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Direct linkDanielson, Melissa L.; Kassab, Hannah D.; Lee, Mary; Owens, Julie S.; Evans, Steven W.; Lipton, Corey; Charania, Sana; Young, Hayley Elia; Kubicek, Lorraine F.; Flory, Kate; Cuffe, Steven P. – Psychology in the Schools, 2023
We examined the predictive utility of the Behavior Assessment System for Children-2 Behavioral and Emotional Screening System (BASC-2-BESS) and Strengths and Difficulties Questionnaire (SDQ) in identifying students with a mental disorder. Data were collected in a two-stage study over 34 months with kindergarten-12th grade (K-12) students (aged…
Descriptors: Rating Scales, Child Behavior, Predictive Validity, Mental Disorders
Johayra Bouza; Rebecca J. Bulotsky-Shearer; Krystal M. Bichay-Awadala; Jhonelle Bailey; Patricia Gaona; Lisa White; Veronica A. Fernandez – Psychology in the Schools, 2024
The purpose of this study was to validate the Spanish version of the Family Involvement Questionnaire-Short Form (FIQ-SF) for use with Spanish-speaking families of children enrolled in early childhood education programs. This study examined the factor structure of the FIQ-SF and established criterion validity for the resulting FIQ-SF dimension…
Descriptors: Family Involvement, Questionnaires, Early Childhood Education, Spanish
Jones, Corey; Graybill, Emily; Barger, Brian; Roach, Andrew T. – Psychology in the Schools, 2020
Through this study we compared different informants and different behavior screening tools that are available to screen for behavioral and emotional risk. We examined screening results from 100 students from a high school with a high achiever's magnet program in the Southeastern United States (school demographics: 71% female and 79% black,…
Descriptors: Predictive Validity, Student Behavior, Screening Tests, High School Students
Eklund, Katie; Kilgus, Stephen P.; Barber, Alexandra; Dubose, Kortni; Collins, Bri'Anna; Eikenmeyer, Madison – Psychology in the Schools, 2023
Universal screening has emerged as one strategy within schools for identifying students who demonstrate social emotional and behavioral (SEB) concerns to provide appropriate support. However, research has demonstrated little evidence of equity around diagnostic accuracy; that is, how students might be differentially identified as at-risk for SEB…
Descriptors: Race, Ethnicity, Racial Differences, Student Characteristics
Renshaw, Tyler L.; Olinger Steeves, Rachel M. – Psychology in the Schools, 2016
The development of gratitude in youth has received increasing attention during the past several years, and gratitude-based interventions have often been recommended for use in schools. Yet, the empirical status of the correlates of gratitude and the effects of gratitude-based interventions on youths' outcomes remains unclear. The present study…
Descriptors: Positive Attitudes, Prosocial Behavior, Psychological Patterns, Intervention
Anselmo, Giancarlo A.; Yarbrough, Jamie L.; Kovaleski, Joseph F.; Tran, Vi N. – Psychology in the Schools, 2017
This study analyzed the relationship between benchmark scores from two curriculum-based measurement probes in mathematics (M-CBM) and student performance on a state-mandated high-stakes test. Participants were 298 students enrolled in grades 7 and 8 in a rural southeastern school. Specifically, we calculated the criterion-related and predictive…
Descriptors: Curriculum Based Assessment, Scores, High Stakes Tests, Screening Tests
Stevenson, Nathan A.; Reed, Deborah K.; Tighe, Elizabeth L. – Psychology in the Schools, 2016
To provide timely and effective supports for students reading below grade level, schools require methods for quickly and accurately identifying those students in need. One method for identifying those students is through universal screening. Assessments such as oral reading fluency (ORF) and Maze reading comprehension are commonly used as…
Descriptors: Special Education, Middle School Students, Socioeconomic Status, Oral Reading
Begeny, John C.; Whitehouse, Mary H.; Methe, Scott A.; Codding, Robin S.; Stage, Scott A.; Nuepert, Shevaun – Psychology in the Schools, 2015
Effective intervention delivery requires ongoing assessment to determine whether students are learning at the desired rate. Intervention programs with embedded assessment procedures (i.e., assessment that occurs naturally "during" the process of delivering intervention) can potentially enhance instructional decisions. However, there is…
Descriptors: Intervention, Reading Achievement, Outcome Measures, Delivery Systems
Munger, Kristen A.; Blachman, Benita A. – Psychology in the Schools, 2013
The purpose of this study was to examine the validity evidence of first-grade Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores for predicting third-grade reading comprehension scores. We used the "simple view" of reading as the theoretical foundation for examining the extent to which DIBELS subtest scores predict…
Descriptors: Reading Comprehension, Reading Tests, Emergent Literacy, Grade 1
Reimann, Giselle; Stoecklin, Markus; Lavallee, Kristen; Gut, Janine; Frischknecht, Marie-Claire; Grob, Alexander – Psychology in the Schools, 2013
The interpretation of subtest profiles from intelligence testing remains popular among many practitioners who use subtest performance to draw diagnostic conclusions, in spite of criticism by some researchers, who point to the low reliability and predictive validity of subtest scores in predicting achievement outcomes. Prior research outlines two…
Descriptors: Intelligence Tests, Profiles, Educational Assessment, Predictive Validity
Hazel, Cynthia E.; Vazirabadi, G. Emma; Gallagher, John – Psychology in the Schools, 2013
This article proposes a model of student school engagement, comprising aspirations, belonging, and productivity. From this model, items for the Student School Engagement Measure (SSEM) were developed. The SSEM was validated with data from 396 eighth graders in an urban school district. Utilizing structural equation modeling, the second-order…
Descriptors: Learner Engagement, Models, Measures (Individuals), Grade 8
Andersen, Melissa N.; Daly, Edward J., III; Young, Nicholas D. – Psychology in the Schools, 2013
This study sought to evaluate whether a one-trial brief experimental analysis (OTBEA) would reliably and validly identify effective treatments to improve oral reading fluency for 6 elementary school students referred for reading problems. An OTBEA was conducted with each participant to assess the effects of skill- and performance-based treatment…
Descriptors: Reading Fluency, Intervention, Reading Difficulties, Elementary School Students
Elliott, Colin D.; Hale, James B.; Fiorello, Catherine A.; Dorvil, Cledicianne; Moldovan, Jaime – Psychology in the Schools, 2010
This study investigated the effects of broad cognitive abilities derived from the Cattell-Horn-Carroll (CHC) taxonomy, together with the effect of the general factor ("g"), on Wechsler Individual Achievement Test, Second Edition (WIAT-II) reading achievement. Structural equation modeling (SEM) and commonality analyses were applied to the…
Descriptors: Cognitive Ability, Reading Achievement, Structural Equation Models, Cognitive Tests
Lakin, Joni M. – Psychology in the Schools, 2012
Verbal and quantitative reasoning tests provide valuable information about cognitive abilities that are important to academic success. Information about these abilities may be particularly valuable to teachers of students who are English-language learners (ELL), because leveraging reasoning skills to support comprehension is a critical aptitude…
Descriptors: Thinking Skills, Cognitive Ability, Culture Fair Tests, Test Validity
Fiorello, Catherine A.; Thurman, S. Kenneth; Zavertnik, Jennifer; Sher, Robert; Coleman, Schehera – Psychology in the Schools, 2009
The broad cognitive abilities defined by the Cattell-Horn-Carroll (CHC) theory have been shown to predict school achievement. However, the ecological validity of these constructs has not been studied in classroom settings. This study compares ratings by a sample of teachers (n = 53) and school psychologists (n = 86) of the importance of the CHC…
Descriptors: School Psychologists, Academic Achievement, Cognitive Ability, Counselor Attitudes
