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Purcell, Victoria L.; Andrews, Jac J. W.; Nordstokke, David – Canadian Journal of School Psychology, 2021
The central objective of the study was to investigate a moderated mediation model addressing social cognitive mechanisms that account for the association between peer victimization and anxiety. A sample of 81 youth (M age = 12.78, SD = 0.88) completed questionnaires assessing peer victimization, anxiety, social self-efficacy, and peer perceptions.…
Descriptors: Peer Relationship, Victims, Anxiety, Social Cognition
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Boudreau, Ainsley M.; Lucyshyn, Joseph M.; Corkum, Penny; Meko, Katelyn; Smith, Isabel M. – Canadian Journal of School Psychology, 2021
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…
Descriptors: Students with Disabilities, Autism, Pervasive Developmental Disorders, Intervention
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Kim, Seon-Jeong; Lim, Young-Jin – Canadian Journal of School Psychology, 2021
The present research was carried out to clarify relationships between peer pressure, social networking site (SNS) addiction, and SNS-use motives in Korean adolescents. Adolescent SNS users (N = 300, 52.70% female) completed self-report measures of peer pressure, SNS addiction, and SNS-use motives. Findings indicated that adolescents reporting more…
Descriptors: Peer Influence, Social Media, Addictive Behavior, Foreign Countries
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Pence, Rachel B.; Allday, R. Allan; Spriggs, Amy D.; Lane, Justin D. – Canadian Journal of School Psychology, 2021
A visual activity schedule (VAS) was used with a 7-year-old African-American (Non-Hispanic) male at-risk for school failure. An ABAB withdrawal design was used to assess the effectiveness of a VAS on decreasing latency during transitions. Results indicated that a VAS decreased transition latency between activities and reduced teacher prompting…
Descriptors: Visual Aids, Class Organization, African American Students, Elementary School Students
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Griffiths, Amy-Jane; Alsip, James; Hart, Shelley R.; Round, Rachel L.; Brady, John – Canadian Journal of School Psychology, 2021
Effective collaboration is associated with positive outcomes for students and is a key component of equitable educational opportunities. There are challenges to effective collaboration, however, as our understanding of it differs based on the various definitions in the literature. The purpose of this systematic review is to identify the common…
Descriptors: Outcomes of Education, Equal Education, Barriers, Models
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Schwartz, Kelly Dean; Exner-Cortens, Deinera; McMorris, Carly A.; Makarenko, Erica; Arnold, Paul; Van Bavel, Marisa; Williams, Sarah; Canfield, Rachel – Canadian Journal of School Psychology, 2021
Students have been multiply impacted by the COVID-19 pandemic: threats to their own and their family's health, the closure of schools, and pivoting to online learning in March 2020, a long summer of physical distancing, and then the challenge of returning to school in fall 2020. As damaging as the physical health effects of a global pandemic are,…
Descriptors: COVID-19, Pandemics, Well Being, Stress Variables
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Elias, Eric – Canadian Journal of School Psychology, 2021
As school psychologists we are well trained with using and interpreting a variety of psychometric instruments, yet there are several studies that indicate that school psychologist's interpretive practices veer off the intended path. The application of assessment to the process of identification of specific learning disabilities (SLD) has been…
Descriptors: School Psychology, School Psychologists, Learning Disabilities, Students with Disabilities
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Lovett, Benjamin J.; Harrison, Allyson G. – Canadian Journal of School Psychology, 2021
Educational accommodations, which alter the manner in which instruction or assessments are administered, are often an appropriate part of a student's academic program. However, accommodations are frequently overused and have significant limitations. De-implementing inappropriate accommodations is a complex task, but one made easier through a clear…
Descriptors: Academic Accommodations (Disabilities), Testing Accommodations, Program Implementation, Consultation Programs
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Farmer, Ryan L.; Zaheer, Imad; Duhon, Gary J.; Ghazal, Stephanie – Canadian Journal of School Psychology, 2021
Through innovation in research and self-correction, it is inevitable that some practices will be replaced or be discredited for one reason or another. De-implementation of discredited and low-value practices is a necessary step for school psychologists' maintenance of evidence-based practices and to reduce unnecessary costs and risk. However,…
Descriptors: Program Implementation, Applied Behavior Analysis, Learning Theories, School Psychology
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Farmer, Ryan L.; McGill, Ryan J.; Dombrowski, Stefan C.; Canivez, Gary L. – Canadian Journal of School Psychology, 2021
Surveys reveal that many school psychologists continue to employ cognitive profile analysis despite the long-standing history of negative research results from this class of practice. This begets the question: why do questionable assessment practices persist in school psychology? To provide insight on this dilemma, this article presents the…
Descriptors: School Psychology, School Psychologists, Cognitive Tests, Cognitive Measurement
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Shaw, Steven R. – Canadian Journal of School Psychology, 2021
The scientist-practitioner model of practice is the most common approach to the profession of school psychology and embraces evidence-based practices as foundations of clinical practice. The focus on evidence-based practices involves not only using the preponderance of research to determine what works, but also how to implement these practices…
Descriptors: Program Implementation, Evidence Based Practice, School Psychology, Program Effectiveness
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Craig, Heather L.; Wilcox, Gabrielle; Makarenko, Erica M.; MacMaster, Frank P. – Canadian Journal of School Psychology, 2021
Despite the breadth and depth of educational neuroscience research and teachers' interest in neuroscience, teachers often have limited access to reputable sources. As a result, neuromyths--misapplied or over-simplified claims related to brain science--have proliferated. School Psychologists have training in education, applied neuroscience, and…
Descriptors: Misconceptions, Beliefs, Teachers, Preservice Teachers
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Chu, Man-Wai; Craig, Heather L.; Yeworiew, Lake B.; Xu, Yue – Canadian Journal of School Psychology, 2020
Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based…
Descriptors: Foreign Countries, Special Education, Inclusion, Readiness
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Johnson, Kristin N.; Thompson, Kenneth L.; Farmer, Ryan L. – Canadian Journal of School Psychology, 2020
Repeated measurements of student ability (i.e., progressing monitoring) is an essential element of informed decision-making when adjusting instruction. An important characteristic of progress monitoring measures is frequent administration to identify areas of concern and to evaluate academic growth. The purpose of this study was to determine if…
Descriptors: Progress Monitoring, Mathematics Instruction, Grade 5, Elementary School Students
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Schroeder, Meadow; Drefs, Michelle A.; Zwiers, Michael – Canadian Journal of School Psychology, 2020
Within the Canadian context, the two major learning disability classification systems are arguably the American Psychiatric Association's (APA) "Diagnostic and Statistical Manual of Mental Disorders" and the Learning Disabilities Association (LDAC) of Canada's "Official Definition of Learning Disabilities." Several of the more…
Descriptors: Foreign Countries, Learning Disabilities, Students with Disabilities, Clinical Diagnosis
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