Authors:Ainsley M. Boudreau, Joseph M. Lucyshyn, Penny Corkum, Katelyn Meko, Isabel M. Smith Abstract: Canadian Journal of School Psychology, Ahead of Print. The main objective of the present study was to evaluate the efficacy of peer training in pivotal response treatment (PRT) for children with autism spectrum disorder (ASD) in their first year of school. Four 6-year-old boys with ASD and eight typically developing (TD) children (aged 4-6 years) participated in the study. A non-concurrent multiple-probe (across participants) baseline design was used. Outcomes were assessed before, immediately after, and 6 to 9 weeks following an eight-session training period. Overall, rates of peer engagement increased following training for three of the four children with ASD and rates of social initiation increased following training for two of the four children with ASD; these gains were maintained at follow-up. TD peers’ fidelity in implementing PRT techniques also improved. The present study suggests that relatively brief peer training in PRT can produce immediate and short-term sustained gains in peer-related social communication skills of children with ASD at school. Citation: Canadian Journal of School Psychology PubDate: 2019-08-22T05:31:47Z DOI: 10.1177/0829573519870923
Authors:Ken R. Lodewyk, Lauren McNamara, Philip Sullivan Abstract: Canadian Journal of School Psychology, Ahead of Print. School recess scholars have called for more research into collective relations between social, personal, and physical factors on students’ engagement and enjoyment of recess. Overall and by gender, this study serves to investigate a proposed model among 355 elementary school students from victimization to enjoyment through peer belonging, positive affect, and physical activity. Consenting students completed an online survey, and structural equation modeling (overall and in boys and girls) revealed an excellent fit of the data to the model (comparative fit index [CFI] and goodness of fit index [GFI]> .95, standardized root mean square residual [SRMR] < .08, root mean square error of approximation [RMSEA] < .10). Each of the path regression coefficients was significant (p < .001) except for between victimization and positive affect. Results by gender revealed that all factor loadings were significant for both males and females, and all pathways between factors were significant for males, whereas for females, all pathways were significant except from victimization to affect and from physical activity to enjoyment. Boys were also significantly higher in victimization and physical activity during recess. For enhanced recess enjoyment among elementary school students, some schools may need to better consider how to support students’ reciprocal needs for peer belonging, affect, physical activity, and reduced victimization. Citation: Canadian Journal of School Psychology PubDate: 2019-07-09T11:46:17Z DOI: 10.1177/0829573519856814
Authors:Philippe Valois, Jacques Forget, Carolanne Ponton Abstract: Canadian Journal of School Psychology, Ahead of Print. Creativity is viewed as a trait of essential use in many contexts. The need for creative people in different domains implies that school should develop and evaluate creativity in their curriculum. Runco identified more than 80 creativity tests in English. No equivalent compendium exists for creativity tests in French. Thus, francophone students are not well deserved by the current state of creativity’s testing. The first objective of this article is to identify existing French tests of creativity with children and adolescent subjects that were identified in different databases using a systematic literature review method. The second objective is to present the key components and psychometric values of each identified test. Eight instruments for francophones were identified as being validated or being used in research setting with children or adolescent. Different theories of creativity associated with each test are also presented to guide the reader in selecting the most appropriate test for his school curriculum or his research. Citation: Canadian Journal of School Psychology PubDate: 2019-06-27T11:39:19Z DOI: 10.1177/0829573519853672
Authors:Deinera Exner-Cortens, Vanja Spiric, Claire Crooks, Maisha Syeda, Lana Wells Abstract: Canadian Journal of School Psychology, Ahead of Print. Implementation of evidence-based, Tier 1 social-emotional learning (SEL) programming that supports healthy relationships skills is recognized as a key mental health promotion and violence prevention strategy for youth. However, work specifically exploring how to support the high-quality implementation of such programming with Canadian teachers and schools is just beginning to emerge. Drawing on implementation frameworks that emphasize the importance of setting, provider, and implementation process characteristics for understanding program implementation outcomes, this prospective, longitudinal study explores implementation of the Fourth R, a SEL-based healthy relationships program, in a Western Canadian province using a sample of middle school teachers. The aim of this mixed-methods study was to illuminate relationships among teachers’ attitudes toward evidence-based programming, perceptions of organizational climate, and training experience with program implementation outcomes (dosage, quality, fidelity). Findings of this exploratory study identified that these characteristics influenced implementation dosage, quality, and fidelity in differential ways. Qualitative data drawn from teacher interviews supported quantitative findings and highlighted the importance of organizational support for high-quality implementation. We discuss areas for further study, given that there are significant gaps in knowledge about teachers’ attitudes toward evidence-based programming, school climate, and other systemic factors in the Canadian context, as well as relevance of study findings to the field of school psychology. Citation: Canadian Journal of School Psychology PubDate: 2019-06-20T05:38:18Z DOI: 10.1177/0829573519857422
Authors:Aviva Segal, Delphine Collin-Vézina First page: 317 Abstract: Canadian Journal of School Psychology, Ahead of Print. The influence of adverse childhood experiences (ACEs) on the developing child across several domains of functioning has much theoretical and empirical support. Yet, surprisingly, the impact of ACEs on the development of language skills specifically remains somewhat understudied. The present report provides a brief review of research on ACEs and associated impacts on brain functioning and on language skills development specifically. Trauma-informed practices are discussed, with a specific focus on school-based trauma-informed programs. Next steps to explore in future research are then provided. Citation: Canadian Journal of School Psychology PubDate: 2019-06-13T06:05:26Z DOI: 10.1177/0829573519856818
Authors:Fiona Davidson, Benjamin Rusak, Christine Chambers, Penny Corkum Pages: 188 - 214 Abstract: Canadian Journal of School Psychology, Volume 34, Issue 3, Page 188-214, September 2019. The purpose of this narrative review was to synthesize the existing literature on the impact of sleep on daytime functioning in both typically developing (TD) children and children with attention-deficit/hyperactivity disorder (ADHD). Correlational studies in children suggest that insufficient sleep and impaired daytime functioning are significantly associated; however, this does not address the causal relationships between sleep and daytime functioning. The review results indicated that there is limited experimental sleep manipulation research in children. In the eight studies that employed experimental methods to examine sleep restriction, the consequences of insufficient sleep were greatest for attention and inconsistent for other domains, such as cognition and emotion regulation. Despite the significant co-occurrence of ADHD and sleep problems, the experimental sleep research focused on the daytime impact of shorter sleep in children with ADHD is extremely limited and as such more research is needed. Citation: Canadian Journal of School Psychology PubDate: 2018-05-08T12:33:11Z DOI: 10.1177/0829573518770593
Authors:Damien C. Cormier, Ethan R. Van Norman, Clarissa Cheong, Kathleen E. Kennedy, Okan Bulut, Martin Mrazik Pages: 215 - 233 Abstract: Canadian Journal of School Psychology, Volume 34, Issue 3, Page 215-233, September 2019. This study aims to systematically evaluate the scoring errors made by psychologists in training, in the hopes of providing strong, empirically based guidelines to training programs. Survival analysis was used to determine the number of attempts required for graduate students to achieve proficiency in scoring standardized record forms from the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV). The results suggest that the majority of students will require at least six attempts prior to achieving proficiency in the standardized scoring procedure associated with the WISC-IV. The significant contribution of this study stems from its notably larger sample size (N = 546 record forms) and increased ecological validity compared with previous studies. As a result, this study is likely to improve training in an area that has been established as a core competency for school, clinical, and counselling psychologists. Citation: Canadian Journal of School Psychology PubDate: 2018-04-09T10:34:09Z DOI: 10.1177/0829573518765010
Authors:Chiaki Konishi, Shelley Hymel, Matthew C. Danbrook, Tracy K. Y. Wong Pages: 234 - 248 Abstract: Canadian Journal of School Psychology, Volume 34, Issue 3, Page 234-248, September 2019. The relationship between social-emotional experiences — number of friends, competitiveness, and self-worth — and changes in bullying behaviour was investigated among students in Grades 5 to 7. This two-wave study included 235 students for the first data collection and 237 students for the second data collection, with a final sample of 227 students who had participated at both time points. Following Zumbo, results of multiple regression analyses, using residualized difference scores, indicated that changes in the school variables (number of friends, competitiveness, and self-worth) were associated with changes in reported bullying behaviour from the middle to the end of the school year. In particular, children’s beliefs about their self-worth were important in predicting changes in bullying behaviour, with increased self-worth being associated with a decrease in reported bullying behaviour. Citation: Canadian Journal of School Psychology PubDate: 2018-04-09T10:34:11Z DOI: 10.1177/0829573518765519
Authors:Natalie Spadafora, Zopito A. Marini, Anthony A. Volk Abstract: Canadian Journal of School Psychology, Ahead of Print. Bystanders play a crucial role in encouraging or preventing bullying situations and feature prominently in several international antibullying programs (e.g., KiVa). Despite a surge of recent interest in bystanders, relatively little is known about the functional reasons why individuals choose to engage with or ignore bullying incidents. Given the importance of bystanders’ influence on bullying, we argue that further consideration needs to be given to the individual costs and benefits of bystanders’ intervention. Adolescents in our study (N = 101, M = 15.37 years) read different bullying scenarios and were then asked to respond with how the bystander would react in each scenario while considering and explaining potential personal costs and benefits. We focused on the cognitive reasoning of important factors adolescents may consider when faced with the decision of whether to intervene or not in a bullying situation. Our study provides novel evidence that adolescents engage in quite explicit cost–benefit decisions regarding their decisions of whether or not they would intervene in bullying. The content and structure of these cost–benefit decisions support an adaptive model of bullying behavior and may be helpful in developing more targeted peer-based antibullying programs. Citation: Canadian Journal of School Psychology PubDate: 2018-08-23T11:20:50Z DOI: 10.1177/0829573518793752
Authors:Ainsley M. Boudreau, Penny Corkum, Isabel M. Smith First page: 259 Abstract: Canadian Journal of School Psychology, Ahead of Print. Few effective school-based interventions that target social-communication skills are available for students with autism spectrum disorder (ASD). The growing gap between interventions designed for use in research settings and the school environment is concerning for researchers and clinicians alike. Research methods that incorporate relevant stakeholders (e.g., educators, early intervention providers [EIPs]) throughout the process from intervention design to implementation help to bridge this gap. This study used content analysis of interview data to evaluate the acceptability and feasibility of a specific peer-mediated intervention (PMI) for school use for young children with ASD. We explored educators’ and EIPs’ perspectives on evidence-based practice (EBP), the components of the proposed intervention (using Pivotal Response Treatment, PRT), and the overall acceptability and feasibility of using the intervention at school, through interviews with 29 participants (24 elementary school educators and five EIPs serving children with ASD). Results indicated that stakeholders had some knowledge of PRT and found the PMI approach to be acceptable and feasible. Several potential challenges were identified with respect to typically developing peers as intervention agents. We discuss educators’ specific recommendations for intervention adaptation and provide a model for researchers and educators to collaborate in promoting optimal use of EBPs at school. Citation: Canadian Journal of School Psychology PubDate: 2018-05-29T10:00:18Z DOI: 10.1177/0829573518777417
Authors:Daniel B. Hajovsky, Matthew R. Reynolds First page: 283 Abstract: Canadian Journal of School Psychology, Ahead of Print. To better understand the longitudinal relations between risk and relationship variables during early to middle adolescence, we employed latent variable cross-lagged panel models using data (N = 1,050) from the National Institute of Child Health and Human Development Study. Results showed self-reported individual risk behavior (β = .77–.88) and mother-reported child-parent relationship quality (CPRQ; β = .59–.76) were stable, whereas the self-report of one’s peer’s risk behavior (β = .21–.27) was less stable. After controlling for previous levels of peer risk behavior and CPRQ, higher levels of individual risk behavior resulted in subsequent increases in the number of peers who demonstrated risk behavior (β = .38–.54) across early to middle adolescence. CPRQ and peer risk behavior, however, did not influence subsequent individual risk behavior. School psychologists can encourage friendship selection strategies that reduce potential risk affiliation while increasing healthy, supportive friendships and teach adolescents stress management skills. Citation: Canadian Journal of School Psychology PubDate: 2018-04-22T05:20:03Z DOI: 10.1177/0829573518769711
Authors:Natalia Lapshina, Claire V. Crooks, Amanda Kerry First page: 300 Abstract: Canadian Journal of School Psychology, Ahead of Print. Mental health promotion programming in schools and community settings is an important part of a comprehensive mental health strategy. The goal of this study was to identify and explore meaningful classes of youth based on their pre- and post-intervention depression symptoms scores with 722 youth involved in a 15-week healthy relationships and mental health promotion program. We utilized latent class growth analysis to identify depression class trajectories, controlling for group clustering effects. A three-class solution identified high decreasing, moderate stable, and low stable trajectories. Gender, age, and reported experience of bullying victimization predicted trajectory class membership. The low stable class trajectory was associated with the highest positive mental health, followed by the moderate stable and the high decreasing trajectories. These results suggest that youth with the highest depression scores showed significant improvement in symptomatology over the course of the program. Citation: Canadian Journal of School Psychology PubDate: 2018-06-11T12:27:30Z DOI: 10.1177/0829573518777154
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