Samuel D. McQuillin

Evaluating mediation and moderation effects in school psychology: A presentation of methods and review of current practice

Third variable effects elucidate the relation between two other variables, and can describe why they are related or under what conditions they are related. This article demonstrates methods to analyze two third-variable effects: moderation and mediation. The utility of examining moderation and mediation effects in school psychology is described and current use of the analyses in applied school psychology research is reviewed and evaluated. Proper statistical methods to test the effects are presented, and different effect size measures for the models are provided. Extensions of the basic moderator and mediator models are also described.

The Longitudinal Stability and Dynamics of Group Membership in the Dual-Factor Model of Mental Health: Psychosocial Predictors of Mental Health

This study examined the longitudinal stability and dynamics of group membership within the Greenspoon and Sakflofske’s dual-factor model of mental health. This expanded model incorporates information about subjective well-being (SWB), in addition to psychopathological symptoms, to better identify the mental health status and current functioning of youths. Participants included 730 seventh- and eighth-grade U.S. middle school students. Four groups of students were identified: flourishing (i.e., high SWB and low psychopathology), vulnerable (i.e., low SWB and low psychopathology), symptomatic but content (i.e., high SWB and high psychopathology), and troubled (i.e., low SWB and high psychopathology). Analyses of stability of group membership revealed varying levels of stability, with flourishing students demonstrating the highest stability. Analyses also revealed that social support variables yielded meaningful predictions of changes in group membership. Implications for professional practice are discussed.

Distinguishing among nondirect forms of aggression

This study explored the relationships and differences among two measures of indirect aggression [Bjorkqvist et al., 1994; Richardson and Green, 1997] and one of relational aggression [Crick and Grotpeter, 1995]. Over 300 students (mean age 22.8 years; 61.5% female) from two colleges in the Southeastern United States completed measures of indirect and relational aggression and related constructs (e.g., empathy, anger expression, direct aggression). Although there were subtle differences among the three measures with regard to their relationships with associated variables, overall the patterns of relationships were similar as well as distinct from the pattern for direct aggression. Factor analysis of scores for measures of aggression revealed that the indirect and relational measures composed a single factor of nondirect aggression, separate from direct aggression. Further factor analysis of all unique items from the nondirect scales found the overall construct of nondirect aggression to comprise six distinct factors. Implications for applications and further research are discussed.

Temperament factor structure in fragile X syndrome: the children's behavior questionnaire.

Early patterns of temperament lay the foundation for a variety of developmental constructs such as self-regulation, psychopathology, and resilience. Children with fragile X syndrome (FXS) display unique patterns of temperament compared to age-matched clinical and non-clinical samples, and early patterns of temperament have been associated with later anxiety in this population. Despite these unique patterns in FXS and recent reports of atypical factor structure of temperament questionnaires in Williams Syndrome (Leyfer, John, Woodruff-Borden, & Mervis, 2012), no studies have examined the latent factor structure of temperament scales in FXS to ensure measurement validity in this sample. The present study used confirmatory factor analysis to examine the factor structure of a well-validated parent-reported temperament questionnaire, the Childrens Behavior Questionnaire (Rothbart, Ahadi, Hershey, & Fisher, 2001), in a sample of 90 males with FXS ages 3-9 years. Our data produced a similar, but not identical, three-factor model that retained the original CBQ factors of negative affectivity, effortful control, and extraversion/surgency. In particular, our FXS sample demonstrated stronger factor loadings for fear and shyness than previously reported loadings in non-clinical samples, consistent with reports of poor social approach and elevated anxiety in this population. Although the original factor structure of the Childrens Behavior Questionnaire is largely retained in children with FXS, differences in factor loading magnitudes may reflect phenotypic characteristics of the syndrome. These findings may inform future developmental and translational research efforts.

Program Support and Value of Training in Mentors' Satisfaction and Anticipated Continuation of School-Based Mentoring Relationships.

In this study, we tested a theoretical model of training practices in school-based mentoring by comparing the differences between two mentoring programs on mentor-reported program support, value of training, relationship satisfaction, and plans to continue mentoring. The two mentoring programs that we compared were conducted at the same school and involved similar contexts, structure, and goals but differed in the training approach (i.e. quality, frequency, and duration of training and support). Using a structural equation model, we tested a theory of mentor-reported differences between the studies and found that mentors in the program with enhanced training and support reported more program support, value of training, and plans to continue mentoring, when compared to the program without enhanced training and support. Indirect effects were subsequently analyzed and we found that these differences indirectly contributed to greater relationship satisfaction.

Physiological Correlates of Maternal Responsivity in Mothers of Preschoolers With Fragile X Syndrome

The present study examined the relationship between salivary cortisol and maternal responsiveness in mothers of boys with fragile X syndrome (FXS). Maternal responsivity is strongly associated with child outcomes, and children with FXS are at risk for compromised development due to intellectual disability and problem behavior. Increased understanding of the nature and underlying mechanisms of maternal responsivity in FXS is important to optimize outcomes in children with FXS and contribute to improved family cohesion. Data from 36 mother-child dyads indicated a complex age effect with elevated cortisol levels associated with high maternal responsivity scores when children are young and low responsivity scores when children are older. Implications of these findings and directions for future research are discussed.

Incorporating Evidence-Based Practices into Faith-Based Organization Service Programs

Faith-based organizations (FBOs) are increasingly involved in providing a range of services in communities and research indicates that such involvement will increase in the future. However, like other types of organizations, FBOs generally have been slow to embrace evidence-based practices (EBPs)—those that have scientific evidence of being beneficial. We contend that incorporating EBPs into both new and existing FBOs’ service programs can enhance their effectiveness. In this paper, we discuss several relevant issues when implementing EBPs within FBO service. In this discussion we briefly explore FBO service provision, public policy to increase funding for FBO service, criteria for EBPs, and provide some considerations for future applications of EBPs within FBOs.

Brief instrumental school-based mentoring for middle school students: theory and impact

Abstract This study evaluated the efficacy of an intentionally brief school-based mentoring program. This academic goal-focused mentoring program was developed through a series of iterative randomized controlled trials, and is informed by research in social cognitive theory, cognitive dissonance theory, motivational interviewing, and research in academic enablers. In previous research, the program was found to produce effects on students’ math grades, life satisfaction, and disruptive behavior. In the current study, a revised version of the program was tested in a randomized controlled trial, wherein 72 middle school students were randomly assigned to receive an eight-week mentoring curriculum, or to a no-treatment control. Following the treatment, middle school students who participated in the mentoring curriculum had statistically significantly higher math grades (d = .42), English grades (d = .59), life satisfaction (d = .49), and .82 fewer absences. Small, but not statistically significant effects were also found for science (d = .25) and history (d = .15). Near zero effects were found for behavioral infractions.

Risks and rewards of school-based mentoring relationships: A reanalysis of the student mentoring program evaluation.

In the United States, school-based mentoring programs are a large and widely funded form of mentoring. Despite widespread support, meta-analyses indicate that the effects of school-based mentoring programs are small. One hypothesis for these results is that school-based mentors are not able to develop a sufficiently high-quality relationship with mentees to produce the hypothesized positive effects. This study presents a reanalysis of a large randomized controlled trial of school-based mentoring and examines the estimated effect of mentoring as a function of mentee-reported relationship quality using a novel statistical approach. Although we found that average effect sizes were near zero and consistent with researchers’ original findings, our findings also indicate that low relationship quality is associated with some harmful effects, particularly on misconduct, and that as relationship quality improves, so do effects. However, we found that this association decelerates and resulted in small, positive effects for some outcomes. These results suggest that that poor relationship quality may produce harmful effects and a strong relationship may not be sufficient to produce moderate, positive academic and behavioral outcomes in a school-based mentoring context.

Identifying Students at Risk: An Examination of Computer-Adaptive Measures and Latent Class Growth Analysis

ABSTRACT Multitiered systems of support depend on screening technology to identify students at risk. The purpose of this study was to examine the use of a computer-adaptive test and latent class growth analysis (LCGA) to identify students at risk in reading with focus on the use of this methodology to characterize student performance in screening. Participants included 3,699 students in Grades 3–5. Three time points of administration (fall, winter, and spring) of the computer-adaptive reading measure were selected. LCGA results indicated 6–7 classes, depending on grade, informed by level and growth in student performance that significantly predicted failure on the statewide test administered at the end of the year. The lowest-performing classes had failure rates above 90% across all grades. The results indicate that identifying homogeneous groups of learners through LCGA may be valuable as an approach to determining students who need additional instruction. Practical implications and future directions are discussed.