527
Views
1
CrossRef citations to date
0
Altmetric
Articles

Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School

Pages 275-290 | Received 12 Feb 2017, Accepted 24 Mar 2018, Published online: 27 Dec 2019

References

  • Allensworth, E. M., & Easton, J. Q. (2005). The on-track indicator as a predictor of high school graduation. Chicago, IL: Consortium on Chicago School Research, University of Chicago.
  • Aronson, E., Wilson, T. D., & Akert, R. M. (2010). Social psychology (7th ed). Upper Saddle River, NJ: Pearson.
  • Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113–125.
  • Benner, A. D., & Wang, Y. (2014). Shifting attendance trajectories from middle to high school: Influences of school transitions and changing school contexts. Developmental Psychology, 50, 1288.
  • Bennett, S., Mazerolle, L., Antrobus, E., Eggins, E., & Piquero, A. R. (2017). Truancy intervention reduces crime: Results from a randomized field trial. Justice Quarterly, 35(2), 309–329. doi:10.1080/07418825.2017.1313440
  • Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263.
  • Bruce, M., Bridgeland, J. M., Fox, J. H., & Balfanz, R. (2011). On track for success: The use of early warning indicator and intervention systems to build a grad nation. Washington, DC: Civic Enterprises.
  • Chen, M., Hyppa-Martin, J. K., Reichle, J. E., & Symons, F. J. (2016). Comparing single case design overlap-based effect size metrics from studies examining speech generating device interventions. American Journal on Intellectual and Developmental Disabilities, 121(3), 169–193.
  • Cohen, G. L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009). Recursive processes in self-affirmation: Intervening to close the minority achievement gap. Science, 324(5925), 400–403.
  • Cohen, G. L., Steele, C. M., & Ross, L. D. (1999). The mentor's dilemma: Providing critical feedback across the racial divide. Personality and Social Psychology Bulletin, 25(10), 1302–1318.
  • Cohen, J. S., & Smerdon, B. A. (2009). Tightening the dropout tourniquet: Easing the transition from middle to high school. Preventing School Failure: Alternative Education for Children and Youth, 53(3), 177–184.
  • Coie, J. D., Watt, N. F., West, S. G., Hawkins, J. D., Asarnow, J. R., Markman, H. J., … Long, B. (1993). The science of prevention: A conceptual framework and some directions for a national research program. American Psychologist, 48, 1013–1022.
  • Crosnoe, R. (2000). Friendships in childhood and adolescence: The life course and new directions. Social Psychology Quarterly, 63(4), 377–391.
  • Davidson, R. J., & McEwen, B. S. (2012). Social influences on neuroplasticity: Stress and interventions to promote well-being. Nature Neuroscience, 15(5), 689–695.
  • De Witte, K., Cabus, S., Thyssen, G., Groot, W., & van den Brink, H. M. (2013). A critical review of the literature on school dropout. Educational Research Review, 10, 13–28.
  • Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House.
  • Eccles, J. S., Lord, S., & Midgley, C. (1991). What are we doing to early adolescents? The impact of educational contexts on early adolescents. American Journal of Education, 99(4), 521–542.
  • Embry, D. D., & Biglan, A. (2008). Evidence-based kernels: Fundamental units of behavioral influence. Clinical Child and Family Psychology Review, 11, 75–113.
  • Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L.Christenson, A. L.Reschly, & C.Wylie (Eds.), Handbook of research on student engagement (pp. 97–131). New York, NY: Springer.
  • Flannery, K. B., Sugai, G., & Anderson, C. M. (2009). School-wide positive behavior support in high school: Early lessons learned. Journal of Positive Behavior Interventions, 11, 177–185.
  • Gast, D. L., & Ledford, J. R. (2014). Single case research methodology: Applications in special education and behavioral sciences. (2nd ed.). New York, NY: Routledge.
  • Gleason, P., & Dynarski, M. (2002). Do we know whom to serve? Issues in using risk factors to identify dropouts. Journal of Education for Students Placed at Risk, 7(1), 25–41.
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60–71.
  • Gregory, A., & Ripski, M. B. (2008). Adolescent trust in teachers: Implications for behavior in the high school classroom. School Psychology Review, 37(3), 337–353.
  • Gutman, L. M., & Midgley, C. (2000). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition. Journal of Youth and Adolescence, 29, 223–249.
  • Harris, T., & Hardin, J. W. (2013). Exact Wilcoxon signed-rank and Wilcoxon Mann–Whitney ranksum tests. Stata Journal, 13(2), 337–343.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112.
  • Higgins, E. T. (1999). “Saying is believing” effects: When sharing reality about something biases knowledge and evaluations. In L. L.Thompson, J. M.Levine, & D. M.Messick (Eds.), Shared cognition in organizations: The management of knowledge (pp. 33–48). Mahwah, NJ: Lawrence Erlbaum.
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179.
  • Horner, R. H., & Sugai, G. (2015). School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance. Behavior Analysis in Practice, 8(1), 80–85.
  • Horner, R. H., Sugai, G., & Fixsen, D. L. (2017). Implementing effective educational practices at scales of social importance. Clinical Child and Family Psychology Review, 20, 25–35.
  • Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning comparing the effectiveness of FBA function-based and non-function-based intervention plans. Journal of Positive Behavior Interventions, 7, 224–236.
  • Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (Eds.). (2015). Handbook of response to intervention: The science and practice of multi-tiered systems of support. New York, NY: Springer.
  • Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings. Oxford, United Kingdom: Oxford University Press.
  • Kennelly, L., & Monrad, M. (2007). Approaches to dropout prevention: Heeding early warning signs with appropriate interventions. Washington, DC: National High School Center at the American Institutes for Research.
  • Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273.
  • Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). What Works Clearinghouse: Single-case design technical documentation. Retrieved from https://files.eric.ed.gov/fulltext/ED510743.pdf
  • Kratochwill, T. R., & Levin, J. R. (2014). Single-case intervention research: Methodological and statistical advances. Washington, DC: American Psychological Association.
  • Lee, T., Cornell, D., Gregory, A., & Fan, X. (2011). High suspension schools and dropout rates for Black and White students. Education and Treatment of Children, 34, 167–192.
  • Low, S., Cook, C. R., Smolkowski, K., & Buntain-Ricklefs, J. (2015). Promoting social–emotional competence: An evaluation of the elementary version of Second Step®. Journal of School Psychology, 53, 463–477.
  • May, S., Ard, W. I., Todd, A. W., Horner, R. H., Glasgow, A., Sugai, G., & Sprague, J. (2003). School-wide information system. Eugene, OR: Educational and Community Supports, University of Oregon.
  • McIntosh, K., Campbell, A. L., Carter, D. R., & Zumbo, B. D. (2009). Concurrent validity of office discipline referrals and cut points used in school-wide positive behavior support. Behavior Disorders, 34(2), 100–113.
  • McIntosh, K., Ellwood, K., McCall, L., & Girvan, E. J. (2017). Using discipline data to enhance equity in school discipline. Intervention in School and Clinic, 53(3), 146–152.
  • McNeely, C., & Falci, C. (2004). School connectedness and the transition into and out of health-risk behavior among adolescents: A comparison of social belonging and teacher support. Journal of School Health, 74(7), 284–292.
  • Miller, F. G., Cook, C. R., & Zhang, Y. (2018). Initial development and evaluation of the student intervention matching (SIM) form. Journal of School Psychology, 66, 11–24.
  • Munafò, M. R., Nosek, B. A., Bishop, D. V., Button, K. S., Chambers, C. D., du Sert, N. P., … Ioannidis, J. P. (2017). A manifesto for reproducible science. Nature Human Behaviour, 1, 0021.
  • National Center for Education Statistics. (2016). Public high school graduation rates. Retrieved from http://nces.ed.gov/programs/coe/indicator_coi.asp
  • Newman, B. M., Myers, M. C., Newman, P. R., Lohman, B. J., & Smith, V. L. (2000). The transition to high school for academically promising, urban, low-income African American youth. Adolescence, 35(137), 45–66.
  • Okonofua, J. A., Paunesku, D., & Walton, G. M. (2016). Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents. Proceedings of the National Academy of Sciences, 113(19), 5221–5226.
  • Open Science Collaboration. (2015). Estimating the reproducibility of psychological science. Science, 349(6251), aac4716.
  • Orpinas, P., & Horne, A. (2006). Bullying prevention: Creating a positive school climate and developing social competence. In S. R.Jimerson, S. M.Swearer, & D. L.Espelage (Eds.), Handbook of bullying in schools: An international perspective, (pp. 49–59). New York, NY: Routledge.
  • Parker, R. I., Vannest, K. J., & Brown, L. (2009). The improvement rate difference for single-case research. Exceptional Children, 75, 135–150.
  • Parker, R. I., Vannest, K. J., & Davis, J. L. (2014). Non-overlap analysis for single-case research. In T. R.Kratochwill & J. R.Levin (Eds.), Single-case intervention research: Methodological and statistical advances (pp. 127–151). Washington, DC: American Psychological Association.
  • Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42(2), 284–299.
  • Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In S. L.Christenson, A. L.Reschly, & C.Wylie (Eds.), Handbook of research on student engagement (pp. 365–386). New York, NY: Springer.
  • Pinkus, L. (2008). Using early-warning data to improve graduation rates: Closing cracks in the education system. Washington, DC: Alliance for Excellent Education.
  • Pustejovsky, J. E. (2016). What is Tau-U? Retrieved from http://jepusto.github.io/What-is-Tau-U
  • Rakap, S. (2015). Effect sizes as result interpretation aids in single-subject experimental research: description and application of four nonoverlap methods. British Journal of Special Education, 42(1), 11–33.
  • Roderick, M., & Camburn, E. (1999). Risk and recovery from course failure in the early years of high school. American Educational Research Journal, 36, 303–343.
  • Scholastic Inc. & The Bill and Melinda Gates Foundation. (2013). Primary sources: America's teachers on the teaching profession. New York, NY: Authors.
  • Silverman, A., & Cohen, G. (2014). Fostering positive narratives: Social-psychological interventions to maximize motivation in the classroom and beyond. In S. A.Karabenick & T. C.Urdan (Eds.), Advances in Motivation and Achievement, Vol. 18: Motivational interventions (pp. 177–211). Bingley, United Kingdom: Emerald Group.
  • Skiba, R. J., & Losen, D. J. (2016). From reaction to prevention: Turning the page on school discipline. American Educator, 39(4), 4–11.
  • Steinberg, L., & Avenevoli, S. (1998). Disengagement from school and problem behavior in adolescence: A developmental-contextual analysis of the influences of family and part-time work. In R.Jessor (Ed.), New perspectives on adolescent risk behavior (pp. 392–424). New York, NY: Cambridge University Press.
  • Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first-generation students’ academic performance and all students’ college transition. Psychological Science, 25(4), 943–953.
  • Sugai, G., Lewis-Palmer, T. L., Todd, A. W., Horner, R. H. (2001). School-Wide Evaluation Tool (SET). Eugene, OR: Educational and Community Supports. Retrieved from http://www.pbis.org
  • Thomas, J. M. (2017). Early truancy evaluation: Replication of an evaluation using a regression discontinuity design. Children and Youth Services Review, 78, 150–160.
  • Twenge, J. M., Baumeister, R. F., DeWall, C. N., Ciarocco, N. J., & Bartels, J. M. (2007). Social exclusion decreases prosocial behavior. Journal of Personality and Social Psychology, 92, 56–66.
  • Vannest, K. J., Parker, R. I., Gonen, O., & Adiguzel, T. (2016). Single-case research: Web-based calculators for SCR analysis. (Version 2.0) [Web-based application]. College Station, TX: Texas A&M University.
  • van Prooijen, J. W., van den Bos, K., & Wilke, H. A. (2004). Group belongingness and procedural justice: Social inclusion and exclusion by peers affects the psychology of voice. Journal of Personality and Social Psychology, 87, 66–79.
  • Walker, S. C., Kerns, S. E., Lyon, A. R., Bruns, E. J., & Cosgrove, T. J. (2010). Impact of school-based health center use on academic outcomes. Journal of Adolescent Health, 46(3), 251–257.
  • Walton, G. M. (2014). The new science of wise psychological interventions. Current Directions in Psychological Science, 23(1), 73–82.
  • Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92, 82–96.
  • Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447–1451.
  • Ye, F., & Wallace, T. L. (2014). Psychological sense of school membership scale: method effects associated with negatively worded items. Journal of Psychoeducational Assessment, 32(3), 202–215.
  • Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., … Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143(2), 804–824.
  • Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., … Trott, J. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108, 374–391.
  • Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They're not magic. Review of Educational Research, 81, 267–301.
  • You, S., Ritchey, K., Furlong, M., Shochet, I., & Boman, P. (2010). Examination of the latent structure of the psychological sense of school membership scale. Journal of Psychoeducational Assessment, 29(3), 225–237.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.