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Showing 1 to 15 of 73 results Save | Export
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Samson, Jennifer E.; Wehby, Joseph H. – Psychology in the Schools, 2019
Hostile attribution bias (HAB) has been shown to predict aggressive behavior, especially toward peers. The current study examined whether HAB is also related to conflict with teachers, an important predictor of academic and social success in school-aged children. A total of 282 second to fourth grade boys in 74 classrooms completed a self-report…
Descriptors: Childhood Attitudes, Attribution Theory, Teacher Behavior, Intention
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Roesslein, Rachel I.; Codding, Robin S. – Psychology in the Schools, 2019
Understanding fractions has been a pervasively difficult skill for struggling math learners, yet it is essential for success in secondary level mathematics skills. The present systematic review examined the evidence base of fraction interventions for elementary level students identified as struggling math learners. Twelve studies met inclusion…
Descriptors: Fractions, Intervention, Mathematics Instruction, Elementary School Mathematics
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Hammerschmidt-Snidarich, Stephanie M.; Maki, Kathrin E.; Adams, Sarah R. – Psychology in the Schools, 2019
Repeated reading (RR) is a common fluency intervention, but recent studies comparing RR to continuous reading (CR; i.e., wide reading) found no significant differences in effects. This prompts the question of whether the mechanism that improves skills is repeatedly reading portions of connected text, or simply reading connected text. The current…
Descriptors: Reading Instruction, Repetition, Reading Fluency, Intervention
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In, Hyoyeon; Kim, Hyunhee; Carney, JoLynn V. – Psychology in the Schools, 2019
The present study examined the role of school connectedness in mediating the relations of social skills and school climate of diversity (SCD) to life satisfaction (LS) among school-aged children. This study also investigated whether there is any gender difference in relationships. Participants included 873 elementary school students in Grades 4…
Descriptors: Student School Relationship, Life Satisfaction, Interpersonal Competence, Student Diversity
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Mikami, Amori Yee; Smit, Sophie; Johnston, Charlotte – Psychology in the Schools, 2019
Abstract Elementary school teachers often implement classroom behavioral management systems to address student misbehavior. Common problems targeted by these systems are the inattentive, hyperactive, and impulsive behaviors characteristic of attention-deficit/hyperactivity disorder (ADHD). This study examined teachers' attributions for why…
Descriptors: Attention Deficit Hyperactivity Disorder, Elementary School Teachers, Classroom Techniques, Behavior Problems
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McKenna, John William; Shin, Mikyung; Solis, Michael; Mize, Min; Pfannenstiel, Kathleen – Psychology in the Schools, 2019
This study examined the effects of reading interventions from single-case design studies for students with and at-risk of emotional and behavioral disorders in grades K-12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with…
Descriptors: Reading Instruction, Intervention, At Risk Students, Emotional Disturbances
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Saqui, Sonja; Mercer, Sterett H.; Cheng, Michèle P. – Psychology in the Schools, 2019
The current study explored whether a reading intervention combining flexibly applied multisyllabic word-decoding strategies with evidence-based fluency strategies was effective in improving the science text reading skills of upper-elementary struggling readers. Four students, three in fourth and one in fifth grade, participated in the study. A…
Descriptors: Access to Education, Elementary School Science, Science Curriculum, Reading Instruction
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Kilgus, Stephen P.; Eklund, Katie; von der Embse, Nathaniel P. – Psychology in the Schools, 2019
The purpose of the current study was to examine the validity and diagnostic accuracy of the "Intervention Selection Profile--Social Skills" (ISP-SS), a brief social skills assessment tool intended for use with students in need of Tier 2 intervention. Participants included 160 elementary and middle school students who had been identified…
Descriptors: Psychometrics, Intervention, Interpersonal Competence, At Risk Students
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Fastame, Maria Chiara; Pilia, Annalisa – Psychology in the Schools, 2019
This study was intended to assess the effect of a psychoeducational computer-assisted and paper-and-pencil training designed to empower visuospatial skills in students attending the second grade of the primary school. At pretest, posttest and at the subsequent 3-months follow-up, 44 Italian second graders were presented with a battery of tests…
Descriptors: Spatial Ability, Grade 2, Elementary School Students, Followup Studies
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Egan, Theresa E.; Wymbs, Frances A.; Owens, Julie Sarno; Evans, Steven W.; Hustus, Chelsea; Allan, Darcey M. – Psychology in the Schools, 2019
Teachers' adoption and implementation of evidence-based programs is often limited. Program characteristics may be important facilitators or barriers of use, yet little is known about which attributes influence teacher decisions. Using a discrete choice experiment with a sample of general education elementary teachers (N = 230), we examined (a)…
Descriptors: Elementary School Teachers, Preferences, Intervention, School Role
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Ryoo, Ji Hoon; Hong, Saahoon; Bart, William M.; Shin, Jaehyun; Bradshaw, Catherine P. – Psychology in the Schools, 2018
Many states have scaled up School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) with the goal of improving student behavior and academic outcomes. Although the effects of SW-PBIS on behavioral and discipline outcomes have been promising, the findings for academic achievement have been inconclusive and are often limited to…
Descriptors: Elementary School Students, Middle School Students, Positive Behavior Supports, Student Behavior
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Pétursdóttir, Anna-Lind – Psychology in the Schools, 2017
In this study, 188 master-level students received training through a distance education course to conduct functional behavioral assessments (FBAs) and behavior support plans with 68 boys and six girls (aged 3-20 years) displaying persistent behavior problems in inclusive preschools, elementary, and secondary schools. In the course, master-level…
Descriptors: Student Problems, Distance Education, Behavior Problems, Functional Behavioral Assessment
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Neil, Louise; Smith, Marjorie – Psychology in the Schools, 2017
Anxiety and somatic symptoms in children are common and debilitating, yet frequently go unidentified and untreated. This study investigated whether teachers can recognize children's anxiety and somatic symptoms, and how they identify children they perceive to be anxious or somatizing. A sample of 1,346 7- to 11-year-old children, their 51 class…
Descriptors: Anxiety, Symptoms (Individual Disorders), Elementary School Students, Elementary School Teachers
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Wang, Cixin; Goldberg, Taryn S. – Psychology in the Schools, 2017
Previous research has suggested that moral disengagement is strongly associated with bullying and bystander behavior. The current study evaluated the effectiveness of a 5-week classroom-wide bullying intervention, "The Bullying Literature Project-Moral Disengagement Version (BLP-MD)", on moral disengagement and bullying among elementary…
Descriptors: Childrens Literature, Moral Values, Elementary School Students, Teaching Methods
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Lynne, Shauna; Radley, Keith C.; Dart, Evan H.; Tingstrom, Daniel H.; Barry, Christopher T.; Lum, John D. K. – Psychology in the Schools, 2017
The purpose of this study was to investigate the effectiveness of a variation of the Good Behavior Game (GBG) in which teachers used ClassDojo to manage each team's progress. ClassDojo is a computer-based program that enables teachers to award students with points for demonstrating target behaviors. Dependent variables included class-wide…
Descriptors: Educational Games, Student Behavior, Program Effectiveness, Computer Games
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