I am especially interested in measurement because those who assess individuals need to be wary of trusting instruments because they are available. Izumi & Eklund (2023) published “Universal Screening for Social-Emotional and Behavioral Risk: Differential item functioning on the SAEBRS” in School Psychology. Here’s the edited abstract and impact statement with some information in bold:

Mayes, Calhoun & Waschbusch (2023) published “Agreement Between Mother, Father, and Teacher Ratings of Cognitive Disengagement Syndrome (Sluggish Cognitive Tempo) in Children with Autism and Children with ADHD” in Psychological Assessment.

I am presenting two articles today, each aimed at reducing bullying, the first focusing on teachers, the second on peers. Cheon, Reeve, Marsh & Jang (2023) published “Cluster Randomized Control Trial to Reduce Peer Victimization: An autonomy-supportive teaching intervention changes the classroom ethos to support defending bystanders” in American Psychologist. Here’s the first abstract with Bold for important findings:

Here, I want to present four recent studies related to ADHD. The first, presented by Six Things Psychologists Are Talking About (2022) addresses “ADHD Medication Effects.” Here’s the abstract:

Here, I summarize four recent studies of experiences at school, focusing on teachers, students, diagnostic categories, and race. This is a longer than usual post, but the studies are related in dealing with expectations and biases. First, Chunta & DuPaul (2022) published “Educational Diagnostic Label and Teacher Self-efficacy: Impact on classroom intervention choice” in School Psychology. I’m going to start with the impact statement, then part of the abstract: