SPSY Publications With Students

2014

Blake, J. J., Butler, B. R., & Smith, D. (in press).  Challenging middle-class notions of femininity: The cause for Black females’ disproportionate suspension rates. In D. Losen (Ed.) Closing the School Discipline Gap: Research to Practice. New York, New York: Teachers’ Press.

Burke, M. D., Davis, J. L., Hagan-Burke, S., Fogarty, M., & Lee, Y. (2014). Universal screening in middle schools using behavioral expectations. Journal of Positive Behavior Interventions. 16(1), 5-17.

Capraro, M. M., Capraro, R. M., & Jones, M. (2014). Numeracy and algebra: Path to full participation in community and society? Reading Psychology, 1-15.

Carvalho, C., Dennison, A., & Estrella, I. (2014).  Best practices in the assessment of English Language Learners. In A. Thomas and P. Harrison (Eds.), Best practices in school psychology: Foundations (pp. 75-87). Bethesda, MD: National Association of School Psychologists

Cerda, C., Im, M., & Hughes, J. N. (in press).  Learning-Related Skills and Academic Achievement in Academically at-Risk First Graders. Journal of Applied Developmental Science.

Cham, H., Hughes, J. N., West, S. G., & Im, M. H. (2014, March 3). Assessment of Adolescents’ Motivation for Educational Attainment. Psychological Assessment. Advance online publication. doi.10.1037/a0036213.  PMID 24588748

Clemens, N.H., Hagan-Burke, S., Luo, W., Cerda, C.A., Blakely, A., Frosch, J., Gamez, B., & Jones, M. (in press).  Investigating the validity of a computer-adaptive assessment of early reading in kindergarten.  School Psychology Review.

Clemens, N.H., Davis, J.L., Simmons, L., Oslund, E.O., & Simmons, D. (in press). Analyzing secondary students’ performance on a group-administered reading comprehension assessment:  Accuracy patterns and prevalence of non-attempted items.  Journal of Psychoeducational Assessment.

Darensbourg, A. M., & Blake, J. J. (2014). Examining the academic achievement of Black adolescents: Importance of peer and parental influences.  Journal of Black Psychology, 40 (2), 191-212.

Fogarty, M., Oslund, E., Simmons, D., Davis, J., Simmons, L., Anderson, L., Clemens, N.H., Vaughn, S., & Roberts, G. (in press).  Examining the effectiveness of a multicomponent reading comprehension intervention in middle schools:  A focus on treatment fidelity.  Manuscript accepted for publication, Educational Psychology Review.

Hughes, J. N., Im, M., Cham, H., Kwok, O.M., & West, S.G. (2014).  Latino students’ school engagement at the transition to middle school:  Role of bilingual education and ethnic school context.  Journal of Research on Adolescence. Early View published on-line April 22, 2014. DOI: 10.1111/jora.12142

Hughes, J. N., Im, M., & Wehrly, S. E. (2014). Effect of peer nominations of teacher-student support at individual and classroom levels on social and academic outcomes. Journal of School Psychology, 52, 309-322. DOI. 10.1016/j.jsp.2013.12.004. First published on-line January 23, 2014. NIHMS559645.

Kwok, O., Im, M., Hughes, J. N., Wehrly, S. E., & West, S. G. (in press). Testing statistical moderation in research on home-school partnerships: Establishing the boundary conditions. In S. M. Sheridan & E. M. Kim (Eds.), Research on Family-School Partnerships: An Interdisciplinary Examination of State of the Science and Critical Needs (Volume III: Family-School Partnerships in Context). New York, NY: Springer.

Liew, J., Lench, H. C., Kao, G., Yeh, Y., Kwok, O. (2014). Avoidance temperament and social-evaluative threat in college students’ math performance: A mediation model of math and test anxiety. Anxiety, Stress & Coping: An International Journal, 27, 650-661. 

Liew, J., Kwok, O., Chang, Y., Chang, B. W., and Yeh, Y. (in press). Parental autonomy support predicts academic achievement through emotion-related self-regulation and adaptive skills in Chinese American adolescents. Asian American Journal of Psychology.

Riccio, C., Beathard, J., & Cohen, M. (in press). Executive function performance for children with epilepsy localized to the frontal or temporal lobes.  Applied Neuropsychology: Child,

Riccio, C. A., Beathard, J., & Rae, W. A. (2014). Best practices in meeting the needs of children with chronic illness. In A. Thomas and P. Harrison (Eds.), Best practices in school psychology: Systems level services (pp. 389-403). Bethesda, MD: National Association of School Psychologists.

Riccio, C. A., Dennison, A., & Bowman-Perrott, L. (2014). Individual assessment of specific academic areas. In S. G. Little & A. Akin-Little (Eds.), Academic assessment and intervention (p. 79-96). NY: Routledge.

Simmons, D., Fogarty, M., Oslund, E., Simmons, L., Hairrell, A., Davis, J., Anderson, L., Clemens, N., Vaughn, S., Roberts, G., & Stillman, S., & Fall, A. (in press).  Integrating content knowledge-building and student-regulated comprehension practices in secondary English language arts classes.   Journal of Research on Educational Effectiveness.

Villarreal, N. W., Riccio, C. A., Cohen, M. J., & Park, Y. (2014). Adaptive skills and somatic complaints in children with epilepsy. Epilepsy Research and Treatment, 2014, seven pages, http://dx.doi.org/10.1155/2014/856735

Wehrly, S. E., Bonilla, C., Perez, M., & Liew, J. (2014). Controlling parental feeding practices and child body composition in ethnically and economically diverse preschool children. Appetite, 73, 163-171.

2013

Riccio, C. A., Blakely, A., Yoon, M., & Reynolds, C. R. (2013). The two-factor structure of the Comprehensive Trail Making Test in adults. Applied Neuropsychology-Adult, 20, 155-158. (View Abstract)

Riccio, C. A., Yoon, H., & McCormick, A. S. (2013).  Neuropsychological test selection. In J. M. Davis & R. C D’Amato (Eds.), Neuropsychology with Asian Americans (pp. 151-174). New York, NY: Springer.(View Abstract)

Weber, R. C., Riccio, C. A., & Cohen, M. J. (2013). Does Rey Complex Figure Copy performance measure executive function in children? Applied Neuropsychology: Child, 2, 6-12. (View Abstract)

Im, M. H., Hughes, J. N., Kwok, O. M., Puckett, S., & Cerda, C. (2013) Effect of retention in elementary grades on the transition to middle school.  Journal of School Psychology, 51, 349-365. (View Abstract)

Miller, T. R., Elliott, T. R., McMaughan, D. M., Patnaik, A., Naiser, E., Dyer, J. A., Fournier, C. J., Hawes, C., & Phillips, C.D. (2013). Personal care services provided to children with special health care needs (CSHCN) and their subsequent use of physician services. Disability and Health Journal, 6, 317-324.(View Abstract)

Villareal, V., Gonzalez, J. E., McCormick, A., Simek, A., & Yoon, H. (2013). Articles published in six school psychology journals from 2005-2009: Where’s the intervention research? Psychology in the Schools, 50(5), 500-519. (View Abstract)

Liew, J., Kwok, O., Chang, Y., Chang, B. W., and Yeh, Y. (in press). Parental autonomy support predicts academic achievement through emotion-related self-regulation and adaptive skills in Chinese American adolescents. Asian American Journal of Psychology. (View Abstract)

Diep, C. S., Foster, M., McKyer, E. L. J., Goodson, P., Guidry, J. J., & Liew, J. (in press). What are Asian-American youth consuming? A systematic literature review. Journal of Immigrant and Minority Health. (View Abstract)

Arghod, V., Yalvac, B., & Liew, J. (2013). Teacher empathy and science education: A collective case study. Eurasia Journal of Mathematics, Science, & Technology Education, 9, 89-99. (View Abstract)

Simmons, D., Fogarty, M., Oslund, E., Simmons, L., Hairrell, A., Davis, J., Anderson, L., Clemens, N., Vaughn, S., Roberts, G., Stillman, S., & Fall, A. (accepted).  Integrating content knowledge-building and student-regulated comprehension practices in secondary English language arts classes. Journal of Research on Educational Effectiveness.

2012

Hall S.E, & Riccio, C.A. (2012). Complementary and alternative treatment use for autism spectrum disorders. Complementary Therapies in Clinical Practice, 18, 159-163. (View Abstract)

Kahn, D., Riccio, C. A., & Reynolds, C. R. (2012). Comprehensive trail making test (CTMT): Gender and ethnic differences in ages 8-18. Applied Neuropsychology: Child, 1, 53-56. (View Abstract)

Matthews, R. N., Riccio, C. A., & Davis, J. (2012). The NEPSY-II. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment (3rd ed.) (pp. 422-435). New York, NY: Guilford. (View Abstract)

Lund, E. M., Blake, J. J., Ewing, H. K., & Banks, C. S. (2012).  School Counselors’ and School Psychologists’ bullying prevention and intervention strategies: A look into real world practices. Journal of School Violence, 11, 246-265. (View Abstract)

Blake, J. J., Lund, E. M., Zhou, Q., Kwok, O., & Benz, M. R. (2012). National prevalence rates of bully victimization among students with disabilities in the United States. School Psychology Quarterly, 27, 210-222. (View Abstract)

Hughes, J. N., Wu, Jerry, Kwok, O., Villarreal, V., & Johnson, A.Y. (2012). Indirect effects of child report of teacher-student relationship on achievement. Journal of Educational Psychology, 104, 350-365. (View Abstract)

Phillips, C. D., Patnaik, A., Moundouni, D. K., Naiser, E., Dyer, J. A., Hawes, C., Fournier, C. J., Miller, T. R., & Elliott, T. R. (2012). Summarizing activity limitations in children with chronic illnesses living in the community: A measurement study of scales using supplemented interRAI items. BioMedCentral Health Services Research, 12(1). doi:10.0086/1472-6963-12-19 (View Abstract)

Pollard-Durodola, S., Gonzalez, J. E., Simmons, D., Taylor, A. B., Davis, M., Simmons, L., & Nava-Walichowski (2012). An examination of preschool teachers’ shared book reading practices in Spanish: Before, and after instructional guidance. Bilingual Research Journal, 35, 5-31. (View Abstract)

Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Simmons, L., Davis, M. J., & Nava-Walichowski, M. (2012). Using knowledge networks to develop preschoolers’ content vocabulary. The Reading Teacher, 65, 266-274. (View Abstract)

Keller-Margulis, M., Clemens, N.H., Im, M., Kwok, O., & Booth, C. (2012). Differential rates of student growth on reading curriculum-based measurement in a diverse sample. Learning and Individual Differences, 22, 799-805. (View Abstract)

Parker, R., Vannest, K., Davis, J., Clemens, N.H. (2012). Defensible progress monitoring data for medium/high-stakes decisions. Journal of Special Education, 46, 141-151. (View Abstract)

Clemens, N.H., Shapiro, E.S., & Seibert, A.L. (2012). Conducting systematic direct classroom observations to define school-related problems. In R. Brown-Chidsey & K. Arden (Eds.), Assessment for Intervention: A Problem-Solving Approach (second edition, pp. 157-179).  New York:  Guilford Press.

2011

Riccio, C. A., Kahn, D., Yoon, M., Perez, E., & Reynolds, C. R. (2011). Confirmation of a two-factor model for interpretation of the Comprehensive Trail Making Test (CTMT) with children. Archives of Clinical Neuropsychology, 26, 235-239. (View Abstract)

Riccio, C. A., Hewitt, L. L., & Blake, J. J. (2011). Relation of measures of executive function to aggressive behavior in children. Applied Neuropsychology, 18, 1-10. (View Abstract)

D’Esposito, S. E., Blake, J. J., & Riccio, C. A. (2011). Adolescent’s vulnerability to victimization: Interpersonal and intrapersonal predictors. Professional School Counseling, 14, 299-309. (View Abstract)

Blake, J. J., Butler, B. A., Lewis, C. L., & Darensbourg, A. (2011). Unmasking the inequitable discipline experiences of urban Black girls: Implications for public stakeholders. Urban Review, 43, 90-106. (View Abstract)

Li, Y., Hughes, J. N., Kwok, O, & Hsu, H. (2011). Evidence of convergent and divergent validity of child, teacher, and peer reports of teacher-student support. Psychological Assessment, 24, 54-65. (View Abstract)

Hughes, J. N., & Chen, Q. (2011). Reciprocal effects of student-teacher and student-peer relatedness: Effects on academic self-efficacy. Journal of Applied Developmental Psychology, 32, 278-287. (View Abstract)

Peterson, L., & Hughes, J. N. (2011). Differences between retained and promoted children in educational services received prior to and after retention year. Psychology in the Schools, 48, 156-165.(View Abstract)

Patnaik, A., Elliott, T., Fournier, C., Naiser, E., Moudouni, D., Miller, T., Dyer, J., Hawes, C., & Phillips, C. (2011). Severity of children’s intellectual disabilities and Medicaid personal care services. Rehabilitation Psychology, 56, 383-390. (View Abstract)

Phillips, C. D., Patnaik, A., Dyer, J. A., Naiser, E., Hawes, C., Fournier, C. J., & Elliott, T. E. (2011). Reliability and measurement of activity limitations (ADLs) for children with special health care needs (CSHCN) living in the community. Disability and Rehabilitation, 33, 2013-2022. (View Abstract)

Gonzalez, J. E., Taylor, A. B., Davis, M. J., & Kim, M. (2011). Exploring the underlying factor structure of the parental beliefs inventory: A cautionary tale. Early Education and Development, 4, 25-52. (View Abstract)

Gonzalez, J. E, Taylor, A. B., McCormick, A. S., Villareal, V., Kim, M., Perez, E., & Darrensbourg, A. (2011). Exploring the underlying factor structure of the home literacy environment in the English and Spanish Versions of the Familia Inventory: A cautionary tale. Early Childhood Research Quarterly, 26, 475-483. (View Abstract)

Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A., Davis, M. J., Kim, M., & Simmons, L. (2011). Developing low-income preschoolers’ social studies and science vocabulary knowledge through content-focused shared book reading. Journal of Research on Educational Effectiveness, 4, 25-52.(View Abstract)

Pollard-Durodola, S., Gonzalez, J. E., Simmons, D., Taylor, A., Davis, M., & Simmons, L. (2011). The effects of intensifying shared book reading on at-risk preschool children’s vocabulary development. Exceptional Children, 77, 161-183. (View Abstract)

Liew, J., Johnson, A. Y., & Smith, T. R., Thoemmes, F. (2011). Parental expressivity, child physiological and behavioral regulation, and child adjustment: Testing a three-path mediation model, Early Education and Development, 22, 549-573. (View Abstract)

Liew, J., Xiang, P., Johnson, A. Y., & Kwok, O. (2011). Effortful persistence and body mass as predictors of running achievement in children and youth: A longitudinal study. Journal of Physical Activity and Health, 8, 234-243. (View Abstract)

Liew, J., Castillo, L. G., Chang, B.W., & Chang, Y. (2011). Temperament, self-regulation, and school adjustment in Asian American children. In F. Leong, L. Juang, D. B. Qin, & H. E. Fitzgerald (Eds.), Asian American and Pacific Island Children’s Mental Health, Volume 1: Development and Context (pp. 119-139). Westport, CT: Praeger Publishers. (View Abstract)