The importance of treatment integrity: Examining the relationship between dosage and writing intervention outcomes

This study explored the relationship between 391 third-grade students' writing productivity and the amount of intervention dosage received over a 6-week period. In addition, the association between gender and the amount of intervention dosage received was examined. Results indicated that intervention dosage had a statistically significant relationship with students' writing productivity at the conclusion of intervention implementation. In addition, there was not a statistically significant difference in the amount of intervention dose received between female and male students. Notably, less intervention dosage may be indicative of higher rates of school absenteeism, which is associated with adverse academic outcomes. Implications and future research directions are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Retrospect and prospect regarding school psychology scholarship: Reflections of Lightner Witmer award winners

This article provides reflections on several key elements important for establishing and sustaining successful research trajectories and scholarship within the field. Developed by several Lightner Witmer Award recipients, the article highlights several of Lightner Witmer's experiences and pioneering contributions, including the importance of his own mentors, collaborations with interdisciplinary professionals, and his emphasis on the relevance of scientific research programs and the practical implications for helping children. In an effort to move the field forward, we discuss important elements relevant to developing and sustaining successful research programs in school psychology including the importance of mentorship, collaboration, research methodologies, replicability, extramural funding, and dissemination. Throughout, we emphasize the importance of conducting research within the school context, which is consistent with the important influence of ecological systems articulated by Conoley, Powers, and Gutkin (2020), and reflects the hallmark of school psychology scholarship as an applied science. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Performance feedback during writing instruction: A cost-effectiveness analysis

Students in K-12 settings experience poor writing outcomes, with less than 30% of students writing at the proficient level. Coupled with the pressure to improve academic outcomes with limited resources, schools are in dire need of efficient, universally provided instructional activities that promote writing skills. Performance feedback on writing fluency was designed to be a brief, low-resource universally provided instructional activity to facilitate writing development and has demonstrated moderate to large effects on formative writing measures. The current study was conducted to directly evaluate the extent to which performance feedback on writing fluency is cost-effective. This study uses the ingredients method to estimate the costs of providing performance feedback on writing fluency and calculates incremental cost-effectiveness ratios based on secondary data from a randomized controlled trial. Results suggest that performance feedback is more cost-effective than comprehensive systems reform initiatives and comparable to other universally provided interventions, and therefore should be considered a cost-effective approach to improve writing fluency for all students. Results provide school psychologists with concrete examples of how to support prevention and intervention activities aimed to improve student writing outcomes. Limitations and suggestions for future research are also discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Test use and assessment practices of school psychologists in the United States: Findings from the 2017 National Survey

Although several studies have examined the specific instruments and procedures used by school psychologists when conducting comprehensive psychoeducational evaluations, the last one was published over 20 years ago (viz., Wilson & Reschly, 1996). Given the substantial theoretical and practical advances in assessment since then, the purpose of the current study was to examine the test use and assessment practices of contemporary school psychologists in the United States. Data from the 2017 National Survey of Assessment Practices in School Psychology revealed that test use and assessment practices have evolved significantly. Much of this change consists of the substitution of tests and practices with limited reliability and validity with those with greater psychometric support. Results of this study also indicate that school psychologists regularly conduct multi-method assessments to prevent, identify, monitor, and remediate child and adolescent learning difficulties and other presenting problems in the schools.

Associations Between Health Literacy and Health Behaviors Among Urban High School Students

BACKGROUND

Health literacy is crucial to develop health-related knowledge, adopt healthy lifestyles, and benefit from health care services. However, research on the association between health literacy and adolescent health outcomes, particularly on their prospective associations, is rare. We assessed health literacy using 3 validated measures, and examined cross-sectional and prospective associations between health literacy and adolescent health behaviors and outcomes.

METHODS

We conducted a short-term prospective study of 250 adolescents (mean age = 14 years; 57% female; 48% African American) who were entering or in the ninth grade in an urban school district. Health literacy was assessed by individual interviews at baseline, and health-related behaviors and outcomes were assessed by a paper-and-pencil survey at baseline and at a 6-month follow-up.

RESULTS

Nearly half of the sample was reading at least 2 grades below expected levels. Lower baseline health literacy was associated with a lower self-rating of general health, unhealthier diet, heavier weight, and greater engagement in problem behaviors and sexual behaviors at baseline. Lower baseline health literacy also was associated with a greater increase in substance use over time.

CONCLUSIONS

Results point to the pressing need to improve health literacy in urban high school students.

Gender Differences in Relations among Perceived Family Characteristics and Risky Health Behaviors in Urban Adolescents

BACKGROUND

Research regarding the role of gender in relations between family characteristics and health risk behaviors has been limited.

PURPOSE

This study aims to investigate gender differences in associations between family processes and risk-taking in adolescents.

METHODS

Adolescents (N = 249; mean age = 14.5 years) starting their first year at an urban high school in the northeastern USA completed self-report measures that assessed family characteristics (i.e., parental monitoring, family social support, family conflict) and health behaviors (i.e., tobacco use, alcohol use, marijuana use, sex initiation) as part of a prospective, community-based study. Multivariate logistic regression models were used to investigate gender differences in associations between the family characteristics and health behaviors.

RESULTS

Among males, higher levels of perceived parental monitoring were associated with lower odds of using tobacco and having ever engaged in sex. Among females, higher levels of perceived parental monitoring were associated with lower odds of marijuana use, alcohol use, and having ever engaged in sex. However, in contrast to males, among females (a) higher levels of perceived family social support were associated with lower odds of alcohol use and having ever engaged in sex and (b) higher levels of perceived family conflict were associated with higher odds of marijuana use and having ever engaged in sex.

CONCLUSION

Family processes were more strongly related to health behaviors among adolescent females than adolescent males. Interventions that increase parental monitoring and family social support as well as decrease family conflict may help to protect against adolescent risk taking, especially for females.

Assessing children's perceptions of academic interventions: The Kids Intervention Profile

The psychometric properties of the Kids Intervention Profile (KIP), a rating scale designed to measure academic intervention acceptability from the perspective of students, were examined as well as the influence of background factors on students' acceptability ratings. Data were extracted from 4 randomized controlled trials investigating the effects of a performance feedback intervention on third-grade students' writing fluency (n = 228). Results indicated that the KIP contains 2 factors (General Intervention Acceptability, Skill Improvement) and has adequate internal consistency and stability across a 3-week period. There were gender differences in students' acceptability ratings, with female students rating the intervention as significantly more acceptable than males. In addition, results suggested a modest, positive relationship between students' intervention acceptability ratings and their intervention outcomes. Considerations regarding the use of the KIP, as well as limitations of the study, are discussed. (PsycINFO Database Record

The interaction between the dopamine receptor D4 (DRD4) variable number tandem repeat polymorphism and perceived peer drinking norms in adolescent alcohol use and misuse

Peer drinking norms are arguably one of the strongest correlates of adolescent drinking. Prospective studies indicate that adolescents tend to select peers based on drinking (peer selection) and their peers' drinking is associated with changes in adolescent drinking over time (peer socialization). The present study investigated whether the peer selection and socialization processes in adolescent drinking differed as a function of the dopamine receptor D4 (DRD4) variable number tandem repeat genotype in two independent prospective data sets. The first sample was 174 high school students drawn from a two-wave 6-month prospective study. The second sample was 237 college students drawn from a three-wave annual prospective study. Multigroup cross-lagged panel analyses of the high school student sample indicated stronger socialization via peer drinking norms among carriers, whereas analyses of the college student sample indicated stronger drinking-based peer selection in the junior year among carriers, compared to noncarriers. Although replication and meta-analytic synthesis are needed, these findings suggest that in part genetically determined peer selection (carriers of the DRD4 seven-repeat allele tend to associate with peers who have more favorable attitudes toward drinking and greater alcohol use) and peer socialization (carriers' subsequent drinking behaviors are more strongly associated with their peer drinking norms) may differ across adolescent developmental stages.

Development and Refinement of a Measure for Assessing the Acceptability of Assessment Methods: The Assessment Rating Profile-Revised

This paper describes the development and psychometric properties of the Assessment Rating Profile-Revised (ARP-R), an instrument designed to evaluate the acceptability of assessment methods. First, an overview of the initial exploratory work on the original scale, the Assessment Rating Profile (APR; Kratochwill & Van Someren, 1984), is provided. Research examining the reliability and validity of the ARP is reviewed and psychometric inadequacies are highlighted. Next, the results of a study examining the psychometric properties of the revised measure are reported. The results of the study indicated that the ARP-R demonstrated good internal consistency, with coefficients ranging from .94 to .99. Test-retest reliability across 1-, 3-, 6-, and 12-month intervals rangedfrom .82 to .85, suggesting adequate stability over time. Confirmatory factor analytic procedures indicated a reasonable fit of the data to the proposed one-factor model, “General Assessment Acceptability.” Lastly, suggestions are made regarding use of the ARP-R in applied and research settings.

Programming generality into a performance feedback writing intervention: A randomized controlled trial

Substantial numbers of students in the United States are performing below grade-level expectations in core academic areas, and these deficits are most pronounced in the area of writing. Although performance feedback procedures have been shown to produce promising short-term improvements in elementary-aged students' writing skills, evidence of maintenance and generalization of these intervention effects is limited. The purpose of this study was to examine the immediate, generalized, and sustained effects of incorporating multiple exemplar training into the performance feedback procedures of a writing intervention using a randomized controlled trial (RCT). Results indicated that although the addition of multiple exemplar training did not improve students' writing performance on measures of stimulus and response generalization, it did result in greater maintenance of intervention effects in comparison to students who received performance feedback without generality programming and students who engaged in weekly writing practice alone.

Interaction effects between the 5-hydroxy tryptamine transporter-linked polymorphic region (5-HTTLPR) genotype and family conflict on adolescent alcohol use and misuse

AIMS

To investigate whether the effects of family conflict on adolescent drinking differed as a function of 5-hydroxy tryptamine transporter-linked polymorphic region (5-HTTLPR) genotype cross-sectionally and prospectively in two independent samples of adolescents.

DESIGN

Path analysis and multi-group analysis of two prospective datasets were conducted.

SETTINGS

United States and United Kingdom.

PARTICIPANTS

Sample 1 was 175 adolescents in the United States (mean age = 15 at times 1 and 2 with a 6-month interval); Sample 2 was 4916 adolescents in the United Kingdon (mean age = 12 at time 1 and 15 at time 2).

MEASUREMENTS

In both samples, demographics, tri-allelic 5-HTTLPR genotype and perceived family conflict were assessed at time 1. Alcohol use (frequency of drinking) and alcohol misuse (frequency of intoxication, frequency of drinking three or more drinks, maximum number of drinks) were assessed at times 1 and 2.

FINDINGS

A significant gene-environment interaction on alcohol misuse at time 1 was found in both sample 1 (β = 0.57, P = 0.001) and sample 2 (β = 0.19, P = 0.01), indicating that the 5-HTTLPR low-activity allele carriers exposed to higher levels of family conflict were more likely to engage in alcohol misuse than non-carriers. A significant gene-environment interaction effect on change in alcohol misuse over time was found only in sample 1 (β = 0.48, P = 0.04) but not in sample 2.

CONCLUSIONS

Compared with non-carriers, adolescents carrying the 5-HTTLPR low-activity allele are more susceptible to the effects of family conflict on alcohol misuse.

Evaluating elementary-aged students' abilities to generalize and maintain fluency gains of a performance feedback writing intervention

National estimates of students' writing abilities in the United States indicate that in 2002, 72% of elementary-aged students were unable to write with grade-level proficiency (Persky, Daane, & Jin, 2003). Although performance feedback is one type of intervention that improves students' writing skills, no study to date has examined the generalization and maintenance of writing fluency improvements developed through these interventions. The primary goal of this study was to determine whether elementary-aged students assigned to a performance feedback intervention condition demonstrated evidence of greater immediate treatment effects, generalization, and maintenance than students assigned to a practice-only condition. Results revealed that in comparison with the practice-only condition (n = 52), students assigned to the performance feedback condition (n = 51) demonstrated significantly greater immediate and generalized writing fluency improvements. However, evidence of maintenance of intervention effects was limited. These findings suggest that, in isolation, performance feedback may produce short-term desired effects on students' writing fluency growth, but that explicit programming of generality may be required to produce long-term achievement gains.

Youth suicide prevention: a survey of public school superintendents' acceptability of school-based programs

From a random sample of members of the 2000-2001 membership directory of the American Association of School Administrators (AASA), public school administrators' acceptability ratings of three school-based programs for the prevention of adolescent suicide were examined. A total of 210 (46%) respondents examined a description of a suicide prevention program and completed a measure designed to evaluate the acceptability of suicide prevention programs. Three suicide prevention programs were evaluated for their acceptability, and included: (a) school-wide curriculum-based programs presented to students; (b) in-service presentations to school staff; and (c) self-report screening programs for students. The results indicated that superintendents rated the staff in-service training and curriculum-based programs as significantly more acceptable than the school-wide screening program. In addition, the school-wide screening program was rated as significantly more intrusive by school psychologists than the staff in-service training or curriculum-based prevention programs. Limitations of the study and future research directions are discussed.

Improving oral reading fluency: a brief experimental analysis of combining an antecedent intervention with consequences

A brief experimental analysis was used to evaluate the relative effectiveness of combining two consequences (contingent reinforcement or performance feedback) with an antecedent intervention (listening passage preview and repeated readings) on the oral reading fluency of 6 elementary students. The antecedent intervention increased the number of correctly read words per minute for all 6 students. For 4 of the students, pairing the antecedent intervention with either of the consequences resulted in higher reading rates over the antecedent intervention alone. Undifferentiated results were obtained for the remaining 2 participants. These results suggest that combining an antecedent intervention with consequences may enhance the oral reading fluency of students with reading problems. However, individual responsiveness to the different intervention components indicates that brief experimental analyses are warranted to identify the most effective intervention.

Preschool children with attention-deficit/hyperactivity disorder: impairments in behavioral, social, and school functioning

OBJECTIVE

To examine differences in home, school, and medical functioning between preschool-age children with attentiondeficit/hyperactivity disorder (ADHD) and normal control children.

METHOD

A sample of 94 children (58 with ADHD, 36 normal controls) between 3 and 5 years old participated. Dependent measures included parent and teacher ratings of problem behavior and social skills, parent ratings of stress and family functioning, medical functioning data, observations of parent-child interactions and classroom behavior, and a test of preacademic skills.

RESULTS

Young children with ADHD exhibited more problem behavior and were less socially skilled than their normal counterparts according to behavior ratings. Parents of children with ADHD experienced greater stress and were coping less adaptively than parents of non-ADHD children. Children with ADHD exhibited more noncompliant and inappropriate behavior than normal controls, particularly during task situations. Parents of children with ADHD were more likely to display negative behavior toward their children. Children with ADHD exhibited more negative social behavior in preschool settings and scored significantly lower on a test of preacademic skills. No significant differences in injuries or utilization of medical services were found.

CONCLUSIONS

Preschool-age children with ADHD are at significant risk for behavioral, social, familial, and academic difficulties relative to their normal counterparts.