors of student outcomes. Findings suggest that teacher practices at the individual and school levels are linked to student high‐risk behaviors, barriers to student learning, and school climate. More specifically, findings indicate that better supervision/discipline and instructional management are associated with fewer high‐risk behaviors and barriers to learning. More instructional management is also linked to positive social–behavioral climate. Results from this study highlight the association between teacher practices and a range of student‐related problem behaviors, and suggest that system‐level interventions in the school may have positive effects.     

Good Practice in Science Teaching: What Research has to Say (2nd edn)

The scientific competencies advocated by the Programme for International Student Assessment (PISA) focus on the abilities needed in students' adult lives. This study investigated how such scientific competencies could be improved by using online argumentation. One hundred and thirty-eight 8th grade high school students took part in the study, with 69 in the experimental group and 69 in the control group. A quasi-experimental design was adopted and qualitative and quantitative analyses were used. An online argumentation system served as an aid for argumentation instruction and activities among experimental group students during the experiment. The results showed that using online argumentation could improve the students' scores for the PISA scientific competencies. The experimental group students outperformed their counterparts in terms of overall mean scores for the scientific competencies. On the one hand, the individual competencies of ‘using scientific evidence’ and ‘identifying scientific issues’ of the experimental group were higher than those of the control group. On the other hand, the experimental group students did not outperform their counterparts in terms of competency in ‘explaining phenomena scientifically’. Using an online environment to complement argumentation instruction and organizing argumentation activities focused on related topics may be a potential direction to consider for improving students’ PISA scientific competencies.     

Transition to the School as Workplace: Challenges of second career teachers

This article details the transition of second career teachers to the workplace called ‘school’. Post‐baccalaureate students at a mid‐size comprehensive state university completed surveys pre‐ and post‐student teaching. Participants responded to the personal and professional challenges in changing careers. Issues faced by the non‐traditional students emerged. An increasing number of adults are changing careers and entering teacher certification programs. The study was conducted to discover the special challenges graduate teacher certification students encountered when leaving a career field and becoming novice teachers. Forty graduate students in the study completed an extensive certification program of courses related to the art and science of teaching. Open‐ended surveys were used for the students to reflect on personal and professional expectations prior to and following the student teaching semester. Teacher educators who address the needs of second career teachers, such as increasing field experiences, providing classroom management and time management strategies, may lead second career teachers to use the unique competencies they bring to the teaching–learning setting.     

THE EFFECTS OF MIDDLE SCHOOL BULLYING AND VICTIMIZATION ON ADJUSTMENT THROUGH HIGH SCHOOL: GROWTH MODELING OF ACHIEVEMENT,SCHOOL ATTENDANCE,AND DISCIPLINARY TRAJECTORIES

The current 5‐year longitudinal study examined the effects of middle school bullying and victimization on adolescent academic achievement, disciplinary referrals, and school attendance through high school (N = 2030; 1016 both boys and girls). Greater engagement in bullying behaviors was concurrently associated with lower achievement and school attendance for girls and higher levels of disciplinary problems, and, for girls, predicted increases in disciplinary referrals through high school. Victimization was unrelated to school adjustment difficulties when controlling for bullying. Moreover, academic achievement was longitudinally associated with disciplinary referrals and school attendance. These findings outline concurrent school adjustment difficulties associated with engagement in bullying behavior, the longer‐term behavioral ramifications for girls, and the relations of behavioral and academic development from middle school to high school.     

Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?

This study examined ways in which children's risk of school failure may be moderated by support from teachers. Participants were 910 children in a national prospective study. Children were identified as at risk at ages 5-6 years on the basis of demographic characteristics and the display of multiple functional (behavioral, attention, academic, social) problems reported by their kindergarten teachers. By the end of first grade, at-risk students placed in first-grade classrooms offering strong instructional and emotional support had achievement scores and student-teacher relationships commensurate with their low-risk peers; at-risk students placed in less supportive classrooms had lower achievement and more conflict with teachers. These findings have implications for understanding the role that classroom experience may play in pathways to positive adaptation.     

Evaluating Non-Cognitive Skills among Students Switching Into and Out of Charter Schools in North Carolina

Despite several charter schools specifically targeting improving students’ noncognitive skills, the majority of charter school literature focuses on cognitive learning outcomes. Using behavioral measures as proxies for noncognitive outcomes, I find that North Carolina charter schools have no effect on tardiness or unexcused absences but are slightly improving total absences, suspensions, and disciplinary infractions. These positive results were driven primarily by charter schools that had been operating for at least five years. My results suggest that charter schools should be evaluated on a wider selection of outcomes than just standardized test scores.     

The self‐concepts and perceived competencies of gifted and non‐gifted students: a meta‐analysis

The current meta‐analysis compares the self‐concepts and perceived competencies of gifted and non‐gifted students. Using meta‐analytic methods to synthesise the results of 40 studies, we found that gifted students scored significantly higher than non‐gifted students on measures of academic and behavioural perceived competence, as well as global self‐concept. Gifted students scored significantly lower than non‐gifted students on measures of appearance and athletic perceived competence. Significant heterogeneity was found in the extent to which gifted and non‐gifted students' scores differed in the academic and global domains. Moderator variables such as participant grade level, method of gifted designation and publication year accounted for systematic differences in these domains. Gifted students' appearance and athletic perceived competencies may benefit from specific intervention, but their beliefs in other areas remain positive.     

The Next Big Idea: A Framework for Integrated Academic and Behavioral Intensive Intervention

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.     

Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social–Emotional Competencies

Research Findings: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social–emotional competence is a key component of young children's school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social–emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies (i.e., attachment, initiative, and anxiety/withdrawal). In contrast, no statistically significant differences between groups over a 2-year period were noted for behavioral concerns (anger/aggression, self-control, or behavioral problems) as a function of the Getting Ready intervention. Practice or Policy: The intervention appears to be particularly effective at building social–emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone. Limitations and implications for future research are reviewed.