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Rachel E. Schumacher; Henry P. Bass; Katherine C. Cheng; Lorey A. Wheeler; Susan M. Sheridan; Amanda L. Witte – School Psychology Review, 2024
Conjoint Behavioral Consultation (CBC) is an evidence-based, indirect service delivery model that addresses children's behavioral concerns across home and school. However, to date, researchers have not yet examined specific aspects of the intervention that maximize the effects of CBC. The current study examined whether a foundational aspect of…
Descriptors: Kindergarten, Grade 1, Grade 2, Grade 3
Paul A. McDermott; Michael J. Rovine; Emily M. Weiss; Jessica N. Gladstone; S. Farwa Fatima; Roland S. Reyes – School Psychology Review, 2023
This research examined growth and co-occurrence of latent developmental patterns of classroom behavior problems among young, economically disadvantaged children. A nationally representative sample (N = 3,827) of children was assessed for overactive and underactive behavior problems through two years of prekindergarten, kindergarten and first…
Descriptors: School Psychology, Student Behavior, Behavior Problems, Economically Disadvantaged
Emily Hill; Robert J. Volpe; Amy M. Briesch – School Psychology Review, 2023
In this study, the psychometric properties of the Classroom Observation of Engagement, Disrespectful and Disruptive Behavior (COEDD), a systematic direct observation coding protocol designed to assess common school-based behavioral targets, were examined. Interobserver agreement and criterion-related validity were evaluated in a sample of 155…
Descriptors: Psychometrics, Observation, Kindergarten, Grade 1
Menter, Kellie; Ritchie, Tessa; Ogg, Julia; Rogers, Maria; Shelleby, Elizabeth C.; Santuzzi, Alecia M.; Wendel, Moira J. – School Psychology Review, 2022
Measures implemented globally to minimize spread of the coronavirus disease 2019 (COVID-19) resulted in significant changes for families. Since children's developmental processes occur within an environmental context, examining how parenting practices and child behavior may have changed during COVID-19 is important to supporting children and…
Descriptors: Parenting Styles, Child Rearing, Child Behavior, COVID-19
Eklund, Katie; Burns, Matthew K.; Oyen, Kari; DeMarchena, Sarah; McCollom, Elizabeth M. – School Psychology Review, 2022
Research has demonstrated that regular school attendance is necessary for acceptable academic performance and the development of desirable social skills and behaviors. One in seven students in the United States struggles with chronic absenteeism, and 36 states use accountability metrics that are designed to assess attendance rates as part of…
Descriptors: Attendance, Evidence Based Practice, Accountability, Kindergarten
Moore, Stephanie A.; Dowdy, Erin; Fleury, Isabelle; DiStefano, Christine; Greer, Fred W. – School Psychology Review, 2022
Universal screening for mental health in preschools provides the opportunity for early identification and early intervention, but guidance regarding which informants to use is needed. Preschoolers' (N = 535) parent and teacher reports across two screening forms were analyzed to determine similarities and discrepancies for classification results…
Descriptors: Mental Health, Preschools, Early Intervention, Outcomes of Education
Landry, Lindsey N.; Keller-Margulis, Milena; Matta, Michael; Kim, Hanjoe; Gonzalez, Jorge E.; Schanding, G. Thomas, Jr. – School Psychology Review, 2022
Acadience Reading (AR) is a screener for early detection of reading problems in elementary students. Limited research exists, however, on its technical adequacy for evaluation of English Learners (ELs). In this study, we tested the long-term predictive validity and diagnostic accuracies of AR and examined the differences between native…
Descriptors: Elementary School Students, English Language Learners, Reading Difficulties, Identification
Nelson, Peter M.; Klingbeil, David A.; Van Norman, Ethan R. – School Psychology Review, 2020
This study evaluated the impact of a low-intensity strategy designed to facilitate maintenance of reading skill gains made during Tier 2 intervention. A subsample of kindergarten, second grade, and third grade students who exited from a standard protocol Tier 2 intervention (n = 168) continued to receive brief (2-3 min), weekly opportunities to…
Descriptors: Program Effectiveness, Reading Skills, Maintenance, Kindergarten
Parker, David C.; Stewart, Lisa H.; Kaminski, Ruth A.; Thomson, Susan; Pulles, Sandy M. – School Psychology Review, 2020
Much is known about the role of vocabulary in reading and the instructional procedures that improve vocabulary. Relatively less is known about feasible approaches to implement vocabulary interventions for struggling readers within tiered frameworks. The current study randomly assigned at-risk kindergarten and first-grade students to a vocabulary…
Descriptors: Intervention, Volunteers, Nonprofit Organizations, Vocabulary Development
Clarke, Ben; Cil, Gulcan; Smolkowski, Keith; Sutherland, Marah; Turtura, Jessica; Doabler, Christian T.; Fien, Hank; Baker, Scott K. – School Psychology Review, 2020
This study examined the cost-effectiveness of a 50-lesson mathematics intervention program focused on whole number concepts for at-risk kindergarten students, ROOTS. The study utilized a randomized block design with 1,251 at-risk students within 138 classrooms randomly assigned to one of two active treatment conditions (small groups of either two…
Descriptors: Cost Effectiveness, Response to Intervention, Numeracy, Number Concepts
Wendel, Moira; Ritchie, Tessa; Rogers, Maria A.; Ogg, Julia A.; Santuzzi, Alecia M.; Shelleby, Elizabeth C.; Menter, Kellie – School Psychology Review, 2020
The coronavirus pandemic 2019 (COVID-19) changed the context of schooling for both parents and their children. Learning at home presents new challenges for parents of young children and particularly for parents of children with behavior difficulties, such as inattention, hyperactivity, and impulsivity. The current study examined changes to parent…
Descriptors: COVID-19, Pandemics, Attention Deficit Hyperactivity Disorder, Parent Participation
Reyes, Roland S.; McDermott, Paul A.; Watkins, Marley W.; Rovine, Michael J.; Chao, Jessica L. – School Psychology Review, 2020
This study compared the relative contribution of earliest assessment of preschool children's context-specific problem behaviors with subsequent observations of those behaviors for the prediction of later academic and sociobehavioral performance in first grade. Using a nationally representative sample of low-income children from the Head Start…
Descriptors: Accuracy, Predictive Validity, Preschool Children, Behavior Problems
Zakszeski, Brittany; Hojnoski, Robin L.; Dever, Bridget V.; DuPaul, George J.; McClelland, Megan M. – School Psychology Review, 2020
Self-regulation is a critical component of school readiness and success. Practices for supporting self-regulation may be advanced by a better understanding of factors characterizing children at risk for challenges and contextual mechanisms associated with desirable developmental trajectories. The current study leverages a large national data set…
Descriptors: Self Management, Student Characteristics, Young Children, Kindergarten
Dever, Bridget V.; Dowdy, Erin; DiStefano, Christine – School Psychology Review, 2018
Preschool has been recognized as an optimal time to provide behavioral and emotional supports to children; however, there is a need to examine the stability, accuracy, and predictive validity of universal emotional and behavioral screening scores in early childhood to inform procedures for repeated screenings across time. The present study…
Descriptors: Screening Tests, Accuracy, Predictive Validity, Scores