Citescore, The literature is reviewed on prevalence, dynamics, and psychological consequences of child sexual abuse. (PsycINFO Database Record (c) 2012 APA, all rights reserved), Scores for academic performance, adaptive functioning, DSM-oriented scales, and empirically based scales on the Teacher's Report Form were compared for demographically similar samples of 7- to 16-yr-old students assessed in 1981, 1989, and 1999, and for randomly selected population-based national samples assessed in 1989 and 1999. The SOMPA: A system of measuring potential abilities? APA Journals Portfolio Highlights. Results support a model with separate reading achievement and verbal comprehension factors over a model subsuming both in an achievement factor for at-risk children. Editor-in-Chief: Craig Albers. Read More Read more about Out now: Jeremy Safran Memorial Issue Citation search. Supports open access. Clarivate, 2020). The management of child sexual abuse is conceptualized within a preventive framework. Search Engine for checking Journal Impact Factor. Parent ratings and child interviews assessed three child characteristics associated with risk for the development of aggressive behavior problems in elementary school (aggressive-disruptive behaviors at home, attention problems, and social cognitions) in a sample of 755 first-grade children in four demographically diverse American communities. Its primary purpose is to provide a means for communicating scholarly advances in research, training, and practice related to psychology and education, and specifically to school psychology. All manuscripts submitted for review are subject to a masked, peer-review process involving members of the Editorial Advisory Board and ad hoc reviewers. (PsycINFO Database Record (c) 2012 APA, all rights reserved), Presents data from the American Humane Association showing that 49% of child abuse and neglect cases in the US involve school-age children (51% of substantiated reports are on children aged 7 or younger). This article presents information regarding (a) correlates of pre-adolescent and adolescent pregnancy; (b) components of innovative school-and community-based programs; and (c) implications for school psychologists with respect to preventive programming in school settings. Specifically, teacher ratings of student adjustment were significantly lower for kindergartners compared to 2nd graders. (PsycINFO Database Record (c) 2012 APA, all rights reserved), Provides school psychologists with an overview of the affective and cognitive aspects of child maltreatment, focusing on the current state of knowledge, a rationale for the study of psychological maltreatment, the impact of psychological maltreatment on schools, and direction for intervention. Clarivate, 2020). (53 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved), Examined the relative effects of self-monitoring on-task behavior, academic accuracy, and disruptive behavior by 3 male students (aged 13â14 yrs) with behavior disorders. (PsycINFO Database Record (c) 2012 APA, all rights reserved), Reviews the literature on maternal employment in low-income families and its effect on the academic performance of boys and girls. Of interest were the reactive effects of each self-monitoring procedure, as well as the collateral effects on the other 2 behaviors that were not being self-monitored. It offers articles reflecting high quality academic research in the field as well as examples of proven best practice. To ensure that "mainstreaming" is a positive action, psychologists can contribute skills and knowledge concerning affective growth and group process, and additionally, train and educate parents and teachers. (PsycINFO Database Record (c) 2012 APA, all rights reserved), Discusses the utility of individual ability measures for diagnostic and treatment decisions with children and youth who are referred in educational settings due to learning and/or behavioral problems. Impact Factor: 2.981 ℹ Impact Factor: 2019: 2.981 The Impact Factor measures the average number of citations received in a particular year by papers published in the journal during the two preceding years. (PsycINFO Database Record (c) 2012 APA, all rights reserved), Little research investigates the academic and interpersonal competence of Latino students in classroom settings. Increased parent school involvement and more active types of parent involvement were both associated with more positive development in all Vineland domains and greater mastery of early basic school skills in all subject areas. Using a Vygotskian perspective, ways are described in which peer collaborative contexts can promote academic engagement as well as provide a supportive structure for the development of specific problem-solving skills. The school psychologist is in a particularly advantageous position to assist in the prevention and treatment of child abuse and neglect and to stimulate research in this area. Although initial research findings indicated the model is effective in treating a number of child-related problems, questions remain regarding practitioners' acceptance of the procedures. Subscribe. Changes in the delivery of psychological services necessary to support use of the recommended procedures are discussed. Practitioners will need increased skills in several areas, such as working with parents, completing assessments with handicapped children, and preparing well-documented, thorough reports. Educational Research Review, The classroom edition of the Vineland Adaptive Behavior Scales was used to measure preschoolers' language, self-help, social, motor, and adaptive development. The Journal Impact measures the average number of citations received in a particular year (2019) by papers published in the journal during the two preceding years (2017-2018). SPR presents important conceptual developments and empirical findings from a wide range of disciplines (e.g., educational, child clinical, pediatric, community, and family psychology, as well as education and special education) and communicates advances from within school psychology to the broader educational and psychological communities. Assessing the environment, in terms of classroom and instructional variables, can be accomplished through teacher interviews and direct observation. About this journal. Results indicate positive effects of self-monitoring on all 3 target behaviors for each S. Although each self-monitoring procedure had similar positive effects, self-monitoring academic accuracy appeared to be most beneficial for these Ss. (PsycINFO Database Record (c) 2012 APA, all rights reserved), Reviews studies that have examined the effects of psychostimulant medications on learning and achievement in children with attention deficit hyperactivity disorder (ADHD). This article summarizes information on the prevalence of these behaviors, on risk and protective factors, and on the effectiveness of existing prevention programs. It is suggested that the adverse effects of social comparison could be mitigated by the increased use of educational practices that recognize students' individual differences. Although BlackâWhite Mental Processing Composite discrepancies were minimal in the standardization sample, this result appears to be due to modifications that may render the K-ABC less useful than would otherwise be the case. 2.981 Impact Factor. The instrument does not match its theoretical foundations purely. Academic enabler/school learning models, although complex, are also practical. Based on informal observations and teacher self-reports, a fair amount of variability existed across teachers relative to classroom organization and implementing specific developmentally appropriate practices. Nine teachers rated 97 3rdâ6th graders using the TRAAM and the Teacher Rating of Academic Performance (TRAP) by D. J. Reschly et al (1981). Educational Psychology Review is an international forum for the publication of peer-reviewed integrative review articles, special thematic issues, reflections or comments on previous research or new research directions, interviews, and research-based advice for practitioners - all pertaining to the field of educational psychology. The effectiveness of a peer-mediated variant of the procedure for facilitating the generality of treatment gains from special education (SPE) to regular education classrooms was also studied. School Psychology Review is published by National Association of School Psychologists, Based on work on social support and belongingness, ways in which being accepted by peers can motivate students to engage in learning activities and to display socially appropriate forms of behavior are discussed. Review of Educational Research, Impact Factor: 2.158. The ISSN of School Psychology Review is 02796015. The Journal Impact 2019-2020 of School Psychology Review is It is impossible to get a true picture of impact using a single Metric alone, so a basket of factors is needed to support informed decisions. These might include flexible grouping for short-term focus on particular skills, a decreased emphasis on traditional letter grading in favor of mastery-oriented learning and evaluation, and cooperative classroom environments. Studies of stimulant effects on laboratory measures of learning and cognition are briefly discussed, but the primary focus is on studies of medication effects on measures of classroom academic performance and standardized achievement. Problem scores increased from 1981 to 1989 and decreased from 1989 to 1999, with all effect sizes being very small. Significant developmental differences were found for student adjustment, even in the absence of differences in student achievement across grades. New content alerts RSS. A computerized search of references published between 1985 and 1999 was used to identify studies of school-based … Multivariate models are needed to understand the influences of academic enabler and school learning variables on learning, as well as the influences of these variables on each other. Previous research had not identified a differential relationship between parent involvement and outcomes for preschool boys and girls. (30 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved), Reviews and evaluates psychometric characteristics of the J. Mercer and J. Lewis System of Multicultural Pluralistic Assessment's (SOMPA) operational models. SJR (SCImago Journal Rank Indicator) and School Psychology Review - Subscription (non-OA) Journal. Read the latest articles of Journal of School Psychology at ScienceDirect.com, Elsevier’s leading platform of peer-reviewed scholarly literature These interventions were carried out over time during normal instructional routines, and progress monitoring data were gathered to determine the effects of the interventions. Its primary purpose is to provide a means for communicating scholarly advances in research, training, and practice related to psychology and education, and specifically to school psychology. The medical model measures reflect biological pathology that interferes with psychological functioning and is independent of sociocultural variables. Studies have shown that there is a higher percentage of special education and institutional placements for abused children than for nonabused children; a higher frequency of academic difficulties and school behavior problems is also reported among abused children. The Journal Impact Quartile of School Psychology Review is The social systems model measures are the WISC-R and the Adaptive Behavior Inventory for Children (ABIC), and are associated with the social deviance perspective. 181 experimental studies published between 1980 and 1990 in 7 journals known for behaviorally based interventions were reviewed. Analog treatments were distinguished on the basis of acceptability ratings. Biological pathology that interferes with psychological functioning and is independent of sociocultural variables does match. This research are discussed topics discussed include the ability assessment debate, system reform themes offers articles high! School settings. psychologists, which is just updated in 2020 the introduction concludes with an overview of each the. Persisted in the conduct of traditional psychoeducational assessment methods which is computed in 2019 as it. 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