Virtual Reality in Transition Program for Adults with Autism: Self-Efficacy, Confidence, and Interview Skills Abstract Adults with high-functioning autism spectrum disorder (HFASD) are understudied within the literature, especially within the context of employment. Extant data, though limited, suggests competitive integrated employment rates which are significantly lower than nuerotypical individuals. Researchers have suggested that one factor related to these low employment rates are limited interview skills demonstrated by individuals with HFASD. Additionally, individuals with HFASD tend to report lower levels of self-confidence and self-efficacy (SE), within the context of their ability to successfully pass a job interview. Benefits of employment for those with HFASD include a sense of purpose, independence, and social interaction, all of which improve wellness. To address these needs, a Virtual Reality Job Interview Training Program (VR-JIT) was implemented in an adult transition program to improve job interview skills. As such, this exploratory study examined pre-post changes in participants’ SE and self-confidence specific to their perceived interview skills; VR-JIT was a viable method to improve confidence and skill with interviewing and may help improve vocational opportunities that are linked with wellness for those with HFASD.

An Examination of Critical features of Positive Frameworks: Impact in Rural Environments for School-based Practitioners Abstract The Every Student Succeeds Act of 2015 requires the examination of schools to determine which factors of school quality relate to improved student outcomes. Positive Behavior Interventions and Supports (PBIS) is one such framework that proposes to create a positive school climate through school-wide principles of applied behavior analysis. These practices aim to create an environment that is more conducive for academic endeavors. Discovering ways to understand the use of universal prevention systems in rural schools is vital due to increased student need as well as professional shortages in education settings. This study examined the relations between school-level critical features of PBIS and standardized measures of reading and math achievement in schools in a rural, Midwestern state. The results demonstrate statistically and practically significant relations between the critical features of Expectations taught and District-level support on Total achievement (β = 0.67; β = 0.37), English language arts (ELA) achievement (β = 0.66; β = 0.34), and Math achievement (β = 0.63; β = 0.37). Implications for school-wide prevention efforts for school-based mental health providers in areas of critical personnel shortages are discussed to determine how schools may use prevention systems to impact student achievement.

Taped Problems Intervention Components: A Meta-Analysis Abstract 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.

Suicidal Behavior in Children: Issues and Implications for Elementary Schools Abstract Youth suicide is massive public health problem. Although adolescent suicide has received greater attention in the professional literature, suicidal behavior in the form of suicidal ideation, suicide threats and/or plans, suicide attempts, and suicide does occur in preadolescent children. This article provides an overview of suicidal behavior in children, including the scope of the problem, developmental issues, risk factors, warning signs, and protective factors. Given that children spend much of their time in elementary schools, and that schools are considered appropriate and logical venues for suicide prevention efforts, the implications of child suicidal behavior for elementary schools and school-based mental health professionals are discussed.

Parent-Teacher Relationships and Parental Involvement in Education in Latino Families Abstract This review examines parent-teacher relationships and parental involvement in education in Latino families, using Hoover-Dempsey and Sandler’s (Review of Educational Research, 67, 3–42, 1997) model of parental involvement in education to frame the review. Practical, cultural, and systemic factors often serve as barriers to positive parent-teacher relationships and parental involvement in education for Latino families (Durand. Urban Review, 43, 255–278, 2010; Calzada et al. Urban Education, 50, 870–896, 2015). Additionally, many Latino parents hold a broad, culturally based definition of education that may conflict with teachers’ expectations for parental involvement in education and the parent-teacher relationship (Zarate 2007). Nonetheless, many Latino parents are deeply committed to involvement in their children’s education, and such involvement is linked to positive outcomes for youth and families (Ceballo et al. Cultural Diversity and Ethnic Minority Psychology, 20, 116–127, 2014). Recommendations to facilitate positive, high-quality parent-teacher relationships and parental involvement in education in Latino families also are presented in this review.

Understanding Home-Based Treatment Fidelity Assessment and Promotion: Implications for School Psychologists Abstract Children experiencing behavioral challenges often receive interventions and supports across a variety of settings (e.g., home, school). Treatment fidelity data are critical to intervention decision-making, yet there has been more research related to assessing treatment fidelity in school settings than in home environments. Understanding the extent to which interventions are implemented at home, and the quality of such interventions, is important when monitoring wraparound supports delivered by comprehensive teams. Below, we describe ways in which treatment fidelity may be assessed and present results from a survey administered to a sample of behavioral consultants (N = 314) working in home settings to support children. Questions were based on a survey administered to school psychologists by Cochrane and Laux (2008) and addressed consultants’ treatment fidelity assessment and promotion practices in homes. Findings indicated that consultants (a) assess treatment fidelity with varying frequency, (b) most often use direct observation, and (c) deliver many treatment fidelity promotion strategies when monitoring individuals providing direct support to children in the home. Based on the results, we include recommendations for school psychologists who support teams implementing wraparound supports, particularly to address students exhibiting skill deficits manifested in behavioral challenges.

Gender and Sexual Minority Students’ Engagement with School: the Impacts of Grades, Feeling Unsafe, and Gay/Straight Alliances Abstract Compared to the general student population, gender and sexual minority (GSM) students are at increased risk of low academic achievement, poor attendance, and not completing high school with their cohort. One construct that has the potential to identify GSM students at increased risk for negative educational outcomes is school engagement. Based on self-report data from 411 middle and high school GSM students who attended community sexual minority youth support programming, this study utilized statistical stepwise regression to develop a model of behavioral and demographic variables that predicted a sexual minority student’s engagement with school. Confirmatory hierarchical regression found that school grades, feeling unsafe, and presence of a school-based Gay/Straight Alliance support group accounted for 31% of the variance seen in student school engagement scores. Recommendations for supporting the engagement of GSM students and future research are given.

Navigating the Waters of Social Justice: Strategies from Veteran School Psychologists Abstract Six school psychologist practitioners who self-identified as social justice change agents were interviewed for this study. Interview questions were informed by two central themes that were important to the understanding of school psychologists as change agents: defining social justice and potential application to school psychology practice. The interviews were coded via consensual qualitative research. Thirteen different themes emerged. Some of the most noteworthy findings related to being a social justice agent include taking personal responsibility to bring about change, using political savvy to navigate power structures, modeling the changes one is seeking to bring about, and working in a culturally responsive manner across differing perspectives.

Ethics and Social Media: Professional Considerations for the School Psychologist Abstract Given the widespread use of social media by school psychologists and the clients they serve, it is essential that school psychologists are knowledgeable about the potential benefits and risks associated with its use. Social media offers a powerful tool to improve practice in many ways, such as supporting professional collaboration, enhancing communication, and innovating treatment strategies. However, if not used carefully, practitioners’ engagement with social media may inadvertently result in ethical missteps or diminished professional effectiveness. This article outlines major ethical considerations related to the personal and professional use of social media by school psychologists. Implications for school psychology training and practice are described.

Effects of a Reading Fluency Intervention on Middle School Students Attending a Residential Treatment Center for Youth with Emotional and Behavioral Disorders Abstract In the USA, students with emotional and behavioral disorders (EBD) are among the most vulnerable to have reading difficulties, experience general academic failure, and drop out of school. Students with EBD who receive schooling in residential treatment centers are at even greater risk for academic difficulties. To date, very little research has examined the impact of reading interventions for students educated within a residential treatment center. The primary goal of this two-part study was to evaluate the effects of a reading intervention with four students with EBD who were attending a residential treatment center. Each student received an evidence-based reading fluency intervention to increase their reading skills, and data collected in a multiple baseline design across participants demonstrated that each student responded favorably to the intervention. Standardized reading assessments, administered pre-post, supported evidence of intervention effectiveness. Implications for applied research and practice are discussed, including the implications for using participants’ feedback to modify and enhance intervention procedures.