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A sample of sexual- and gender-minority students (n = 65; 51.6% female; 55.8% White; M age = 16.94 years) reported more peer victimization, lower academic achievement, and poorer perceptions of school safety as compared to their heterosexual allied peers. Sexual- and gender-minority students demonstrating higher levels of sexual activity and having trouble developing friendships reported increased victimization. Staff and peer supportiveness and anti-bullying enforcement significantly predicted less bullying. Anti-bullying programs containing sexual- and gender-minority-specific language were associated with less bullying of sexual- and gender-minority youth. Positive relationships existed between anti-bullying enforcement and support by school personnel and peers.

Understanding publication trends on topics pertaining to LGBTQ+ students within school psychology literature is necessary to reveal areas of limited research as well as to identify evidence-supported school-based strategies for this student population. Students who identify as lesbian, gay, bisexual, transgender, queer/questioning, plus (LGBTQ+) are frequent targets of bullying and are at heightened risk for an array of adverse outcomes, including anxiety, depression, school dropout, and suicidal thoughts and behaviors. The present study reviewed nine key school psychology journals for literature pertaining to LGBTQ+ students to reveal historical publication trends across time. Seventy-six total articles were inventoried and categorized by journal, year of publication, primary topic, and article type--empirical or conceptual. All empirical articles were further categorized by age range of participants, participant group of focus, and whether or not the article had an intervention focus. Historical trends were reviewed regarding all categories. Findings revealed an increase in the overall frequency of publications over time, as well as an increase in research focused on the topic of school climate and a decrease in focus on the topics of bullying and mental health. Furthermore, although we noted increases in intervention-focused articles, articles that included younger student participants, and articles that separately analyzed unique subsets of LGBTQ+ participants across time, these types of articles continue to make up a minority of the LGBTQ+ student-focused school psychology literature base. Additionally, our review revealed very few articles examining the experiences of Black and Indigenous people of color (BIPOC). Discussion focused on findings in relation to recent calls by national school psychology organizations for school psychologists to increase our knowledge of the unique needs of the LGBTQ+ student population and to appreciate the intersection of identities within.

In response to restrictions on visitors within school buildings during the COVID-19 pandemic, the evidence-based math fact fluency procedure known as the taped problems intervention was adapted for use in a virtual setting. The present study used a multiple-probe across participants design to evaluate the effects of the adapted intervention on the subtraction fact fluency of three elementary school students with varying degrees of math difficulties. Researchers also measured whether fluency gains would generalize to subtraction fact family problems that were not targeted within the study procedures. Visual analysis of results indicated math fluency improvements across all students, regardless of initial performance level, but no evidence of generalization effects for any participant. Additionally, to further investigate intervention effects, two effect size measures were calculated (WC-SMD and NAP) and each participant's rate of improvement was measured in two ways. Slopes (digits correct per minute [DCM] gains per session) of baseline and intervention phases were compared, and DCM gains per intervention time were investigated. Discussion focuses on implications for providing academic interventions in virtual learning environments, the importance of direct instruction for subtraction fact fluency, as well as future directions for researchers.

"Gifted or talented" is a student exceptionality category that in many states requires a formal eligibility procedure to qualify for specialized school programming (Gallagher et al. 2014). Researchers agree that there is a historical overreliance on IQ in determining service eligibility; however, no brief parent rating scale appears in the empirical literature to support the decision-making of school evaluation teams. Items of the "Characteristics of Giftedness Scale" (Silverman 1993) were selected and expanded upon to create a brief 20-item instrument. Confirmatory factor analysis (CFA) revealed that the modified scale was best characterized as having a two-factor structure. Furthermore, group differences were found between students eligible for gifted school programming and those without gifted status at school. Taken together, present findings suggest that this modified scale may be a suitable evaluation tool for school-based use.

This study sought to reduce the within classroom transition time of eight students with autism spectrum disorder (ASD). For the first known time in an experimental study, music (song) was deliberately used within a video modeling intervention to reduce the time taken for all students to transition from a daily morning meeting to learning centers. An A-B-A-B withdrawal with follow-up design was used to measure intervention effects. Results indicate that the intervention effectively reduced student transition time given that no overlapping data points were present between the baseline phases and then intervention and maintenance phases. Study conclusions are provided, as well as implications for practice and study limitations. Future researchers are encouraged to conduct a component analysis to establish the differential effects of the visual versus the musical component of the intervention.

Objective The first objective was to establish the respective factor structures of a concussion perceptions inventory that was adapted for youth athletes (ages 8–14 years) and their parents from the Perceptions of Concussion Inventory for Athletes. The second objective was to understand the associations between the concussion perceptions of youth athlete–parent dyads. Method In this cross-sectional study, 329 parent–youth athlete dyads completed a respective concussion perception inventory. Mean age of youth respondents was 10.9 ± 1.8 years (70.1% male) and mean age of parent respondents was 40.5 ± 13.6 years (60.9% female). Results Exploratory factor analyses revealed unique 7-factor structures for both the youth athlete and parent inventories (youth athlete: anxiety, clarity, treatment, permanent injury, symptom variability, long-term outcomes, and personal control; parent: anxiety, clarity, treatment, permanent injury, symptom variability, and long-term outcomes, and affect others). Weak associations were found between dyads on the 5 factors that were composed of identical items (anxiety, clarity, treatment, permanent injury, and symptom variability). Conclusions Findings suggest that this adapted inventory has adequate psychometric properties to be used in the study of the concussion perceptions of youth athletes and their parents. Weak correlations across the concussion perceptions in the dyads suggest that parents and children hold different concussion perceptions and this should be considered in instrument selection of future studies. [ABSTRACT FROM AUTHOR]

The American Psychological Association and the National Association of School Psychologists agree in parallel calls for school psychologists to develop pediatric-related competencies. To achieve these competencies, trainers and practitioners require a suitably supportive literature. Ideally, this literature would link pediatric knowledge to school-based practice and address evidence-based assessment and intervention. The present article updates prior research (Wodrich & Schmitt, 2003) on this topic by addressing the rate at which pediatric-related topics were published between 2002 and 2019 in five key journals: "Journal of School Psychology," "Psychology in the Schools," "School Psychology International," "School Psychology Review," and "School Psychology Quarterly." To establish publication trends across time and to extend the earlier research, articles were first coded as either empirical or nonempirical, then coded further according to content (i.e., attention-deficit/hyperactivity disorder [ADHD], a pediatric condition [other than ADHD], professional role issue). The empirical subset of articles was additionally coded according to assessment, intervention, or general knowledge foci. The category comprising the greatest number of articles was pediatric condition (n = 121), followed by ADHD (n = 108) and professional role issue (n = 18). The most specific, commonly appearing pediatric topic was ADHD, as was true when the 2003 article was published, with a surge in empirical ADHD articles noted. The least common topic was pediatric professional role issues. Current trends highlight a need for future empirical articles related to assessment and, particularly, school-based intervention for non-ADHD pediatric health conditions. Limitations of the present research are also discussed.

The taped problems (TP) intervention is a math fact fluency intervention designed to produce high rates of active and accurate academic responding. Multiple single-case design studies have examined the use of TP across grades of students, implementation group sizes, intervention settings, target math facts, total intervention time, application of reinforcement procedures, and inclusion of post-TP exercises as part of the intervention. This meta-analysis examines which TP components are related to greatest increases in math fact fluency. A total of 14 studies with 158 participants were included in the meta-analysis. Results support that TP is an effective intervention to increase math fact fluency, and significant moderators of TP effectiveness include intervention group size, setting, time in seconds in intervention, and the inclusion of reinforcement. Discussion focuses on implications of these findings for research and practice.

Traumatic brain injury in childhood (TBI) is a chronic health condition. As decreased memory, language, and rapid psychomotor impairments are known to accompany pediatric TBI (Babikian et al., 2011), students who have experienced a moderate-to-severe TBI are at particular risk for academic deficits, including writing difficulties. The purpose of this study was to measure the effects of a speech-to-text assistive technology (AT) accommodation that was implemented to bypass the impaired handwriting and spelling (i.e., transcription) skills resulting from TBI. Three African American male students (Grades 4, 8, and 9) who received formal special education services under the category of TBI participated in this study. With the application of the speech-to-text AT accommodation, all participants' total words written (TWW), words spelled correctly (WSC), and correct writing sequences (CWS) significantly increased compared to the handwriting control condition. One hundred percent nonoverlapping data points across participants and dependent variables was achieved. Implications of the findings for the school-based treatment of TBI, study limitations, and future avenues of study are discussed.

This study evaluated the effectiveness and compared the efficiency of two interventions on the spelling performance of four fifth-grade students with learning disabilities in reading and writing. The first intervention, Cover, Copy, and Compare (CCC), is an established, evidence-based procedure, while the second, the Taped Spelling Intervention (TSI), is a new procedure with only one published article establishing its effectiveness at the time of this study. Although both interventions resulted in spelling performance gains, learning speed was higher in the CCC condition and students overwhelmingly reported preferences for CCC over TSI. Spelling gains were maintained on assessments administered approximately two weeks following the final intervention sessions for both interventions. Discussion focuses on the importance of easily implemented, socially acceptable, time- and resource-efficient interventions for increasing the academic performance of students, and the value of comparative analyses for choosing appropriate interventions.

Pediatric acute-onset neuropsychiatric syndrome (PANS) is an increasingly studied disorder that has been linked to negative neuropsychiatric outcomes, with the most frequently cited consequence being rapid onset of obsessive-compulsive symptoms. Little is known, however, about the educational impacts of this disorder on school-aged children. This study aimed to learn (1) what school-related problems do parents report in children with PANS?; (2) with what frequency do school-aged children with PANS receive formal special services at school?; (3) what types and severity of obsessions and compulsions are exhibited by school-aged children with PANS?; and (4) does OCD symptom severity classification predict the presence of a school special service plan? Parents (n = 208) of children with PANS participated in this study by completing a survey that included the Children's Yale-Brown Obsessive-Compulsive Scale Parent Report (CY-BOCS-PR) and additional questions regarding child school performance and participation in formal special services at school. Anxiety and inattention, among a variety of other school-based problems, are reported at school in this population. Approximately 60% of the children received some form of school special services across their educational career. A variety of mild to severe obsessive-compulsive behaviors were reported in the children, though the severity of those behaviors did not predict the existence of a school special services plan. School psychologists must be prepared to evaluate children with PANS and recommend evidence-based interventions. [ABSTRACT FROM AUTHOR]

The racialized history of sickle cell disease (SCD) continues to contribute to racial disparities in healthcare and education. In the context of the racialized history of SCD, we begin by outlining subtypes of SCD and explaining that SCD is associated with chronic pain, silent cerebral infarct, overt stroke, and poor overall well‐being—all of which have implications for school functioning. A literature search was conducted to identify significant meta‐analyses, systematic reviews, and empirical articles to inform school psychologists' evaluation, service delivery, and decision‐making practices when working with students with SCD. Common negative neuropsychological and psychoeducational outcomes associated with SCD are reviewed. Finally, recommended culturally responsive practices are discussed, ahead of a conclusion that contains a call to action for school psychologists. Practitioner points: Students with sickle cell disease (SCD) present with complex needs that may be underappreciated by many school psychologists and educators.School psychologists should engage in socially responsive practices to develop appropriate evaluation plans, develop interventions, and engage in ongoing advocacy for students with SCD.Researchers recommend adhering to a social justice framework to interpret complex neurocognitive and psychosocial profiles of youth with SCD, reflecting the racialized history and stigma associated with SCD. [ABSTRACT FROM AUTHOR]

This study investigated postsecondary disability service providers' perceived usefulness of a Model Summary of Performance that was constructed for a student with a language-based learning disability. The 298 participants were asked to consider the content within the (a) student's test scores, (b) rationale for accommodations, (c) history and/or use of accommodations, (d) report writer's recommendations, and (e) student input sections of a Model Summary of Performance, and then to rate each section regarding the perceived usefulness of the information for making accommodation decisions. Analysis of variance was used to determine if the perceived usefulness of each section varied as a function of the disability service providers' (a) highest degree earned, (b) discipline or field of study, (c) source of training for the interpretation of disability documentation, and (d) years of experience in postsecondary disability services. Overall, regardless of status within each group, disability service providers rated each part of the Model Summary of Performance as at least very useful. One significant group difference was discovered as disability service providers with less than five years experience perceived the report writer's recommendations to be more useful than those with greater than 10 years of experience. Limitations and implications of the present study, as well as areas for future research, are discussed. (Contains 3 tables.)

The Taped Problems intervention is an evidence-based practice that involves a self-monitored, audio-recording procedure in which students follow along with automated recordings of math facts and their solutions. A multiple-probes-across-tasks design was used to evaluate the effectiveness of the Taped Problems intervention on the division-fact fluency of an eighth-grade student with an intellectual disability. Results indicated immediate and sustained increases in the student's division-fact fluency across sets of problems. Discussion focuses on the practical implications of the results, limitations of the current investigation, and directions for future studies. (Contains 1 figure.)

The purpose of this study was to determine the extent to which early literacy measures administered in kindergarten and Oral Reading Fluency (ORF) measures administered in Grade 1 are related to and predict future state reading assessment performances up to 7 years later. Results indicated that early literacy and ORF performances were significantly and moderately related to performances in Grades 3, 5, and 7. Grade 3 achievement was best predicted by ORF, followed by Phoneme Segmentation Fluency (PSF), and then Initial Sound Fluency (ISF). After controlling for the effects of previous state assessment scores in Grade 3, additional significant variance in Grade 5 performance was accounted for by ORF. Finally, after controlling for the effects of Grades 5 and 3 state assessment performances, early literacy and ORF measures did not significantly predict Grade 7 achievement. Discussion focuses on the implications of these findings for theory and practice, as well as limitations and directions for future research.

Pediatric chronic illnesses are characterized as conditions that last one year or more, require continuous medical intervention, and have implications for the overall functioning, including neuropsychoeducational functioning, of a child. Students with chronic illnesses are at risk for compromised cognitive and physical functioning, resulting in a wide range of academic, emotional, behavioral, and daily living difficulties. Due to the psychoeducational challenges that face students with pediatric conditions, eligibility for special education services under the category of other health impairment (OHI) must be considered. Establishing if a student with a chronic illness qualifies for special education services requires the learner to be evaluated in "all areas of suspected disability" (IDEA, 2004). School psychologists must therefore be prepared to develop comprehensive evaluation plans that consider specific referral questions posed by parents and educators and explore the known neuropsychoeducational sequelae of particular pediatric conditions. The purpose of this study was to support school psychologist evaluation planning by identifying pediatric conditions commonly encountered in the educational setting and then adopting a school neuropsychological assessment approach to investigate the neuropsychoeducational domains for which "limited" performance at home, at school, and in the community may be expected. In turn, these might become targets of assessment within a comprehensive evaluation plan. In other words, this study asks: for pediatric chronic health conditions commonly encountered by school psychologists, what are the neuropsychoeducational domains for which performance differences are present and in turn be considered suspected areas of disability?

By bringing together a community of field-based practitioners, university faculty can help school districts develop accredited school psychology internships. This article describes the rationale for an increase in university involvement in the development of internships, offers considerations unique to schools when supporting the development of an internship, and provides practical advice based on the university-internship program alliance developed between Duquesne University and the Pittsburgh Psychology Internship Consortium.

Attention deficit hyperactivity disorder and ASD are two common neurobiological disorders in school-age children. In fact, approximately 6.4 million children between the ages of 4 and 17 have been diagnosed with ADHD since 2011 (Centers for Disease Control and Prevention, 2017). More recent prevalence estimates suggest that five percent of all school age children carry an ADHD diagnosis (American Psychiatric Association, 2013). With respect to ASD, approximately one in every 68 children in the United States have been diagnosed with ASD and 1-2% of North Americans identify as having ASD (Centers for Disease Control and Prevention, 2016). School psychologists must not only possess competencies necessary to evaluate for these disorders due to their common appearance, but also because the Individuals with Disabilities Education Act (IDEA, 2004) directly references these disorders as possibly requiring formal special education services. This article explains national regulations regarding ADHD and autism spectrum disorder, reviews current regulations, shares findings by jurisdiction, and describes possible barriers and solutions.

An alternating treatments design was used to compare the effects of two reading fluency interventions on the oral reading fluency and maze accuracy of four fourth-grade students. Also, by taking into account time spent in intervention, the efficiency of the two interventions was compared. In the adult-mediated repeated reading (RR) condition, students read a grade-level passage aloud to an adult. The adult provided the students with error correction of oral reading miscues. In the listening-while-reading (LWR) condition, students read along aloud with audio recorded readings of passages using an MP3 player. The RR and LWR conditions had similar effects on reading fluency for three participants and the RR was more effective for one participant. When accounting for instructional time, the LWR condition was more efficient at improving reading fluency for three of the four participants. The same pattern of results was evident in Maze comprehension data. Discussion will emphasize the need to consider instructional time when selecting interventions.