Diggs, Calvary R. Christ, Theodore J.
Published in
Contemporary School Psychology
Rate and comprehension are two components related to broad reading abilities (i.e., phonemic awareness, decoding, vocabulary, comprehension). The purpose of this study was to examine the unique contribution of three curriculum-based measures (CBM)-comprehension assessments compared to a CBM-oral reading rate assessment through diagnostic consistenc...
Coleman, Stephanie L.
Published in
Contemporary School Psychology
Innovations in data science like predictive analytics, data mining, and data reduction have improved a variety of fields. Innovations in data science have also enabled the growth of two data-driven movements primarily used in clinical and counseling psychology: the common factors and common elements approaches. Each of these movements contains prac...
Brock, Stephen E. Louvar Reeves, Melissa A.
Published in
Contemporary School Psychology
Modzeleski, William Randazzo, Marisa Reddy
Published in
Contemporary School Psychology
This article provides a brief history of the development of the federal model of school threat assessment, which was created by the U.S. Secret Service and U.S. Department of Education based upon findings from their empirical research on school shootings across the USA. The article reviews the major findings from that behavioral research, which dem...
McVancel, Samantha M. Missall, Kristen N. Bruhn, Allison L.
Published in
Contemporary School Psychology
Reports show that only 40% of 4th-grade students are proficient in math and American students are failing to demonstrate proficiency in key areas of mathematics (National Center for Educational Statistics 2011). Improving students’ fluency of basic math multiplication facts has been recommended as a way to increase math proficiency (Psychology in t...
Beaujean, A. Alexander Benson, Nicholas F.
Published in
Contemporary School Psychology
Clinical cognitive ability assessment—and its corollary, score interpretation—are in a state of disarray. Many current instruments are designed to provide a bevy of scores to appeal to a variety of school psychologists. These scores are not all grounded in the attribute’s theory or developed from sound measurement or psychometric theory. Thus, for ...
Datu, Jesus Alfonso D. Yuen, Mantak
Published in
Contemporary School Psychology
Existing studies have focused on examining how academic buoyancy or the ability to cope with day-to-day challenges in school may be linked to academic functioning. This review article reported the current state of the academic buoyancy literature in the educational contexts. Findings from previous investigations on the theorizing, measurement, pred...
Parkin, Jason R. Frisby, Craig L.
Published in
Contemporary School Psychology
The Kaufman Test of Educational Achievement, 3rd edition (KTEA-3) is a popular battery for the assessment of students’ academic skills. Its manual includes a series of confirmatory factor analyses to support construct validity. Its five-factor model did not include all available subtests in the battery and required covarying residuals between certa...
Van Norman, Ethan R. Nelson, Peter M. Klingbeil, David A. Cormier, Damien C. Lekwa, Adam J.
Published in
Contemporary School Psychology
Recent research suggests using multiple screening measures to identify students at risk for academic difficulties may decrease the number of students incorrectly identified as such. Gated frameworks in which students that score below a cut-score on an initial measure are assessed with a follow-up measure have been recommended. Researchers have posi...
Bounds, Christina Jenkins, Lyndsay N.
Published in
Contemporary School Psychology
Teacher-directed violence (TDV), or violence in schools directed toward teachers, is a growing concern in contemporary schools (Bounds & Jenkins, Contemporary School Psychology, 20, 1–9, 2016; Espelage et al. 2011). Existing research suggests that some teachers are more at risk of TDV (e.g., teachers whom are White, female, homosexual, religious, o...
