Science

Reports an error in “Assessing teachers’ intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessment” by Lisa M. H. Sanetti, Nedim Yel, Anna C. J. Long, Melissa A. Collier-Meek, Thomas R. Kratochwill and Sabina Rak Neugebauer (School Psychology, 2025[May], Vol 40[3], 323-334; see record 2024-72007-001). In the article (https://doi.org/10.1037/spq0000624), Sabina Rak Neugebauer was incorrectly omitted as a coauthor due to an administrative error. The order of authors has been adjusted. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2024-72007-001.) Individual-level determinants are hypothesized to enable or prevent successful implementation of evidence-based practices, yet there are limited options for measuring theory-informed, individual-level determinants that influence teachers’ and other implementers’ delivery of school-based interventions. The goal of this study was to develop a self-report scale that measures variables that have been associated with initial and sustained behavior change related to school-based intervention implementation according to the health action process approach (HAPA). Participants were a nationally representative sample of kindergarten through Grade 12 public school teachers, stratified by grade level and geographical region. Item generation was based on a systematic review of the literature on outcome expectations and self-efficacy, the core constructs related to initiating and sustaining behavior change from the HAPA and in consultation with the theory developer. The sample was randomly split; half of the sample was used for exploratory factor analysis (EFA), and the other half was used for confirmatory factor analysis (CFA). The EFA resulted in a final factor structure of three dimensions of the Implementation Beliefs Assessment (IBA): (a) implementation self-efficacy, (b) positive outcome expectations, and (c) negative outcome expectations. This structure was supported in the other half of the sample using CFA. Additional analyses supported the reliability of IBA data. The IBA represents a step forward toward psychometrically sound measurement of factors associated with initial and sustained behavior change. Implications for future research are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved)

Generative artificial intelligence (AI) applications are becoming increasingly influential in psychology training, practice, and research. In this study, the procedures (e.g., coding process) and products (e.g., codes, categories, themes, core story) of a qualitative content analysis (QCA) conducted by Chat Generative Pre-trained Transformer (ChatGPT)-4 and novice human researchers were compared, and advantages and disadvantages of each approach were considered. Data included open-ended survey responses from trainers (N = 60) in school psychology programs regarding assessment practices during the COVID-19 pandemic. Findings indicated that ChatGPT-4 conducted QCA with products that were similar, overall, to human coders and in significantly less time. However, ChatGPT-4’s process was not transparent, and some codes and themes were unclear. Meanwhile, human coding allowed for the selection and implementation of a purposeful, coherent methodological approach and an auditable and systematic process resulting in defensible themes. Considerations for the use of AI in qualitative research are considered and discussed, and future research directions are provided. (PsycInfo Database Record (c) 2026 APA, all rights reserved)

Different types of math interventions and outcomes naturally yield quantitatively and qualitatively different impacts: Some interventions may produce rapid change whereas others may promote the gradual accumulation of skills. Visual and quantitative analyses require greater continuity to understand the different nuances across types of intervention impacts that may emerge. In the present study, we use data from two separate math interventions among secondary students to examine how Bayesian multilevel models can more effectively integrate both visual and quantitative analysis of single-case designs to quantify and visualize uncertainty. We demonstrate that Bayesian models can augment the analysis of single-case designs without compromising the technical sophistication of quantitative analyses or the interpretive ease of visual analysis. These methods also help understand the degree of uncertainty in effect magnitude, which is especially important when considering the variety of ways effects may emerge in math interventions. We discuss limitations and future directions of the alignment of Bayesian modeling with visual analysis procedures for single-case math interventions and beyond. (PsycInfo Database Record (c) 2026 APA, all rights reserved)

Incremental rehearsal (IR) is a drill intervention that supports acquisition and fluency in basic academic skills according to prior research and a meta-analysis. The objectives of this updated and expanded systematic review and meta-analysis were to investigate the effectiveness and efficiency of IR, implementation and methodological characteristics, and whether IR can be considered an evidence-based practice. Thirty-six single case design and 24 group design studies were included, with 1,305 participants total. Within the meta-analysis, random effects models were used to estimate the effects of IR. IR resulted in large effects overall in group design and combined (group and single case design) analyses. For the group design analysis, g = 0.856, 95% CI [−0.14, 1.85], p = .09, τ² = 3.71. For the combined analysis, ES = 2.453, 95% CI [0.47, 4.44], p = .02, τ² = 10.5. IR was determined to be a practice with mixed evidence based on the findings of 10 methodologically sound studies. Additionally, IR was found to be less efficient in delayed retention than other drill interventions and similarly efficient to IR modifications. Moderator analyses did not identify statistically significant moderators of IR’s effects, although these analyses were likely impacted by variability in effect sizes. (PsycInfo Database Record (c) 2026 APA, all rights reserved)

Recommendations, resources, and policy for schools to implement a continuum or multitiered system of prevention and intervention supports (MTSS) for academic, behavioral, and mental health functioning continue to increase. Accurate and meaningful data, including universal screening, are a central component of MTSS and must perform consistently across racially and ethnically diverse student groups. The present study examined scores from the Behavior Intervention Monitoring Assessment System–Second Edition, a universal mental health screening tool used widely in large, racially diverse school districts, as a function of student race to identify any differential functioning in the assessment. Participants included 1,168 students (68% Black and 32% White) rated by their 4th- or 5th-grade teacher across nine elementary schools in a partnering school district in the Southeastern United States. Results from an item response theory approach using differential item functioning revealed several items with differential item functioning by student race on subscales included in the measure’s Behavioral Concerns Scale and Adaptive Scale. In addition, differential item functioning items were found to impact students’ risk status in these domains, specifically the Negative Affect and Social subscales, as well as all items on Academic Functioning performing differently between groups. These findings are problematic for using the Behavior Intervention Monitoring Assessment System–Second Edition as a universal mental health screening assessment in the MTSS of a racially diverse school or district. Future research should explore other facets of the Behavior Intervention Monitoring Assessment System–Second Edition and similar screening instruments that may be driving differential ratings including improvements to the instrument and efforts to mitigate misidentification. (PsycInfo Database Record (c) 2026 APA, all rights reserved)

Artificial intelligence (AI) is becoming increasingly integrated into professional settings, yet little is known about its use in school psychology. As AI technologies continue to evolve, understanding how school psychologists are incorporating them into their practice is essential for guiding ethical and effective implementation. This study surveyed 199 school psychologists across the United States during 2024 to examine their current use of AI, attitudes toward its application, and perceived ethical and practical concerns. Results indicate that while some practitioners have adopted AI for tasks such as report writing, data analysis, and communication, many remain hesitant about its use due to concerns about privacy, bias, and the need for clear professional guidelines. Despite growing interest in AI’s potential to enhance efficiency and streamline workflows, formal training and institutional policies on AI use remain limited. Findings highlight the need for clearer guidance, professional development opportunities, and ethical considerations to ensure AI’s responsible integration into school psychology. (PsycInfo Database Record (c) 2026 APA, all rights reserved)

Ethical practice is a core clinical competency for school psychologists. To gain a greater insight into ethical dilemmas psychologists encounter to inform their professional training needs, a systematic review was conducted. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were applied to an examination of four databases. Using the standardized Mixed Methods Appraisal Tool, a methodological appraisal and content analysis was completed on selected articles that included calculating an appraisal score. Ten empirical studies published between 2009 and 2023, representing the ethical experiences of 1,319 school psychologists from five countries, met the inclusion criteria. Studies included the use of quantitative methodologies (n = 8), qualitative methodology (n = 1), and a mixed methods approach (n = 1). The quality of these studies was appraised as high (n = 6), medium (n = 3), or low (n = 1). This review highlights gaps in research examining the ethical issues experienced by psychologists. The clinical implications of ethical dilemmas that were identified and future research considerations in this area are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved)

Coping self-efficacy is linked to adaptive coping skills and improved psychological well-being, yet few studies have examined coping self-efficacy in African American adolescents. This study examined change over time in African American adolescents’ coping self-efficacy and the extent to which social-contextual factors (maternal warmth and community violence exposure) and gender are associated with coping self-efficacy. Participants were 160 African American adolescents who resided in a large Midwestern city. Ninth-grade adolescents were followed through 10th grade and reported on coping self-efficacy, maternal warmth, and community violence exposure at four 6-month time intervals. Latent growth modeling was used to examine change over time in coping self-efficacy, along with the effects of social-contextual factors and gender on coping self-efficacy. Latent growth modeling results suggest that, on average, coping self-efficacy linearly declined over the course of ninth and 10th grade. Maternal warmth was associated with higher coping self-efficacy over time, whereas community violence exposure was not associated with coping self-efficacy. Girls reported a lower initial level of coping self-efficacy than boys at the start of ninth grade, but there was no difference in the slope (rate of change) of coping self-efficacy between girls and boys. Implications of study results for research and school based, culturally and contextually relevant coping skills intervention for African American adolescents are discussed. Study limitations and future directions are also described. (PsycInfo Database Record (c) 2026 APA, all rights reserved)

The underrepresentation and unique challenges of Asian and Asian American graduate students in school psychology remain an underexplored area in the literature. This study explores the practicum and internship experiences of Asian and Asian American graduate students in school psychology, focusing on their unique challenges, protective factors, and recommendations for improvement. Using qualitative methods guided by AsianCrit theory, interviews with 15 participants revealed pervasive racialized experiences, including microaggressions, stereotypes, and discrimination, which negatively impacted their confidence, well-being, and performance. Participants highlighted barriers such as cultural differences, limited integration into practicum sites. Protective factors included cultural humility, bilingual skills, and support from supervisors, peers, and faculty. Participants emphasized the importance of fostering inclusive practicum environments, addressing racial inequities, and enhancing culturally responsive training in school psychology programs. Discussion and practical implications were provided to better support Asian and Asian American students in their practicum and internship training. (PsycInfo Database Record (c) 2026 APA, all rights reserved)

In this study, we examined the effects of Feel Your Best Self (FYBS) on classwide behavior. FYBS offers a flexible toolkit for teaching emotion regulation strategies that can be integrated into existing elementary classroom routines. Using an alternating treatment single case design, we investigated the effects of FYBS mini-lessons delivered during morning meeting compared to business-as-usual morning meeting on classwide behaviors in a kindergarten classroom. Results of systematic direct observation by external observers supported higher academic engagement and positive affect, and somewhat lower disruptive behavior, in the instructional period following morning meeting with FYBS mini-lessons. Results from direct behavior ratings completed by the classroom teacher were not as clear, with no differences noted for classwide frustration tolerance or flexibility. FYBS mini-lessons were delivered as intended and perceived as highly usable by the teacher. This study provides initial evidence that FYBS can be used to promote desirable classroom behavior and be integrated into existing classroom routines such as morning meetings. (PsycInfo Database Record (c) 2026 APA, all rights reserved)