Although disproportionality has been a focus of special education research for more than 50 years... more Although disproportionality has been a focus of special education research for more than 50 years, relatively few researchers have addressed potential inequitable or inappropriate treatment of Asian American and Pacific Islander (AAPI) students in the United States, particularly in quantitative research. This multistudy investigation explored patterns and predictors of AAPI representation in special education using (a) data from states’ federal child count reports and (b) a subsample of 4,290 participants from the Early Childhood Longitudinal Study–Kindergarten Class of 2010–11 (ECLS-K:2011). Descriptive analysis of states’ child count data indicated that, compared to White students, Asian and Pacific Islander students’ relative risk of identification differed for most disabilities, with Pacific Islanders generally demonstrating higher relative risk. Multivariate analysis of the ECLS-K:2011 subsample indicated that ethnic group differences in risk of special education identification...
Recent studies report the cumulative prevalence of behavioral disorders among school‐age children... more Recent studies report the cumulative prevalence of behavioral disorders among school‐age children to be second only to anxiety disorders. Unfortunately, by the time behavior has been identified as needing special education services, patterns of disruptive and externalizing behavior have often become unremitting. If at‐risk behavior can be reliably identified at school entry, there is potential to intervene early to reduce severity and chronicity of behavior. Thus, with the aid of a nationally representative sample (n = 17,490), this study aimed to ascertain if teacher‐observed disruptive behavior in kindergarten predicted children’s categorical identification for special education and receipt of behavior goals in their individualized education plans in third grade. Results indicated externalizing behaviors and approaches to learning at school entry, predicted identification with emotional disturbance, and other health impairment due to attention deficit hyperactivity disorder in thi...
The first author noticed that the originally published version of this article contained typograp... more The first author noticed that the originally published version of this article contained typographical errors, i.e., typos. Results and implications are not affected. The first author takes full responsibility, and apologizes for any inconvenience. 1) Table 2, row 8 contains an error. The second pathway should be AA→ E, Elementary school. Estimates remain the same. The rest of the rows remain unchanged. 2) Figure 3 and Table 2, row 8 have a typo. The wrong year is cited. Citation should be Morgan et al. (2019). Thus, the correct reference is
Training and consultation are core implementation strategies used to support the adoption and del... more Training and consultation are core implementation strategies used to support the adoption and delivery of evidence-based prevention programs (EBPPs), but are often insufficient alone to effect teacher behavior change. Motivational interviewing (MI) and related behavior change techniques (e.g., strategic education, social influence, implementation planning) delivered in a group format offer promising supplements to training and consultation to improve EBPP implementation. Beliefs and Attitudes for Successful Implementation in Schools for Teachers (BASIS-T) is a theoretically informed, motivational implementation strategy delivered in a group format prior to and immediately after EBPP training. The purpose of this study was to examine the proximal effects of BASIS-T on hypothesized mechanisms of behavior change (e.g., attitudes, subjective norms, intentions to implement) in the context of teachers receiving training and consultation to implement the Good Behavior Game. As part of a pi...
The health, economic, and social challenges associated with coronavirus disease 2019 (COVID-19) p... more The health, economic, and social challenges associated with coronavirus disease 2019 (COVID-19) present a range of threats to students' well-being, psychoeducational experiences, and outcomes, spurring fears for a "lost generation." In this article, we present COVID-19 as a large-scale multisystemic disaster causing massive disruptions and losses, with adversities moderated by the intersectional nature of systemic inequity. We first synthesize the broad effects of COVID-19 as they relate to equity and social justice, followed by the major implications for students and schools, with a focus on intersectional systemic issues. We then propose foundational considerations and resources intended to usher a paradigm shift in how school psychologists' roles and activities are conceptualized in the years to come, ending with key imperatives for practice and graduate education in school psychology. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Children’s low academic skills are associated with a variety of behavior problems and maladaptive... more Children’s low academic skills are associated with a variety of behavior problems and maladaptive outcomes throughout childhood and adulthood. Given the prevalence of behavioral disorders is approximately 19% of all US children, understanding of the mechanisms through which academic achievement and externalizing behavior problems interact can inform effective intervention to prevent persistent academic failure, chronic behavioral difficulties, and related negative long-term outcomes. The purpose of this study, therefore, was to systematically review research on the association between low academic achievement and externalizing behavior problems, as well as evaluate the research indicating causal linkages, if any, between the two domains. Five databases were searched, including OVID Medline, PsycInfo, Academic Search Premier, ERIC, Education Resource, and PROQUEST. Search terms included statistical designs that could support a hypothetical causal association (e.g., structural equation modeling). We screened a total of 1990 studies, of which 26 met the final inclusion criteria. In total, ten studies reported significant negative effects between the two domains, of which only six reported effect sizes that could be considered meaningful. All but two reported these effects in the direction of early externalizing behavior problems to later academic achievement. Overall, there was inconclusive evidence for either causal or predictive relations. Implications for future research and educational practice are discussed.
Children’s low academic skills are associated with a variety of behavior problems and maladaptive... more Children’s low academic skills are associated with a variety of behavior problems and maladaptive outcomes throughout childhood and adulthood. Given the prevalence of behavioral disorders is approximately 19% of all US children, understanding of the mechanisms through which academic achievement and externalizing behavior problems interact can inform effective intervention to prevent persistent academic failure, chronic behavioral difficulties, and related negative long-term outcomes. The purpose of this study, therefore, was to systematically review research on the association between low academic achievement and externalizing behavior problems, as well as evaluate the research indicating causal linkages, if any, between the two domains. Five databases were searched, including OVID Medline, PsycInfo, Academic Search Premier, ERIC, Education Resource and PROQUEST. Search terms included statistical designs that could support a hypothetical causal association (e.g., structural equation...
Although disproportionality has been a focus of special education research for more than 50 years... more Although disproportionality has been a focus of special education research for more than 50 years, relatively few researchers have addressed potential inequitable or inappropriate treatment of Asian American and Pacific Islander (AAPI) students in the United States, particularly in quantitative research. This multistudy investigation explored patterns and predictors of AAPI representation in special education using (a) data from states’ federal child count reports and (b) a subsample of 4,290 participants from the Early Childhood Longitudinal Study–Kindergarten Class of 2010–11 (ECLS-K:2011). Descriptive analysis of states’ child count data indicated that, compared to White students, Asian and Pacific Islander students’ relative risk of identification differed for most disabilities, with Pacific Islanders generally demonstrating higher relative risk. Multivariate analysis of the ECLS-K:2011 subsample indicated that ethnic group differences in risk of special education identification...
Recent studies report the cumulative prevalence of behavioral disorders among school‐age children... more Recent studies report the cumulative prevalence of behavioral disorders among school‐age children to be second only to anxiety disorders. Unfortunately, by the time behavior has been identified as needing special education services, patterns of disruptive and externalizing behavior have often become unremitting. If at‐risk behavior can be reliably identified at school entry, there is potential to intervene early to reduce severity and chronicity of behavior. Thus, with the aid of a nationally representative sample (n = 17,490), this study aimed to ascertain if teacher‐observed disruptive behavior in kindergarten predicted children’s categorical identification for special education and receipt of behavior goals in their individualized education plans in third grade. Results indicated externalizing behaviors and approaches to learning at school entry, predicted identification with emotional disturbance, and other health impairment due to attention deficit hyperactivity disorder in thi...
The first author noticed that the originally published version of this article contained typograp... more The first author noticed that the originally published version of this article contained typographical errors, i.e., typos. Results and implications are not affected. The first author takes full responsibility, and apologizes for any inconvenience. 1) Table 2, row 8 contains an error. The second pathway should be AA→ E, Elementary school. Estimates remain the same. The rest of the rows remain unchanged. 2) Figure 3 and Table 2, row 8 have a typo. The wrong year is cited. Citation should be Morgan et al. (2019). Thus, the correct reference is
Training and consultation are core implementation strategies used to support the adoption and del... more Training and consultation are core implementation strategies used to support the adoption and delivery of evidence-based prevention programs (EBPPs), but are often insufficient alone to effect teacher behavior change. Motivational interviewing (MI) and related behavior change techniques (e.g., strategic education, social influence, implementation planning) delivered in a group format offer promising supplements to training and consultation to improve EBPP implementation. Beliefs and Attitudes for Successful Implementation in Schools for Teachers (BASIS-T) is a theoretically informed, motivational implementation strategy delivered in a group format prior to and immediately after EBPP training. The purpose of this study was to examine the proximal effects of BASIS-T on hypothesized mechanisms of behavior change (e.g., attitudes, subjective norms, intentions to implement) in the context of teachers receiving training and consultation to implement the Good Behavior Game. As part of a pi...
The health, economic, and social challenges associated with coronavirus disease 2019 (COVID-19) p... more The health, economic, and social challenges associated with coronavirus disease 2019 (COVID-19) present a range of threats to students' well-being, psychoeducational experiences, and outcomes, spurring fears for a "lost generation." In this article, we present COVID-19 as a large-scale multisystemic disaster causing massive disruptions and losses, with adversities moderated by the intersectional nature of systemic inequity. We first synthesize the broad effects of COVID-19 as they relate to equity and social justice, followed by the major implications for students and schools, with a focus on intersectional systemic issues. We then propose foundational considerations and resources intended to usher a paradigm shift in how school psychologists' roles and activities are conceptualized in the years to come, ending with key imperatives for practice and graduate education in school psychology. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Children’s low academic skills are associated with a variety of behavior problems and maladaptive... more Children’s low academic skills are associated with a variety of behavior problems and maladaptive outcomes throughout childhood and adulthood. Given the prevalence of behavioral disorders is approximately 19% of all US children, understanding of the mechanisms through which academic achievement and externalizing behavior problems interact can inform effective intervention to prevent persistent academic failure, chronic behavioral difficulties, and related negative long-term outcomes. The purpose of this study, therefore, was to systematically review research on the association between low academic achievement and externalizing behavior problems, as well as evaluate the research indicating causal linkages, if any, between the two domains. Five databases were searched, including OVID Medline, PsycInfo, Academic Search Premier, ERIC, Education Resource, and PROQUEST. Search terms included statistical designs that could support a hypothetical causal association (e.g., structural equation modeling). We screened a total of 1990 studies, of which 26 met the final inclusion criteria. In total, ten studies reported significant negative effects between the two domains, of which only six reported effect sizes that could be considered meaningful. All but two reported these effects in the direction of early externalizing behavior problems to later academic achievement. Overall, there was inconclusive evidence for either causal or predictive relations. Implications for future research and educational practice are discussed.
Children’s low academic skills are associated with a variety of behavior problems and maladaptive... more Children’s low academic skills are associated with a variety of behavior problems and maladaptive outcomes throughout childhood and adulthood. Given the prevalence of behavioral disorders is approximately 19% of all US children, understanding of the mechanisms through which academic achievement and externalizing behavior problems interact can inform effective intervention to prevent persistent academic failure, chronic behavioral difficulties, and related negative long-term outcomes. The purpose of this study, therefore, was to systematically review research on the association between low academic achievement and externalizing behavior problems, as well as evaluate the research indicating causal linkages, if any, between the two domains. Five databases were searched, including OVID Medline, PsycInfo, Academic Search Premier, ERIC, Education Resource and PROQUEST. Search terms included statistical designs that could support a hypothetical causal association (e.g., structural equation...
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