School psychology (Washington, D.C.)

Keyphrases

Publications

2024

Yanchen Zhang, Lindsay Fallon, Madeline Larson, Diana Browning Wright, Clayton R Cook, Aaron R Lyon
Associations among educators' beliefs, intervention fidelity, and student outcomes in school-wide positive behavior interventions, and supports: A school-level moderated mediation analysis. School psychology (Washington, D.C.) (2024)
Rabia Özen-Uyar, Durmuş Aslan, Wendy M Reinke, Yaşare Aktaş-Arnas
Training and coaching early childhood teachers to foster social, emotional, and behavioral competence of children in Turkey. School psychology (Washington, D.C.) (2024)
John M Ferron, Megan S Kirby, Lodi Lipien
Fine-grained effect sizes. School psychology (Washington, D.C.) (2024)
Emily N Srisarajivakul, Lauren E Fennimore, Kailey B Thornton, Jasmine Blake, Kenneth G Rice, Kris Varjas
Measurement invariance of the inventory of teacher-student relationships among middle and high school students. School psychology (Washington, D.C.) (2024)
Mikyung Shin, Stephanie L Hart, Michelle Simmons
Meta-analysis of single-case design research: Application of multilevel modeling. School psychology (Washington, D.C.) (2024)
Susan D McMahon, Kayleigh E Zinter, Cori L Cafaro, Yesenia Garcia-Murillo, Kailyn Bare, Elena Gonzalez Molina, Dorothy L Espelage, Eric M Anderman, Linda A Reddy
A qualitative examination of weapon violence against teachers: A theoretical framework and analysis. School psychology (Washington, D.C.) (2024)
Lisa M H Sanetti, Nedim Yel, Anna C J Long, Melissa A Collier-Meek, Thomas R Kratochwill
Assessing teachers' intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessment. School psychology (Washington, D.C.) (2024)
M A Veldman, S Doolaard, R J Bosker, T A B Snijders
Changes in patterns of peer relationships in primary education classroom networks through cooperative learning. School psychology (Washington, D.C.) (2024)
Anna Li, Faith G Miller, Shayna C Williams
Cultural adaptations to social-emotional learning programs: A systematic review. School psychology (Washington, D.C.) (2024)
Yoshito Kawabata, Masahiro Kinoshita, Ayako Onishi
Trajectories and latent classes of school enjoyment in adolescence: Associations with peer victimization and mental health. School psychology (Washington, D.C.) (2024)
Jennifer R Ledford, Paige B Eyler, Sienna A Windsor, Jason C Chow
Single-case design effect-size distributions: Association with procedural parameters. School psychology (Washington, D.C.) (2024)
Leishan Shi, Yuping Wu, Yanfang Zhou
The role of moral disengagement and classroom collective efficacy in social support and bystander behavior of elementary school students: A multilevel moderated mediation analysis. School psychology (Washington, D.C.) (2024)
Leigh McLean, Paul Espinoza, Jayley Janssen, Manuela Jimenez, Sarah Lindstrom Johnson
Relationships between elementary teachers' enjoyment and students' engagement across content areas and among student groups. School psychology (Washington, D.C.) (2024)
Gena Nelson, Derek Kosty, Jessica Turtura, Christian T Doabler, Ben Clarke
Evaluating a gated screening approach for identifying risk in kindergarten mathematics. School psychology (Washington, D.C.) (2024)
Seth A King, Brendon Nylen, Olivia Enders, Lanqi Wang, Oluwatosin Opeoluwa
Examining the impact of design-comparable effect size on the analysis of single-case design in special education. School psychology (Washington, D.C.) (2024)
Alexander D Latham, David A Klingbeil
Effects of portable interventions on school psychologists' graph-rating inconsistency. School psychology (Washington, D.C.) (2024)
Lindsay E Romano
Mindful discipline: A pilot study exploring mindfulness and the reduction of punitive discipline for Black male students. School psychology (Washington, D.C.) (2024)
Nicolina V Fusco, Melissa K Holt, Gabriel J Merrin, Jennifer Greif Green
Social-emotional functioning among bias-based bullies, victims, and bully-victims. School psychology (Washington, D.C.) (2024)
Mackenzie N Wink, Alexandria J Tomkunas, Maria D LaRusso
Teacher stress and ideal solutions: A qualitative comparison across elementary and middle school teachers. School psychology (Washington, D.C.) (2024)
Ana Sofia Ocegueda, Joseph M Barron, Erin M Rodríguez
Putting ourselves together: School belonging, parental socialization, and teacher support of Latinx youth. School psychology (Washington, D.C.) (2024)
Misaa Nassir, Pascale Benoliel
Teacher well-being and organizational citizenship behavior in Arab educational system in Israel: The implications of teacher collective involvement in decision making and organizational commitment. School psychology (Washington, D.C.) (2024)
Alexandra M Pierce, Lisa M H Sanetti, Melissa A Collier-Meek, Austin H Johnson
Evaluating the correspondence between expert visual analysis and quantitative methods. School psychology (Washington, D.C.) (2024)
Lindsay M Fallon, Diana P Laenen, Julia Kausel, Ryan Sunda, Andrea Molina Palacios, Emily Romero
Supporting implementation of culturally responsive teaching in a therapeutic setting. School psychology (Washington, D.C.) (2024)
Emily N Srisarajivakul, Lauren E Fennimore, Kailey B Thornton, Jasmine Blake, Kenneth G Rice, Kris Varjas
Measurement invariance of the inventory of teacher-student relationships among middle and high school students. School psychology (Washington, D.C.) (2024)
Hudson I White, David Aguayo, Asia K Smith, Monique L R Luisi, Lauren Ngowi, Chynna S McCall, Christa Copeland, Mingming Huang, Wendy M Reinke, Clark M Peters, Aaron M Thompson, Keith C Herman
"Let's talk about it": Black youths' perceptions on the development of a school-based social media campaign. School psychology (Washington, D.C.) (2024)
Gintautas Katulis, Goda Kaniušonytė, Brett Laursen
Extending the healthy context paradox to nonintervention settings: Escalating problem behaviors among victimized social outliers. School psychology (Washington, D.C.) (2024)
Aaron Rachelle Campbell, Mary Rose Sallese, Mariola Moeyaert, T Elyse Calhoun, Madison H Imler
Enhancing outcomes: Culturally adapted social-emotional and behavioral interventions for rural black elementary learners at risk. School psychology (Washington, D.C.) (2024)
MacKenzie D Sidwell, Landon W Bonner, Kayla Bates-Brantley, Marsha Hasenoehrl, Daniel L Gadke
Single-case design emphasis in American Psychological Association-accredited school psychology programs. School psychology (Washington, D.C.) (2024)
Jillian Dawes, Brian C Poncy, Benjamin G Solomon, Gary J Duhon, Christopher H Skinner
Evaluating and comparing three variations of cover, copy, and compare on multiplication fact fluency. School psychology (Washington, D.C.) (2024)
Karina M Aragón, Alice C Mullin, Erika D Felix, Olivia Appel, Jill D Sharkey
Identifying what educators need to support trauma-informed practices in the schools: A community needs assessment. School psychology (Washington, D.C.) (2024)
Michael D Lyons, Faith A Zabek, Tameka O Grimes, Sarah K Downey, Julia V Taylor, Kathryn L Zeanah
Applying the extension for community healthcare outcomes (ECHO) model to promote collaborative and effective school mental health services. School psychology (Washington, D.C.) (2024)
Tyler L Renshaw, Sarah J Bolognino, Kelly N Clark
Exploring a dual-factor mental health screening model with children in grades 5-10. School psychology (Washington, D.C.) (2024)
Marilia Mariano, Erika Felix, Marcos V V Ribeiro, Jacy Perissinoto, Clara Brandão de Ávila, Maria Conceição do Rosário, Thiago M Fidalgo, Rosa Resegue, Zila M Sanchez, Pamela J Surkan, Silvia S Martins, Sheila Cavalcante Caetano
School readiness profiles: Does the quality of preschool education matter? School psychology (Washington, D.C.) (2024)
Eliana Rosenthal, Qiong Fu, George J DuPaul, Robert Reid, Arthur D Anastopoulos, Thomas J Power
Assessing attention-deficit/hyperactivity disorder-related impairment: Differential item functioning based on child demographic characteristics. School psychology (Washington, D.C.) (2024)
Keith C Radley, Evan H Dart
The effect of the level of data presentation on visual analysts' decisions. School psychology (Washington, D.C.) (2024)

volume 39, number 1, 2024

Sally L Grapin, Carrie Masia Warner, DeVanté J Cunningham, Jessica L Bonumwezi, Farah Mahmud, Nora L Portillo, Danielle Nisenson
Online racial discrimination, centrality, and academic outcomes among Black youth. School psychology (Washington, D.C.) 39 (1) (2024)
Robin S Codding
School Psychology annual journal update: Revising open science standards. School psychology (Washington, D.C.) 39 (1) (2024)
Sally L Grapin, Carrie Masia Warner, DeVanté J Cunningham, Jessica L Bonumwezi, Farah Mahmud, Nora L Portillo, Danielle Nisenson
Online racial discrimination, centrality, and academic outcomes among Black youth. School psychology (Washington, D.C.) 39 (1) (2024)
Robin S Codding
School Psychology annual journal update: Revising open science standards. School psychology (Washington, D.C.) 39 (1) (2024)

volume 39, number 2, 2024

Bonnie Kaul Nastasi, Amanda Clinton
Adopting global perspectives in school psychology. School psychology (Washington, D.C.) 39 (2) (2024)

volume 39, number 3, 2024

Mackenzie N Wink, Alexandria J Tomkunas, Maria D LaRusso
Teacher stress and ideal solutions: A qualitative comparison across elementary and middle school teachers. School psychology (Washington, D.C.) 39 (3) (2024)
Keith C Herman, Linda A Reddy
School personnel well-being: Advancing measurement, best practices, and policy-Section 1: The role of context and competence in educator well-being. School psychology (Washington, D.C.) 39 (3) (2024)
Misaa Nassir, Pascale Benoliel
Teacher well-being and organizational citizenship behavior in Arab educational system in Israel: The implications of teacher collective involvement in decision making and organizational commitment. School psychology (Washington, D.C.) 39 (3) (2024)

volume 39, number 4, 2024

Michael D Lyons, Faith A Zabek, Tameka O Grimes, Sarah K Downey, Julia V Taylor, Kathryn L Zeanah
Applying the extension for community healthcare outcomes (ECHO) model to promote collaborative and effective school mental health services. School psychology (Washington, D.C.) 39 (4) (2024)
Michael D Lyons, Faith A Zabek, Tameka O Grimes, Sarah K Downey, Julia V Taylor, Kathryn L Zeanah
Applying the extension for community healthcare outcomes (ECHO) model to promote collaborative and effective school mental health services. School psychology (Washington, D.C.) 39 (4) (2024)
Karen C Stoiber, Christie A Ruehl, Kyle K Landry, Alex A Smith, Cheryl L Brosig
Enhancing interprofessional interagency collaboration for minoritized and low-income children with chronic illnesses. School psychology (Washington, D.C.) 39 (4) (2024)
Karen C Stoiber, Christie A Ruehl, Kyle K Landry, Alex A Smith, Cheryl L Brosig
Enhancing interprofessional interagency collaboration for minoritized and low-income children with chronic illnesses. School psychology (Washington, D.C.) 39 (4) (2024)
Maryellen Brunson McClain, Jeffrey D Shahidullah, Bryn Harris
Improving student outcomes through interprofessional and interagency collaboration. School psychology (Washington, D.C.) 39 (4) (2024)
Jacqueline R Anderson, Karabi Nandy, Nancy J Potter, Jennifer L Hughes, Farra Kahalnik, Ronny Pipes, Jana Hancock, Tracy L Greer, Alexandra Kulikova, Joshua S Elmore, Taryn L Mayes, Madhukar H Trivedi
PlanoUp!: A pilot program for the identification and treatment of depression for youth in low-income secondary schools. School psychology (Washington, D.C.) 39 (4) (2024)

volume 39, number 5, 2024

Linda A Reddy, Keith C Herman
School personnel well-being: Advancing measurement, best practices, and policy. Section 2: Role of traumatic experiences in educator well-being. School psychology (Washington, D.C.) 39 (5) (2024)