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Roth, Rachel A.; Suldo, Shannon M.; Ferron, John M. – School Psychology Review, 2017
Most interventions intended to improve subjective well-being, termed "positive psychology interventions" (PPIs), have neglected to include relevant stakeholders in youth's lives and have not included booster sessions intended to maintain gains in subjective well-being. The current study investigated the impact of a multitarget,…
Descriptors: Middle School Students, Well Being, Intervention, Group Activities
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Jenkins, Lyndsay N.; Demaray, Michelle K.; Tennant, Jaclyn – School Psychology Review, 2017
The purpose of the current study was to understand the association between bullying experiences (i.e., bullying, victimization, and defending) and social, emotional, and cognitive factors. The social factor was social skills (i.e., empathy, assertion, cooperation, responsibility); the emotional factor was emotional difficulties (i.e., personal…
Descriptors: Bullying, Victims, Social Influences, Emotional Response
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Nelson, Peter M.; Van Norman, Ethan R.; Lackner, Stacey K. – School Psychology Review, 2016
The current study explored multiple ways in which middle schools can use and integrate data sources to predict proficiency on future high-stakes state achievement tests. The diagnostic accuracy of (a) prior achievement data, (b) teacher rating scale scores, (c) a composite score combining state test scores and rating scale responses, and (d) two…
Descriptors: Comparative Analysis, Middle School Students, Educational Diagnosis, Accuracy
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Codding, Robin S.; Mercer, Sterett; Connell, James; Fiorello, Catherine; Kleinert, Whitney – School Psychology Review, 2016
There is a paucity of evidence supporting the use of curriculum-based mathematics measures (M-CBMs) at the middle school level, which makes data-based decisions challenging for school professionals. The purpose of this study was to examine the relationships among three existing M-CBM indices: (a) basic facts, (b) concepts/application, and (c)…
Descriptors: Curriculum Based Assessment, Mathematics Tests, Middle School Students, Mathematical Concepts
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Miciak, Jeremy; Stuebing, Karla K.; Vaughn, Sharon; Roberts, Greg; Barth, Amy E.; Fletcher, Jack M. – School Psychology Review, 2014
No studies have investigated the cognitive attributes of middle school students who are adequate and inadequate responders to Tier 2 reading intervention. We compared students in Grades 6 and 7 representing groups of adequate responders (n = 77) and inadequate responders who fell below criteria in (a) comprehension (n = 54); (b) fluency (n = 45);…
Descriptors: Intervention, Middle School Students, Comparative Analysis, Grade 6
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Predy, Larissa; McIntosh, Kent; Frank, Jennifer L. – School Psychology Review, 2014
This study examined the technical adequacy of office discipline referrals (ODRs) received early in the school year for predicting total ODRs received by the end of the year. The sample included 401,852 students from 593 public middle schools (serving Grades 6 to 8) in the United States in the 2009-2010 school year. The results showed that ODRs…
Descriptors: Behavior Problems, Discipline Problems, Referral, Middle School Students
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Burns, Matthew K.; Boice, Christina H. – School Psychology Review, 2009
The current study replicated MacQuarrie, Tucker, Burns, and Hartman (2002) with a sample of 20 students who had been identified with a disability and had an IQ score that was between 1 and 3 standard deviations below the normative mean. Each student was taught 27 words from the Esperanto International Language with the following conditions: (a)…
Descriptors: Educational Strategies, Intelligence Quotient, Correlation, Vocabulary Development
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Schultz, Brandon K.; Evans, Steven W.; Serpell, Zewelanji N. – School Psychology Review, 2009
Middle school students with attention deficit hyperactivity disorder (ADHD) often experience academic decline within each school year, characterized by deteriorating grades from the first grading period to the last. This study reexamines whether the Challenging Horizons Program-Consultation Model (CHP-C) effectively reduces or delays academic…
Descriptors: Report Cards, Middle School Students, Grade Point Average, Academic Failure
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McMaster, Kristen L.; Campbell, Heather – School Psychology Review, 2008
The purpose of this study was to examine technical features of new and existing curriculum-based measures of written expression in terms of writing task, duration, and scoring procedures. Twenty-five third-, 43 fifth-, and 55 seventh-graders completed passage-copying tasks in 1.5 min and picture, narrative, and expository writing prompts in 3-7…
Descriptors: Expository Writing, Curriculum Based Assessment, Predictive Validity, Scoring
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Popkin, Joan; Skinner, Christopher H. – School Psychology Review, 2003
A modified multiple baseline across behaviors design was used to evaluate the effects of an interdependent group contingency program with randomly selected contingency components on the academic performance of an intact middle-school class serving five male students with serious emotional disturbance (SED). During the initial intervention phase,…
Descriptors: Assignments, Spelling, Emotional Disturbances, Academic Achievement