Submissions from 2022
Using Caregiver Strain to Predict Participation in a Peer-Support Intervention for Parents of Children With Emotional or Behavioral Needs, Kristin L. Hurley, Stacy-Ann A. January, and Matthew C. Lambert
Supporting Parents and Students With Emotional and Behavioral Disorders in Rural Settings: Administrator Perspectives, Jacqueline Huscroft-D’Angelo, Stacy-Ann A. January, and Kristin L. Hurley
Technical Adequacy and Acceptability of Curriculum-Based Measurement and the Measures of Academic Progress, Stacy-Ann A. January and Scott P. Ardoin
Students at Enrollment Into Community-Based Systems of Care: Characteristics and Predictors of Functioning in School, Stacy-Ann A. January, Matthew C. Lambert, Michael H. Epstein, Mary Spooner, and Tesfayi Gebreselassie
The Role of Parental Involvement in Narrowing the Academic Achievement Gap for High School Students With Elevated Emotional and Behavioral Risks, Matthew C. Lambert, Kristin Hurley, Stacy-Ann January, and Jacqueline Huscroft D’Angelo
Comparing Behavioral and Emotional Strengths of Students With and Without Emotional Disturbance, Matthew C. Lambert, Stacy-Ann A. January, Jorge E. Gonzalez, Michael H. Epstein, and Jodie Martin
Latent Structure of Scores From the Emotional and Behavioral Screener, Matthew C. Lambert, Stacy-Ann A. January, and Corey D. Pierce
Evaluating the Criterion Validity and Classification Accuracy of Universal Screening Measures in Reading, Asia S. Thomas and Stacy-Ann A. January
Submissions from 2021
Reconceptualizing Mentorship for the 21st Century: A Systematic Mapping of Research in School Psychology, Sally L. Grapin, Melissa A. Collier-Meek, Stacy-Ann A. January, Chunyan Yang, and Nora L. Portillo
Professional Needs of Doctoral-Level Students and Early Career Professionals in School Psychology, Sally L. Grapin, Nicholas W. Gelbar, Stacy-Ann A. January, Jessica S. Reinhardt, Sarah Ochs, Lisa S. Peterson, and Julie A. Grossman
Peer Tutoring, David A. Klingbeil, Stacy-Ann A. January, and Lanae R. Drachslin
SCD-MVA: A Mobile Application for Conducting Single-case Experimental Design Research During the Pandemic, Mariola Moeyaert, Semih Bursali, and John M. Ferron
Submissions from 2020
Reviewing Manuscripts Submitted to Peer-Reviewed Journals, Randy G. Floyd, Prerna G. Arora, S. Andrew Garbacz, and Stacy-Ann A. January
Succeeding During Your Early Career in University Settings, Bryn Harris, Lindsay M. Fallon, Stacy-Ann A. January, and Stephen P. Kilgus
A Comparison of CBM-WE Scoring Metrics and Progress Monitoring Frequency Among Second-Grade Students, Bridget O. Hier, Stacy-Ann A. January, and Ethan R. Norman
Universal Screening in Grades K-2: A Systematic Review and Meta-analysis of Early Reading Curriculum-based Measures, Stacy-Ann A. January and David A. Klingbeil
The Impact of Measurement Noninvariance on Latent Change Score Modeling: A Monte Carlo Simulation Study, Eunsook Kim, Yan Wang, and Siyu Liu
Comparative Efficacy and Generalization of Two Word-Reading Interventions with English Learners in Elementary School, David A. Klingbeil, Stacy-Ann A. January, and Scott P. Ardoin
Adherence to Behavioral Treatments and Parent Stress in Families of Children with ASD, Aimee K. Rovane, Robert M. Hock, and Stacy-Ann A. January
Submissions from 2019
Understanding the Physical Health Status, Health Literacy, and Health-Related Interventions in School-Base Samples of Youth with Learning Disorders and Emotional Disturbance, Jacqueline Huscroft D'Angelo, Alexandra L. Trout, Kristen Duppong Hurley, and Stacy-Ann A. January
Evaluation of Schedule Frequency and Density when Monitoring Progress with Curriculum-based Measurement., Stacy-Ann A. January; Ethan R. Van Norman; Theodore J. Christ,; Scott P. Ardoin; Tanya L. Eckert; and Mary Jane White
Associations of Cumulative Family Risk With Academic Performance and Substance Involvement: Tests of Moderation by Child Reading Engagement, W. Alex Mason, Mary B. Chmelka, Irina Patwardhan, Stacy-Ann A. January, Charles B. Fleming, Jukka Savolainen, Jouko Miettunen, and Marjo-Riitta Järvelin
Can One Test Fit All? Responses to the Article “Striving for Simple but Effective Advice for Comparing the Central Tendency of Two Populations” (Ruxton & Neuhäuser, 2018), Diep Nguyen, Eun Sook Kim, and Yi-Hsin Chen
Submissions from 2018
Academic Assessment and Intervention, Scott P. Ardoin and Stacy-Ann A. January
Looking Across the Chapters: Reflections and Enduring Questions, Rebecca W. Burns
NAPDS Policy, Advocacy, and External Relations: A Year of Progress, Rebecca W. Burns
Teacher Leader Preparation and Development in PDS: Themes and Recommendations, Rebecca W. Burns
“White Teacher Educator”: The Value of Working in Schools to Develop my Pedagogy of Teacher Education, Rebecca W. Burns
Clinical Pedagogy and Pathways of Clinical Pedagogical Practice: A Conceptual Framework for Teaching About Teaching in Clinical Experiences, Rebecca W. Burns and Bernard J. Badiali
Protocol for the Systematic Review of Research on Professional Learning to Promote Implementation of a Multitiered System of Support in Education, Jose M. Castillo, Jennifer R. Wolgemuth, Diana S. Ginns, Joseph Latimer, Nicholas Scheel, Meaghan McKenna, Amanda L. March, Sara Moulton, Joy Wang, Sarah Thoman, Andrew Jenkins, Kelli S. Henson, and John M. Ferron
Predicting Group-Level Outcome Variables: An Empirical Comparison of Analysis Strategies, Lynn Foster-Johnson and Jeffrey D. Kromrey
The Intersection of the AACTE Clinical Practice Report and the NAPDS Nine Essentials, Eva Garin, Rebecca W. Burns, and Drew Polly
Progress Monitoring in Reading: Comparison of Weekly, Bimonthly, and Monthly Assessments for Students at Risk for Reading Difficulties in Grades 2–4, Stacy-Ann A. January, Ethan R. Norman, Theodore J. Christ, Scott P. Ardoin, Tanya L. Eckert, Mary Jane White, and Kelli Cummings
Perspectives on Factors Impacting Youth’s Reentry into Residential Care: An Exploratory Study, Stacy-Ann A. January, Alexandra L. Trout, Jacqueline Huscroft D’Angelo, Kristin L. Duppong Hurley, and Ronald W. Thompson
Muscle Adaptations to High-Load Training and Very Low-Load Training With and Without Blood Flow Restriction, Matthew B. Jessee, Samuel L. Buckner, J. G. Mouser, Kevin T. Mattocks, Scott J. Dankel, Takashi Abe, Zachary W. Bell, John P. Bentley, and Jeremy P. Loenneke
Investigating Sources of Heterogeneity with Three-Step Multilevel Factor Mixture Modeling: Beyond Testing Measurement Invariance in Cross-National Studies, Eun Sook Kim and Yan Wang
Cross-Level Group Measurement Invariance When Groups Are at Different Levels of Multilevel Data, Eunsook Kim, Yan Wang, and Sarah M. Kiefer
The Impact of English Language Learner Status on Screening for Emotional and Behavioral Disorders: A Differential Item Functioning (DIF) Study, Matthew C. Lambert, Allen G. Garcia, Stacy-Ann A. January, and Michael H. Epstein
Differential Item Functioning Across Race and Ethnicity for the Emotional and Behavioral Screener., Matthew C. Lambert, Stacy-Ann A. January, Cynthia J. Cress, Michael H. Epstein, and Douglas Cullinan
Digital Guidance for Susceptible Readers: Effects on Fifth Graders’ Reading Motivation and Incidental Vocabulary Learning, Thijis M. J. Nielen, Glenn G. Smith, Maria T. Sikkema-de Jong, Jack Drobisz, Bill van Horne, and Adriana G. Bus
Teachers Use of Fear Appeals and Timing Reminders Prior to High-Stakes Examinations: Pressure from Above, Below, and Within, David W. Putwain and Nathaniel P. von der Embse
Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse, Brook Sawyer, Sally Atkins-Burnett, Lia Sandilos, Carol Scheffner Hammer, Lisa López, and Clancy Blair
Evaluating the Efficacy of Conditional Analysis of Variance under Heterogeneity and Non-Normality, Yan Wang, Thanh Pham, Diep Nguyen, Eun Sook Kim, Yi-Hsin Chen, Jeffrey Kromrey, Zhiyao Yi, and Yue Yin
Improving Teacher Practice‐Based Knowledge: What Teachers Need to Know and How They Come to Know It, Diane Yendol-Hoppey, Jennifer Jacobs, and Rebecca W. Burns
Submissions from 2017
The Mort Teacher Leader Academy: Developing Teacher Leaders for Urban Schools Together, Rebecca W. Burns, William W. Johnson III, and Suzanne Hardin-Roberts
Problematizing Clinical Education: What is Our Future?, Danielle V. Dennis, Rebecca W. Burns, Katie Tricarico, Sarah van Ingen, Jennifer Jacobs, and Jeni Davis
Enhancing Practice Through Clinically Rich Methods Courses in Physical Education: Perceptions of Preservice Teachers and Their Cooperating Teachers, Sara B. Flory and Rebecca W. Burns
Teacher Inquiry in Professional Development Schools: How it Makes a Difference, Eva Garin, Rebecca W. Burns, and Raven Robinson
Confirmatory Factor Analyses Comparing Parental Involvement Frameworks with Secondary Students, Kristin Duppong Hurley, Matthew C. Lambert, Stacy-Ann A. January, and Jacqueline Huscroft D'Angelo
Elementary Preservice Teacher Field Supervision: A Survey of Teacher Education Programs, Jennifer Jacobs, Kristine Y. Hogarty, and Rebecca W. Burns
A Comparison of Two Flashcard Interventions for Teaching Sight Words to Early Readers, Stacy-Ann A. January, Mary E. Lovelace, Tori E. Foster, and Scott P. Ardoin
Longitudinal Pathways from Cumulative Contextual Risk at Birth to School Functioning in Adolescence: Analysis of Mediation Effects and Gender Moderation, Stacy-Ann A. January, W. Alex Mason, Jukka Savolainen, Starr Solomon, Mary B. Chmelka, Jouko Miettunen, Juha Veijola, Irma Moilanen, Anja Taanila, and Marjo-Riitta Järvelin
Measurement Invariance Testing with Many Groups: A Comparison of Five Approaches, Eun Sook Kim, Chunhua Cao, Yan Wang, and Diep T. Nguyen
Cumulative Contextual Risk at Birth and Adolescent Substance Initiation: Peer Mediation Tests, W. Alex Mason, Irina Patwardhan, Gail L. Smith, Mary B. Chmelka, Jukka Savolainen, Stacy-Ann A. January, Jouko Miettunen, and Marjo-Riitta Järvelin
Does Educational Marginalization Mediate the Path from Childhood Cumulative Risk to Criminal Offending?, Starr J. Solomon, Jukka Savolainen, W. Alex Mason, Jouko Miettunen, Stacy-Ann A. January, and Marjo-Riitta Järvelin
A Multilevel Bifactor Approach to Construct Validation of Mixed-Format Scales, Yan Wang, Eun Sook Kim, Robert F. Dedrick, John M. Ferron, and Tony Tan
Submissions from 2016
Algebra: Big Ideas, Barriers, and Effective Practices for Students with Disabilities, David Allsopp, Sarah van Ingen, O. Simsek, and K. Haley
Framing Conceptual, Procedural, and Emotional Support for Supervisors, Rebecca W. Burns and B. Badiali
Unearthing the Complexities of Clinical Pedagogy in Supervision: Identifying the Pedagogical Skills of Supervisors, Rebecca W. Burns and Bernard Badiali
The Boundary Spanner in Professional Development Schools: In Search of Common Nomenclature, Rebecca W. Burns and Wendy Baker
Making Muffins: Identifying Core Ingredients of School-University Partnerships, Rebecca W. Burns, Jennifer Jacobs, Wendy Baker, and Denise Donahue
Preservice Teacher Supervision within Field Experiences in a Decade of Reform: A Comprehensive Meta-Analysis of the Empirical Literature from 2001-2013, Rebecca W. Burns, Jennifer Jacobs, and Diane Yendol-Hoppey
The Changing Nature of the Role of the University Supervisor and Function of Preservice Teacher Supervision in an Era of Clinically-Rich Practice, Rebecca W. Burns, Jennifer Jacobs, and Diane Yendol-Hoppey
A Qualitative Study of Facilitators and Barriers Related to Comprehensive and Integrated School Psychological Services, Jose M. Castillo, Jennifer R. Wolgemuth, Chris Barclay, Amira Mattison, Sim Yin Tan, Sujay Sabnis, Amber Brundage, and Leslie Marshall
School Counselors and Illness-Related Trauma: Personal Reflections from an African Outreach Experience, Eric S. Davis
Using Song Lyrics to Enhance Counselor Trainee Perceptions of their Reflective Listening Skills, Eric S. Davis and Jennifer Pereira
Plan to Pose Purposeful Questions, L. Dupree and Sarah van Ingen
Impact of Not Addressing Partially Cross-Classified Multilevel Structure in Testing Measurement Invariance: A Monte Carlo Study, Myung H. Im, Eun Sook Kim, Oi-Man Kwok, Myeongsun Yoon, and Victor L. Willson
Evaluating the Interpretations and Use of Curriculum-Based Measurement in Reading and Word Lists for Universal Screening in First and Second Grade, Stacy-Ann A. January, Scott P. Ardoin, Theodore J. Christ, Tanya L. Eckert, Mary Jane White, and Amy Reschly
Evaluation of a Community-Based Peer-to-Peer Support Program for Parents of At-Risk Youth with Emotional and Behavioral Difficulties, Stacy-Ann A. January and Kristin Duppong Hurley
Context and the Advancement of a Global Science of Human Development: A Commentary, Kofi Marfo
Purposeful Entanglements: A New Materialist Analysis of Transformative Interviews, Travis M. Marn and Jennifer R. Wolgemuth
Cumulative Contextual Risk at Birth in Relation to Adolescent Substance Use, Conduct Problems, and Risky Sex: General and Specific Predictive Associations in a Finnish Birth Cohort, W. Alex Mason, Stacy-Ann A. January, Mary B. Chmelka, Gilbert R. Parra, Jukka Savolainen, Jouko Miettunen, Marjo-Riitta Järvelin, Anja Taanila, and Irma Moilanen
Parent Training to Reduce Problem Behaviors Over the Transition to High School: Tests of Indirect Effects through Improved Emotion Regulation Skills, W. Alex Mason, Stacy-Ann A. January, Charles B. Fleming, Ronald W. Thompson, Gilbert R. Parra, Kevin P. Haggerty, and James J. Snyder
“There Are No Known Benefits...”: Considering the Risk/Benefit Ratio of Qualitative Research, Tara Opsal, Jennifer R. Wolgemuth, Jennifer Cross, Tanya Kaanta, Ellyn Dickmann, Soria Colomer, and Zeynep Erdil-Moody
Preschool Teachers’ Language and Literacy Practices with Dual Language Learners, Brook E. Sawyer, Carol S. Hammer, Lauren M. Cycyk, Lisa López, Clancy Blair, Lia Sandilos, and Eugene Komaroff
Pre-Adoption Adversity and Behavior Problems in Adopted Chinese Children: A Longitudinal Study, Tony X. Tan and Kofi Marfo
Evidence of the Need to Prepare Prospective Teachers to Engage in Mathematics Consultations, Sarah van Ingen, Samuel L. Eskelson, and David Allsopp
How Do Preservice Teachers Understand the Use of Research to Inform Practice? Foundational Knowledge for Bridging the Gap, Sarah van Ingen, Patricia A. McHatton, and Eugenia Vomvoridi-Ivanovic
Driving the Paradigm: (Failing to Teach) Methodological Ambiguity, Fluidity, and Resistance in Qualitative Research, Jennifer R. Wolgemuth
Storying Transition-to-Work for/and Youth on the Autism Spectrum in the United States: A Critical Construct Synthesis of Academic Literature, Jennifer R. Wolgemuth, Vonzell Agosto, Gary Y.H. Lam, Michael W. Riley, Roderick Jones, and Tyler Hicks
Submissions from 2015
When Supervision Is Conflated with Evaluation: Teacher Candidates’ Perceptions of Their Novice Supervisor, Rebecca W. Burns and Bernard J. Badiali
Supervision in the Context of Professional Development Schools and Partnerships, Rebecca W. Burns and Diane Yendol-Hoppey
High-Quality Teaching Requires Collaboration: How Partnerships Can Create a True Continuum of Professional Learning for Educators, Rebecca W. Burns, Diane Yendol-Hoppey, and Jennifer Jacobs
Introducing Reality Play Therapy: Reactions and Perceptions From Elementary School Counselors, Eric S. Davis, Jennifer K. Pereira, and Andrea Dixon
Hillsborough County Public Schools and the University of South Florida: Better Together, Danielle V. Dennis, Jennifer Jacobs, Rebecca W. Burns, Jeni Davis, Sarah A. van Ingen, K. Tricarico, and Diane Yendol-Hoppey
Past, Present, and Future of Assessment in Schools: A Thematic Narrative Analysis, Stephanie Green, Jessica Kearbey, Jennifer R. Wolgemuth, Vonzell Agosto, Jeanine Romano, Mike Riley, and Aimee Frier
The Reconstruction of Community College Vocational Education: A Vision for Renewing American Democracy, Clifford P. Harbour and Jennifer R. Wolgemuth
The Inequitable Influence that Varying Accountability Contexts in the United States have on Teacher Professional Development, Jennifer Jacobs, Rebecca W. Burns, and Diane Yendol-Hoppey
Cross-informant Agreement of the Behavioral and Emotional Rating Scale for Youth in Community Mental Health Settings, Stacy-Ann A. January, Matthew C. Lambert, Michael H. Epstein, Christine M. Walrath, and Tesfayi Gebreselassie
Within-level Group Factorial Invariance with Multilevel Data: Multilevel Factor Mixture and Multilevel MIMIC Models, Eun Sook Kim, Myeongsun Yoon, Yao Wen, Wen Luo, and Oi-man Kwok
Convergent Validity of the Behavioral and Emotional Rating Scale for Youth in Community Mental Health Settings, Matthew C. Lambert, Stacy-Ann A. January, Michael H. Epstein, Mary Spooner, and Tesfayi Gebreselassie
Introduction: Development, Care, and Education in the Earliest Years of Life: Past, Present, and Lessons for the Majority World, Kofi Marfo, I. R. Berson, and M. J. Berson
Either Come Together or Fall Apart”: Coparenting Young Children with Challenging Behaviors, Linda M. Raffaele Mendez, Troy Loker, Sarah Fefer, Jennifer R. Wolgemuth, and Angela Mann
Spiral of Decline or “Beacon of Hope:” Stories of School Choice in a Dual Language School, Timothy Pearson, Jennifer R. Wolgemuth, and Soria Elizabeth Colomer
How do Propensity Score Methods Measure up In the Presence of Measurement Error?, Patricia Rodríguez de Gil, Aarti P. Bellara, Rheta E. Lanehart, Reginald S. Lee, Eun Sook Kim, and Jeffrey D. Kromrey
Toward Cross‐Sector Integration of Early Childhood Services in St. Lucia: Using Policy, Historical, and Linguistic Factors to Inform Future Progress, Patriann Smith and Kofi Marfo
Making the Invisible Visible: Preparing Preservice Teachers for First Steps in Linking Research to Practice, Sarah van Ingen and Susan Ariew
Critical Resistance Analysis: Men’s Stories of Masculinity in Higher Education, Jennifer R. Wolgemuth
Participants’ Experiences of the Qualitative Interview: Considering the Importance of Research Paradigms, Jennifer R. Wolgemuth, Zeynep Erdil-Moody, Tara Opsal, Jennifer E. Cross, Tanya Kaanta, Ellyn M. Dickmann, and Soria Colomer
