Cristin M. Hall

Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms

This study examined the social relations of bullies, victims, and bully-victims in second-grade classrooms. Bully-victims are identified as both bullies and victims. The sample consisted of 537 ethnically diverse second-grade students (247 boys, 290 girls) from 37 classrooms across 11 participating schools. Bullies, bully-victims, and victims tended to have somewhat distinct sociometric status and peer-assessed behavioral characteristics. Furthermore, bullies and bully-victims had distinct affiliation patterns. Bullies tended to be members of peer groups that contained few victims and most were in groups in which more than 50% of the members were not involved in bullying. In contrast, bully-victims tended to be members of groups that were composed primarily of bullies (i.e., bullies and bully-victims) and victims (i.e., victims and bully-victims). Implications for understanding the social dynamics of bullying in elementary school are discussed.

Externalizing and Internalizing Behavior Problems, Peer Affiliations, and Bullying Involvement Across the Transition to Middle School

Continuity and change in children’s involvement in bullying was examined across the transition to middle school in relation to externalizing and internalizing behavior problems in fifth grade and peer affiliations in fifth and sixth grades. The sample consisted of 533 students (223 boys, 310 girls) with 72% European American, 25% African American, and 3% Other. Although externalizing and internalizing behavior problems in fifth grade were related to bullying involvement in sixth grade, the prediction of stability and desistance in bullying and victimization status was enhanced by information about students’ peer group trajectories. Furthermore, peer group trajectories uniquely explained the emergence of bullying and victimization in middle school.

Conceptual Foundations and Components of a Contextual Intervention to Promote Student Engagement During Early Adolescence: The Supporting Early Adolescent Learning and Social Success (SEALS) Model

Decades of research indicate that many early adolescents are at risk for developing significant school adjustment problems in the academic, behavioral, and social domains during the transition to middle school. The Supporting Early Adolescent Learning and Social Success (SEALS) model has been developed as a professional development and consultation program to train teachers in universal (Tier 1) instructional and classroom management strategies to address the correlated risks experienced by students during this time. This article reviews the conceptual foundations of the SEALS model, provides an overview of SEALS intervention components, describes the SEALS professional development training and consultation framework, reviews preliminary findings of the impact of SEALS in rural school settings in the United States, and discusses research needs and future directions regarding the use of the SEALS model.

New perspectives on level-5 information fusion: The impact of advances in information technology and user behavior

The Joint Directors of Laboratories (JDL) data fusion process model, originally introduced in 1991, defined four levels of information fusion functions to transform sensor data into usable information for analysts. In 2000, M. J. Hall, S.A. Hall and T. Tate [1] introduced the concept of a 5th-level of fusion processing to recognize the need for providing an intelligent interaction with system users. Since that time, significant advances have been made in information technology, behavioral changes in users, and new concepts in the role of the human in information fusion systems. This paper presents a review of these changes and perspectives on the evolution of the JDL level-5 process.

Parent Consultation and Transitional Care for Military Families of Children with Autism: A Teleconsultation Implementation Project

ABSTRACT Military families face challenges when a dependent child is diagnosed with an autism spectrum disorder (ASD) and local treatment expertise for children with an ASD is unavailable. eHealth models are considered promising delivery methods for assisting families who need information and support. The adaptation of existing face-to-face models of care for remote delivery may help support the provision of quality care (Hall & Bierman, 2015). To support the needs of military families of children with ASDs, the Remote Check-up (RCU), an adaptation of the Family Check-Up (FCU) model (Shaw, Dishion, Supplee, Gardner, & Arnds, 2006) provides a family-centered intervention for transitional care. This article describes the development of an eHealth delivery model and a menu of service options including online learning materials, care coordination services, and behavioral consultation for military families of children with ASD.

A Survey of K-12 Teachers' Utilization of Social Networks as a Professional Resource.

Teachers are increasingly using social networks, including social media and other Internet applications, to look for educational resources. This study shares results from a survey examining patterns of social network application use among K-12 teachers in the United States. A sample of 154 teachers (18 males, 136 females) in the United States answered questions about their use of social network applications, their comfort with Web 2.0, and their use of empirically-based resources from social networks. Results provide a user update on factors that predict overall engagement with social networks, which included comfort and trust in using social networks, as well as higher age. We also explored the most popular applications used by teachers and the most popular reasons for their use. Finally, we implemented a new survey methodology to gauge responses about empirically-based posts on social networks and discuss results in the context of balancing free resources with high-quality pedagogical information.

Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social–Emotional Competence and Approaches to Learning

ABSTRACT Research Findings: Head Start teachers completed brief rating scales measuring the social–emotional competence and approaches to learning of preschool children (total N = 164; 14% Hispanic American, 30% African American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency and moderate interrater reliability. When examined longitudinally, preschool teacher–rated approaches to learning made unique contributions to the prediction of kindergarten and 1st-grade academic outcomes, need for supplemental services, and grade retention, even after we accounted for preschool academic skills. In contrast, preschool teacher–rated social–emotional competence made unique contributions to the prediction of reduced behavior problems and peer difficulties in kindergarten and 1st grade. Practice or Policy: The findings demonstrate that preschool teachers are able to provide distinct and reliable ratings of child social–emotional competence and approaches to learning using brief rating scales, with validity for predicting elementary school adjustment.