Modeling associations of English proficiency and working memory with mathematics growth.

Using kindergarten up to fourth-grade data from the Early Childhood Longitudinal Study (2010-2011 cohort), we investigated systematic variability in English language learners' (ELLs; n = 303) mathematics growth as well as relations of kindergarten language growth and working memory (WM) to ELLs' mathematics growth. Using growth mixture modeling, only one class of growth emerged from ELLs' English mathematics growth from first through fourth grades. WM related to ELLs' English mathematics growth from Grades 1 to 4, as did kindergarten growth in English early literacy. We also investigated kindergarten to Grade 4 mathematics growth between ELLs and English proficient students (EPSs; n = 4,711) using latent change score models and whether WM differentially predicted growth patterns. ELLs and EPSs did not exhibit markedly different growth patterns, and WM similarly predicted these patterns. Implications for future research as well as practical implications and limitations are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Predictive validity of curriculum-based measurement and teacher ratings of academic achievement.

Two alternative universal screening approaches to identify students with early learning difficulties were examined, along with a combination of these approaches. These approaches, consisting of (a) curriculum-based measurement (CBM) and (b) teacher ratings using Performance Screening Guides (PSGs), served as predictors of achievement tests in reading and mathematics. Participants included 413 students in grades 1, 2, and 3 in Tennessee (n=118) and Wisconsin (n=295) who were divided into six subsamples defined by grade and state. Reading and mathematics achievement tests with established psychometric properties were used as criteria within a concurrent and predictive validity framework. Across both achievement areas, CBM probes shared more variance with criterion measures than did teacher ratings, although teacher ratings added incremental validity among most subsamples. PSGs tended to be more accurate for identifying students in need of assistance at a 1-month interval, whereas CBM probes were more accurate at a 6-month interval. Teachers indicated that (a) false negatives are more problematic than are false positives, (b) both screening methods are useful for identifying early learning difficulties, and (c) both screening methods are useful for identifying students in need of interventions. Collectively, these findings suggest that the two types of measures, when used together, yield valuable information about students who need assistance in reading and mathematics.

Associations between academic achievement and psychosocial variables in adolescents with cystic fibrosis.

BACKGROUND: Cystic fibrosis (CF) is a chronic genetic disease that leads to the accumulation of thick mucus in multiple organ systems, leading to chronic lung infection and affecting the body's ability to absorb nutrients necessary for growth and development. This cross-sectional, correlational study examined the potential effects of CF on students' psychosocial and academic development. METHODS: Forty adolescents with CF completed a battery of neuropsychological and psychosocial measures. Their school records were reviewed to abstract information about standardized achievement testing results and grade point average (GPA). Academic outcomes were hypothesized to be associated with (1) self-efficacy, (2) disease and school-specific coping strategies, (3) attitude to school, and (4) depression. RESULTS: Cognitive and academic scores were within the normal range, and self-efficacy had the strongest association with standardized cognitive and academic measures and high school grades. School absences were associated with GPA, but not standardized test scores. CONCLUSION: Adolescents with CF require supports in school that foster their sense of self-efficacy and accommodations that address the learning time lost from extended health-related absences.

Publication criteria and recommended areas of improvement within school psychology journals as reported by editors, journal board members, and manuscript authors.

Two online surveys were completed by editors, associate editors, editorial board members, and members or fellows of the Division 16 of the American Psychological Association. These surveys targeted (a) the criteria for a manuscript to be published in school psychology journals, and (b) the components of the peer-review process that should be improved. Although prior surveys have targeted these issues in general, none have been conducted in school psychology or examined differences in perspectives between those who serve in a reviewing capacity or those who have served only in an author capacity. Results identified the most important characteristics for a manuscript submitted for publication to be positively reviewed as well as identified differences in the expectations for such characteristics between novice authors (who do not contribute to the journal editorial process) and those authors who serve the journal editorial process more extensively (e.g., editors and associate editors). In addition, key areas to target for improvement (e.g., reducing potential reviewer bias) within the reviewing process were identified.

School-based interventions.

This article provides an update on evidence-based practices and interventions in school settings, with a specific focus on prevention and intervention programs that can be delivered within a three-tiered intervention framework. First, the sources of evidence-based intervention programs including clinical and school psychology task forces, the National Reading Panel, the What Works Clearinghouse, and several other organizations/groups are reviewed. Second, the three-tiered prevention framework (including universal, selected, and indicated programs) and various challenges surrounding their implementation (ie, screening, progress monitoring, professional development, and sustainability) are reviewed. The article concludes with an overview of some representative intervention programs within the three-tiered framework. Future challenges to the evidence-based practice movement are discussed within the context of developmental phases of this movement.