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ChatGPT is a state-of-the-art generative artificial intelligence (AI) chatbot released by OpenAI in 2022. It simulates human conversation and has the capability to generate different texts at various levels of sophistication in near real time depending upon the user's skill in creating prompts. While concerns have been raised about academic dishonesty and cheating among students, ChatGPT has significant academic potential for education, particularly in the field of language learning. This research explores the potential of ChatGPT in supporting and empowering Chinese language learners (CLLs) whose first language is English to enhance their writing skills, mainly focusing on the research question: Is there a functional relation between Chinese language learners from low‐income families using ChatGPT after school twice a week and improvements in their Chinese writing? Four participants with varying language proficiency levels were recruited, and their data were analyzed using an ABA design. Over three weeks, they utilized ChatGPT twice a week for approximately 20 min each after school. The students' writing scores, writing samples, and learning reflections were used to triangulate the data and enhance the data's trustworthiness. The findings indicate that (1) each participant made a noticeable improvement in their Chinese writing scores during the intervention and reversal phases; (2) ChatGPT played a crucial role in correcting errors and facilitating the development of complete sentence structures; and (3) the students expressed a sense of empowerment through their interactions with ChatGPT. These findings highlight that ChatGPT shows promise as a supportive tool for CLLs from low-income families, reducing educational inequality and promoting equitable access to language learning opportunities. [ABSTRACT FROM AUTHOR]

Positive Behavior Interventions and Supports (PBIS) is a behaviorally based framework that seeks to improve student outcomes in schools. This framework is implemented at differing levels of intensity within a school based on students' unique needs. Special education teachers and school psychologists are integral pieces of PBIS implementation. Within the context of the COVID-19 pandemic, these service providers may face unique challenges in implementing PBIS principles in schools, particularly due to new or adapted role demands and increased feelings of burnout. The current study examined special education teachers' and school psychologists' perceptions of their schools' practices related to PBIS in the wake of the COVID-19 pandemic within five dimensions of understanding and school-based support, as well as overall satisfaction with PBIS in their school. Opportunities for professional development and the presence of PBIS teams emerged as major contributors to faculty satisfaction; however, only about half of participants indicated access to these resources. Special education teachers indicated higher levels of satisfaction with their administrative support and school communication practices when compared to school psychologists. Best practices and reflections from interview participants are discussed. [ABSTRACT FROM AUTHOR]

The current study aimed to understand parents' perceptions of the effects of early intensive behavioral intervention (EIBI) based on the principles of applied behavioral analysis (ABA) and the lasting outcomes for their children with Autism spectrum disorder (ASD). In particular, this study sought to examine parent perceptions of the relationship between the intensity of ABA interventions and current autism symptom severity, adaptive functioning, and school placement. The current study employed a convergent parallel mixed-methods design, which consisted of collecting, analyzing, interpreting, and combining both quantitative and qualitative data. Overall, results suggested that the intensity of previous ABA interventions was a unique predictor of current school placement. Additionally, results suggested that the intensity of previous ABA interventions was a unique predictor of adaptive skills, which was supported by parent interviews. However, the intensity of previous ABA interventions was not a unique predictor of current autism severity. Parent responses to interview questions revealed the imperative nature of the interventions and their effect on service delivery for their children with ASD. Overall, this study provided an increased understanding of parents' perceptions of the effectiveness of EIBI, which in turn may be central to understanding service utilization. [ABSTRACT FROM AUTHOR]

The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology. [ABSTRACT FROM AUTHOR]

Being in a caregiver role for a child with autism spectrum disorder (ASD) brings a unique set of stressors and challenges to the entire family unit. This study examined a model hypothesizing that (a) parenting stress and the parenting style used by the parents of a child with ASD are correlated; (b) ASD severity, parenting stress, and parenting style uniquely explain the variance in the presentation of internalizing and externalizing symptoms among children with ASD; and (c) parenting style moderates the association between ASD severity and the presentation of internalizing and externalizing behaviors after controlling for specific demographic variables. A group of online participants were recruited through personal contacts, social media, and Amazon's Mechanical Turk. The group of subjects, made up of 70 primary caregivers of children ages 3 to 18 years diagnosed with ASD, completed a self-report measure. Statistical analyses revealed that ASD severity and parenting style contributed to externalizing behaviors but did not have a significant impact on internalizing behaviors. Parenting stress was the primary predictor of both internalizing and externalizing child behaviors. Parenting style was not related to the stress level of parents of children with ASD and was not found to moderate the relationship between ASD severity and internalizing and externalizing behaviors. Implications for future research and clinical practice are discussed, highlighting the importance of reducing parenting stress and providing parent training to promote positive parenting styles for children with ASD. [ABSTRACT FROM AUTHOR]

The aim of this paper is to discuss the need for high-quality professional training of bilingual school psychologists and to describe the structure of a bilingual training program housed at Fordham University in the US. This paper discusses the shortage of school psychologists at national and local levels in the United States and then addresses the acute shortage of bilingual school psychologists in culturally and linguistically diverse urban schools. The article provides a review of relevant research and practice for bilingual school psychologists through the perspective of Fordham University's curriculum, competencies, fieldwork, and internship. The authors identify challenges and potential opportunities to enhance culturally and linguistically responsive training of school psychologists. Applications for global school psychology practice are discussed, and limitations are addressed. [ABSTRACT FROM AUTHOR]

In this study, a multiple baseline design across three young children with autism was used to assess the impact of individualized behavior support, implemented through family—school collaboration, on the children’s appropriate and problem behaviors and adult—child interactions. A positive behavior support process was used to promote family—school collaboration and to design the individualized intervention. Data indicated that the children’s target behaviors improved with the intervention during circle time at school and play time at home, and their behaviors generalized to nontargeted center time at school and play at the community playground. Teacher and mother positive interactions with the children increased while negative interactions decreased. Social validity indicated that the interventions provided through family—school collaboration were acceptable and effective. [ABSTRACT FROM PUBLISHER]

This study investigated the appropriateness of the Self-Report of Personality (SRP) of the Behavior Assessment System for Children (BASC) with a sample of Korean American adolescents. The study further explored the extent to which Korean American adolescents experience social and emotional difficulties and how these difficulties might be related to acculturation status. Participants were 51 second-generation Korean American adolescents in sixth to twelfth grade in public schools. Results indicated that the SRP was moderately reliable for this sample of Korean-American adolescents. Furthermore, their average scores were similar to the norming sample on all but two of the SRP scales. One fifth or more of the participants scored in the at-risk or clinically significant range on four subscales, indicating the presence of social and emotional distress. Finally, acculturation status showed a strong positive correlation only with the Self-Reliance subscale. This study provides information to help teachers, counselors, and administrators improve their understanding of the social, emotional, and academic adjustment of Korean American adolescents. [ABSTRACT FROM PUBLISHER]

We examined the variables that exacerbated or buffered the impact of child's problem behavior and/or physical differences on mothers. Participants were 32 Korean mothers of children with disabilities. Quantitative methods were applied to derive another form of understanding of our extensive interview data. We selected 5 dependent variables, identified the examples of them in our interview transcripts, and scored these examples using a numerical scale. Effect size differences and MANOVA were used in the data analyses. Overall findings were consistent with our qualitative findings that Korean mothers experienced more difficulties than their immigrant counterparts. Various explanations for the results are discussed. The advantages of combining quantitative and qualitative perspectives are self-evident in this study, and other researchers might consider using these strategies. [ABSTRACT FROM AUTHOR]

Presents a study which investigated how overtly aggressive behavior was differently perceived by two types of perceivers, teachers and peers as a function of student neighborhood, gender and grade level. Perceptions and consequences in school settings; Influences on perceived aggression; Results and discussion.

This article presents a comparative study of the adaptation of Korean and Korean American parents to their children with developmental disabilities. Repeated interviews with 16 mothers in each group were designed to elicit parental descriptions of the major chronological events concerning their child, process of adaptation and accommodation, sources of stress and support, and perceived benefits and contributions to their lives. The interviews were conducted in Korean, transcribed, translated, and analyzed in a structured procedure in keeping with one major tradition of qualitative research. Comparative cross-cultural research allows investigators to see taken-for-granted phenomena that might otherwise go unseen. The study revealed that both Korean and Korean American parents experienced a process of transformation in regard to their beliefs and feelings about their exceptional children. Religion played an important role in this process. Public policy, social services, and available resources were dramatically different in the two nations, and these differences suffused parental accounts of their individual experiences. The similarities and differences between the two groups are presented thematically. The findings are further discussed in relation to major theories about adaptation in families of young children with disabilities. [ABSTRACT FROM AUTHOR]