Recent Publications with Students
Allen, C., Chen, Q., Willson, V., & Hughes, J. N. (2009). Quality of design moderates effects of grade retention on achievement: A meta-analytic, multi-level analysis. Educational Evaluation and Policy Analysis, 31, 480-499.
Abstract
The present meta-analysis examines the effect of grade retention on academic outcomes and investigates systemic sources of variability in effect sizes. Using multilevel modeling (MLM), the authors investigate characteristics of 207 effect sizes across 22 studies published between 1990 and 2007 at two levels: the study (between) and individual (within) levels. Design quality is a study-level variable. Individual-level variables are median grade retained and median number of years postretention. Quality of design is associated with less negative effects. Years postretention is negatively associated with retention effects, and this effect is stronger for studies using grade comparisons versus age comparisons. The results challenge the widely held view that retention has a negative impact on achievement. Suggestions for future research are discussed.
Burke, M., Vannest, K., Davis, J., Davis, C., & Parker, R. (2009). Reliability of frequent retrospective teacher behavioral ratings for elementary school students with ebd. Behavioral Disorders, 34, 212-222.
Abstract
This study is a preliminary examination of the reliability of frequent retrospective teacher behavior ratings. Frequent retrospective behavior ratings are an approach for creating scales that can be used to monitor individual behavioral progress. In this study, the approach is used to progress monitor behavioral individualized education plan goals for 7 students with, or at risk of, emotional and behavioral disorders. Reliability was examined for both quantitative-based and qualitative judgment-based retrospective teacher behavior ratings. Quantitative-based behavior ratings focused primarily on frequency and duration scales, whereas qualitative-based behavior ratings focused on topography and intensity scales. Findings indicated that reliability can be adequately achieved, although there is variability depending on the type of scale. Implications are discussed as they relate to progress monitoring individual behavioral goals and examining responsiveness to intervention.
Franz, D. P., Vannest, K. J., Parker, R. I., Hasbrouck, J. E., Dyer, N., & Davis, J. L. (2009). Time use by special education teachers and how it is valued. Journal of School Leadership,18, 551-576.
Abstract
Recent federal legislation is affecting how special educators assess students, select curricula, document growth, teach, and consult--in short, how they spend their time during a school day. This study empirically measured special educators' use of time over the course of several weeks. It compared actual time use with its perceived value by both the teachers and their principals. Congruence between actual time use and its valuation was generally high but not so in select areas. Likewise, special education teachers and their administrators largely agreed in valuation but were far apart in some areas. A better understanding of the administrative duties required of teachers may help administrators appreciate the scope and demands of such nonteaching duties. A new level of communication may lead to more administrative support, as related to prioritizing administrative duties, thereby allowing teachers the time to engage in the tasks they value most.
Time, as a manipulable component of schooling, has been studied in relation to teacher performance, student learning, and generally effective schools. School leadership is a critical component in improving time management (Engels, Hotton, Devos, Bouckenooghe, & Aelterman, 2008). Schools and teachers have been evaluated as being more or less efficient time managers, sharing a broader literature on more or less successful business organizations and their workers (Fitzwater, 1987; Kozzoll, 1982; Langley, Nolan, Nolan, Norman, & Provost, 1996; Sharp, 1981). For example, a leading educational publisher produces more than 45 titles providing suggestions for time management and professional survival. A survey of the Internet using the teacher-specific search engine Education World revealed more than 3,700 websites under the keywords teacher time management. Teachers' use of time spans time as a critical issue for the educational field (Espin & Yell, 1994; Frank & McKenzie, 1993; Rosenberg, Griffin, Kilgore, & Carpenter, 1997).
Hughes, J. N., Dyer, N., Luo, W., & Kwok, O. (2009). Effects of peer academic reputation on achievement in academically at-risk elementary students. Journal of Applied Developmental Psychology, 30, 182-194.
Abstract
664 relatively low achieving first grade children were recruited into a longitudinal study. Measures of peer academic reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement, and reading and math achievement were obtained in Year 2, when the majority of students were in second grade, and 1 year later. Measures of academic self concept were obtained in Year 1 and in Year 3. As young as second grade, children's perceptions of classmates' academic competence were distinct from their perceptions of peers' other social and behavioral characteristics. SEM analyses found that Year 2 PAR predicted Year 3 teacher-rated academic engagement and reading (but not math) achievement test scores, above the effects of prior scores on these outcomes and other covariates. Furthermore, the effect of PAR on academic engagement and achievement was partially mediated by the effect of PAR on children's academic self concept. Implications of these findings for educational practice and future research are discussed.
Lee, D. & Riccio, C. A. (2009). Validity of an executive function model of ADHD symptoms, reading difficulty and substance abuse in adults. Korean Journal of Clinical Psychology, 28, 783-809.
Abstract
The current study presents an integrated executive function model that explain the interrelationships among deficits in two executive functions (working memory and inhibition), ADHD symptoms, and two conditions (reading difficulty and substance abuse) that are commonly comorbid with ADHD in adulthood. The validity of the integrated model was tested using structural equation modeling with an adult sample consisting of consecutive referrals to a university-based research project. The final model suggested that working memory problems directly contribute to reading difficulty as well as to inattentive symptoms in adults. Direct contributions of inhibition to ADHD symptoms were not supported. However, ADHD symptoms had direct and indirect contributions to substance symptoms. Current findings suggest the crucial role of working memory in the manifestation of ADHD symptoms and comorbid reading problems and also suggest ADHD symptoms' contribution to the development of adult substance abuse. These findings were interpreted as generally supporting the hypothesis of the developmental heterogeneity of executive function profiles associated with the manifestation of ADHD symptoms and comorbidities in adulthood.
Massa, I., & Rivera, V. (2009). Wechsler Nonverbal Scale of Ability: Test Review. Journal of Psychoeducational Assessment, 27, 426-432
Rae, W. A., Sullivan, J. R., Razo, N. P., and Garcia de Alba, R. (2009). Breaking confidentiality to report adolescent risk-taking behaviors by school psychologists. Ethics and Behavior, 19, 449-460.
Abstract
School psychologists often break confidentiality if confronted with risky adolescent behavior. Members of the National Association of School Psychologists (N = 78) responded to a survey containing a vignette describing an adolescent engaging in risky behaviors and rated the degree to which it is ethical to break confidentiality for behaviors of varying frequency, intensity, and duration. Respondents generally found it ethical to break confidentiality when risky adolescent behaviors became more dangerous or potentially harmful, although there was considerable variability between respondents. Significant gender effects were found between male and female respondents for alcohol use, and a significant Form Type (i.e., male or female vignette) × Frequency/Duration interaction was observed for antisocial behaviors. School psychologists could benefit from further training in ethical decision making because these ethical dilemmas are not always clear-cut.
Resch, J.A., Villareal, V., Johnson, C.L., Elliott, T.R., Kwok, O., Berry, J.W., et al. (2009).Trajectories of life satisfaction in the first 5 years following traumatic brain injury. Rehabilitation Psychology, 54(1), 51-59.
Abstract
Objectives: The trajectories of life satisfaction for 609 individuals who sustained a traumatic brain injury (TBI) were studied. Hierarchical linear modeling analysis examined individual level growth trends over the first 5 years following TBI using gender, functional independence, age, and time to estimate life satisfaction trajectories. Measures: Participants completed the Functional Independence Measure and the Life Satisfaction Inventory at years 1, 2, 4, and 5 after sustaining TBI. Results: Participants who reported higher functional independence at year 1 also had higher life satisfaction at year 1. Participants with lower functional independence across the 5-year period had life satisfaction trajectories that decreased at significantly greater rates than the individuals with more functional independence. The life satisfaction trajectory declined for the sample, but participants reporting lower cognitive and motor functional independence had significantly greater declines in life satisfaction trajectories. Age and gender were not significant factors in predicting life satisfaction trajectories following TBI. Implications: Individuals with greater cognitive and motor impairments following TBI are likely to experience significant declines in life satisfaction within 5 years of living with TBI.
Vannest, K. J., Harvey, K. T., & Mason, B. A. (2009). Meeting annual yearly progress through better teaching for students with emotional and behavioral disorders. Preventing School Failure, 53 (2), 73-84.
Abstract
Because schools are held accountable for the academic performance of all students, it is important to focus on academics and the need for effective teaching practices. Adequate yearly progress, a method of accountability that is part of the No Child Left Behind Act (2001), profoundly affects the education of students who have emotional and behavioral disorders (EBD). These students, who typically and consistently perform below grade level, are, or soon will be, tested on grade level across content-area courses. The authors conducted a review of academic interventions for students with EBD to broaden the impact of research by developing a list of instructional interventions that researchers have demonstrated to be effective in improving academic performance of students with EBD.
Vannest, K. J., Mahadevan, L., Harvey, K. T., & Mason, B. A. (2009). Educator perceptions of the impact of No Child Left Behind on special populations. Remedial and Special Education, 30 (3), 148-159.
Abstract
No Child Left Behind (NCLB) seeks to address the inequality in schools and to correct achievement disparities prevalent in education, but little is known of NCLB's effect on students in special education. This study assesses the impact of NCLB on special education by asking educators, administrators, and staff who serve students in special education about their perceptions of the impact of NCLB for students with disabilities. Survey responses were received from 248 respondents across the state of Texas. Findings include positive perceptions of changes related to accountability, teacher qualifications, and evidence-based practices; negative perceptions related to assessment; and perceptions of no changes in relationships and communication with parents or freedom for states and communities.
Vannest, K. J., Mason, B. A., Brown, L. M, Dyer, N., Maney, S., & Adiguzel, T. (2009) Instructional settings in science for students with disabilities: Implications for teacher training. Journal of Science Teacher Education, 20, 353-363.
Abstract
Finding appropriate instructional settings in science for students with disabilities is challenging, and the range of services or placements used is currently unknown. This study identifies administrative structures, instructional settings, and special/general education teacher roles in teaching science to students with disabilities. A phone survey was conducted with special education coordinators of fifth graders in 137 districts in Texas. Survey data indicated that while nearly all districts reported special education settings for the instruction of science for students with disabilities, some districts provided only general education settings. Theoretical and practical implications for teacher preparation are discussed.
Villareal, V., Johnson, C. L., Elliott, T. R., Kwok, O., Berry, J. W., et al. (2009). Trajectories of life satisfaction in the first 5 years following traumatic brain injury. Rehabilitation Psychology, 54(1), 51-59.
Abstract
Objectives: The trajectories of life satisfaction for 609 individuals who sustained a traumatic brain injury (TBI) were studied. Hierarchical linear modeling analysis examined individual level growth trends over the first 5 years following TBI using gender, functional independence, age, and time to estimate life satisfaction trajectories. Measures: Participants completed the Functional Independence Measure and the Life Satisfaction Inventory at years 1, 2, 4, and 5 after sustaining TBI. Results: Participants who reported higher functional independence at year 1 also had higher life satisfaction at year 1. Participants with lower functional independence across the 5-year period had life satisfaction trajectories that decreased at significantly greater rates than the individuals with more functional independence. The life satisfaction trajectory declined for the sample, but participants reporting lower cognitive and motor functional independence had significantly greater declines in life satisfaction trajectories. Age and gender were not significant factors in predicting life satisfaction trajectories following TBI. Implications: Individuals with greater cognitive and motor impairments following TBI are likely to experience significant declines in life satisfaction within 5 years of living with TBI.
