Scott L. Graves

Parent Involvement at School Entry: A National Examination of Group Differences and Achievement.

This research examined the scope of parental involvement at school entry and sought to determine what, if any, differences existed between ethnic groups. In addition, the researcher attempted to determine if parental involvement was related to academic achievement at school entry. Participants were the African American and European American parents and children who participated in the Early Childhood Longitudinal Study (ECLS-K; US Department of Education, 2005). Results from this project suggest that ethnic differences in parental involvement are present at school entry. In particular, European American parents were more like to be involved in home-based parental involvement activities such as reading to their children while African American parents were more likely to be involved in school related activities such as volunteering at school. In addition, the analysis suggests that parent involvement was only slightly related to reading achievement at school entry. The study is discussed in terms of its implications for future research towards narrowing the achievement gap.

Differences in Parent and Teacher Ratings of Preschool Problem Behavior in a National Sample: The Significance of Gender and SES.

Previous research has demonstrated that informant disagreement is common with the use of rating scales to assess problem behavior in school-age populations. However, much less is known about this phenomenon in preschool populations. This is important because the accurate assessment of problem behavior in preschool is complex due to the rapid developmental shifts during this period. As such, the purpose of this study was to assess the prevalence of students at risk of behavior problems and to see whether these problems varied as a function of informant and ecological characteristics. Using the Behavior Assessment System for Children–Second Edition, we analyzed parent and teacher ratings for 320 preschool children. Results indicated that parent and teacher ratings were very similar, with males being rated as more at risk of having attention problems and social skill deficits in comparison with females. No differences were noted in at-risk status by ethnic group membership. Conversely, significant and consistent parent and teacher ratings were noted by socioeconomic status (e.g., parent education level). Implications are discussed for the prevention of problem behavior in preschool.

Examining the Effectiveness of a Culturally Adapted Social-Emotional Intervention for African American Males in an Urban Setting.

The purpose of the present study was to assess the efficacy of a culturally adapted version of the Strong Start intervention program on the social-emotional outcomes of African American male students. Externalizing behavior problems of children, specifically African American males, are of great concern for schools. Punitive discipline polices such as expulsion and suspension have proved to be ineffective and harmful. Consequently, school-based social-emotional learning (SEL) interventions have been proposed to teach children coping skills that can help them increase positive social behaviors and emotional regulation. Sixty-one African American male students enrolled in an urban elementary school participated in this intervention. This study employed a randomized delayed treatment control design. Results indicated positive effects in the areas of self-regulation and self-competence. However the intervention did not have an impact on student’s empathy, responsibility, or externalizing behavior. Implications are discussed in terms of developing culturally relevant school-based interventions for African American males.

Is the Moratorium Over? African American Psychology Professionals’ Views on Intelligence Testing in Response to Changes to Federal Policy

Collectively, advocates for the well-being of African American children have long called for a moratorium on the use of intelligence testing for the placement of children in special education. With the 2004 reauthorization of the Individuals with Disabilities Education Act, intelligence testing is no longer required and in some states prohibited as a tool for assessing learning disabilities. As such, the purpose of this descriptive study is to give an overview of these changes and how they will affect the assessment of African American children. A national sample of African American psychology professionals was surveyed, and the majority indicated that response to intervention (RTI) methodologies alone are not sufficient for special education placement. In addition, there was uncertainty if RTI procedures will reduce African American disproportionality in special education. Results are discussed in terms of the need to increase the number of intervention articles that include African American children and recruiting more African American school psychologists.

Albert Sidney Beckham: The First African American School Psychologist.

Albert Sidney Beckham was the first African American to hold the title school psychologist. This article examines the life and professional career of Beckham in the context of his contributions to the field of school psychology. It explores his graduate education, the founding of Howard Universitys Psychological Laboratory and his research and practice as a school psychologist at the Institute for Juvenile Research and Chicago Bureau of Child Study. While much has been written on individual contributors to the field of school psychology, there is virtually no mention of any practitioners of colour. Thus, the purpose of this article is to begin a process of inclusion by mainstreaming the work of a pioneer in the field of school psychology.

Examining the Associations Among Home–School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students

The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home–school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home–school dissonance and classroom disruptive behavior. Findings and limitations are discussed.

School and child level predictors of academic success for African American children in third grade: implications for No Child Left Behind

The purpose of this study was to examine correlates of being at expected grade level in reading in the third grade. Participants for this study were a nationally representative sample of African American children from the Early Childhood Longitudinal Study (ECLS-K). Multilevel modeling was conducted to determine significant predictors of academic achievement. Results suggest that modifiable individual and teacher classroom level constructs are related to African American achievement. Implications will be discussed in terms of increasing African American achievement and the national education policy of No Child Left Behind.

Risk and Protective Factors Among African American Adolescent Males That Predict Adult Involvement in the Criminal Justice System: Evidence From a National Sample

The current study examined risk and protective factors in adolescence that predicted involvement in the criminal justice system among young adult African American men. Participants (n = 2,274) drawn from the National Longitudinal Study of Adolescent Health were adolescents (11–19 years, M = 15) at Wave 1 and young adults (18–27, M = 22) at Wave 3. We examined how racial differences in social environments (e.g., socioeconomic status, parental supervision, parental quality time, religiosity, peer substance use, and academic achievement) during adolescence predict involvement in the criminal justice system in young adulthood. Results revealed peer substance use as a risk factor, and religiosity and academic achievement as both protective factors against later involvement in the criminal justice system. Implication are discussed in regard to understanding the types of preventative services that may prove to decrease the number of African American young adult men involved in the criminal justice system.

Diversification of school psychology: Developing an evidence base from current research and practice.

Why is there a need to increase the racial/ethnic diversity of faculty in school psychology? Chiefly, school psychologists serve the most racially/ethnically diverse population: children in US schools. Therefore, developing a knowledge base that is inclusive of this wide range of perspective as well as growing a workforce that is reflective of this diversity is essential to effective service delivery. To achieve this goal, school psychology trainers must develop evidence-based, purposeful efforts to recruit and retain racial/ethnic minority students in doctoral programs. For these reasons, we called for a special issue on diversifying the field of school psychology. The purpose of this special issue is to advance the evidence-base in school psychology on how to increase diverse scholars and leaders in the profession. Moreover, the goal is to also evaluate the status of the profession in effectively recruiting and retaining racial/ethnic minority graduate students, mentoring racial/ethnic minority students to pursue careers in academia, and promoting faculty development and retention of racially and ethnically diverse faculty. Thus, the articles in this special issue will address critical areas where trainers can improve recruitment and retention strategies that will increase the racial/ethnic diversity of school psychology faculty, leaders, and practitioners. (PsycINFO Database Record

Are Special Education Labels Accurate for Black Children? Racial Differences in Academic Trajectories of Youth Diagnosed With Specific Learning and Intellectual Disabilities

The purpose of this study was to understand if special education labels are accurate for Black children. The study examined differences in academic achievement growth trajectories of children diagnosed with learning and intellectual disabilities. Utilizing the Special Education Elementary Longitudinal Study database, a nationally representative sample of students with disabilities, results indicated that significant differences in academic trajectories were present between children who were diagnosed with learning and intellectual disabilities. However, between-group racial differences were evident in academic categories and growth rates. While special education programs are touted to be helpful for student development, these results suggest that Black students are not getting the equal treatment, instruction, and academic benefits as their peers. Consequently, more academic intervention resources should be aimed at Black students to increase their academic growth rates. Implications are discussed in terms of assessment practices for identifying Black children for special education.