Cognitive predictors of reading and math achievement among gifted referrals.

Rowe, Ellen W.; Miller, Cristin; Ebenstein, Lauren A.; Thompson, Dawna F.

doi:10.1037/a0029941

Cited by 19 publications

(18 citation statements)

References 21 publications

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“…To conclude, our findings add to a growing body of research on the role of PASS cognitive processes in academic performance (e.g., Das et al, 2008; Georgiou et al, 2015; Joseph et al, 2003; Kroesbergen et al, 2010; Papadopoulos, 2001) suggesting that they can predict superior performance at least as good or better than other intelligence tests (e.g., Rowe et al, 2012; see also Hodges et al, 2018). However, using PASS scores to predict superior reading or mathematics performance has an added benefit; that PASS processes are rooted to a theory of intelligence (Luria, 1966) with close links to instruction (see Das & Misra, 2015).…”

Section: Discussionsupporting

confidence: 68%

“…The objective of this study was to examine whether PASS processes could be used to predict superior academic performance. This is important in light of the dispute around the role of IQ in high achievement (e.g., Naglieri, 2008; Rowe et al, 2012) and the ever‐increasing attention of research to the role of neurocognitive processes (e.g., Naglieri & Otero, 2018). Our results showed that the four PASS processes were significantly related to both reading and mathematics and could accurately classify the children in the superior or non‐superior categories.…”

Section: Discussionmentioning

confidence: 99%

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Examining the relation between PASS cognitive processes and superior reading and mathematics performance

Georgiou

Bulut

Dunn

et al. 2020

Psychology in the Schools

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Although several studies have shown that planning, attention, simultaneous, and successive (PASS) cognitive processes-operationalized with the cognitive assessment system (CAS; Naglieri & Das, 1997)-are significant predictors of academic performance in the general population, little is known about their role among children with superior academic skills. Thus, the purpose of this study was to examine whether PASS processes can predict superior performance in reading and mathematics. We used the standardization sample of CAS (n = 1210) and further identified children with superior reading (n = 62) and mathematics (n = 73) performance on Woodcock-Johnson Tests of Achievement-Revised (Woodcock & Johnson, 1989). Results of the initial regression analyses showed that the PASS processes were significant predictors of superior reading and mathematics performance. Next, a classification and regression tree approach showed that the PASS scores could classify superior or not-superior readers and mathematicians with 89% and 82% accuracy, respectively. Theoretical and practical implications of our results are discussed.

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Section: Discussionsupporting

confidence: 68%

Section: Discussionmentioning

confidence: 99%

Examining the relation between PASS cognitive processes and superior reading and mathematics performance

Georgiou

Bulut

Dunn

et al. 2020

Psychology in the Schools

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“…Many factors influence students' performance in school and on standardized academic tests (Best & Miller, 2010;Dollinger & Clark, 2012;Duckworth, Quinn, & Tsukayama, 2012;Rowe, Miller, Ebenstein, & Thompson, 2012). One large influence on academic achievement is student on-task behavior and attention (Frazier, Youngstrom, Glutting, & Watkins, 2007;Rudasill, Gallagher, & White, 2010).…”

mentioning

confidence: 99%

Acute classroom exercise breaks improve on-task behavior in 4th and 5th grade students: A dose–response

Howie

Beets

Pate

2014

Mental Health and Physical Activity

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This study was the first to directly compare the acute effects of 5, 10, and 20 minutes of classroom exercise breaks on on-task behavior. Methods: In this within-subject experiment, 96 4 th and 5 th grade students, in 5 classroom groups, participated in each of four conditions: 10 minutes of sedentary classroom activity and 5, 10, 20 minutes of classroom exercise breaks led by research staff. On-task behavior was directly and systematically observed from videotapes before and after each condition. The post-test time-on-task scores were compared using a repeated measures mixed ANCOVA, adjusted for age, classroom, and the time-varying pre-test time-on-task. Results: Time-on-task was significantly higher in students after 10 minutes of classroom exercise breaks compared to a sedentary attention control (87.6% vs 77.1%, d=0.45, p=.004). Conclusions: Ten minutes of classroom exercise breaks improved on-task behavior in children.

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“…The standard preference for instruments used as screening measures in the assessment of ASD is for them to be highly sensitive, such that all suspected cases of ASD receive appropriate evaluation (Norris & Lecavelier, ). Although no comparative discussions of various ASD assessment methods have taken place within school psychology, recent publications within the field have emphasized the importance of ongoing analysis of assessment tools and interpretation practices for children being evaluated for other concerns, such as attention deficit hyperactivity disorder (ADHD), intellectual disability, and learning problems (e.g., Ardoin et al., ; Bergeron & Floyd, ; Gutierrez & Vanderwood, ; Mercer, Harpole, Mitchell, McLemore, & Hardy, ; Rowe, Miller, Ebenstein, & Thompson, ; Stuebing, Fletcher, Branum‐Martin, & Francis, ). Thus, discussion of ASD assessment practices within school psychology appears to be in need of expansion, including a focus on which instruments are most appropriate for screening versus diagnosis/identification.…”

Section: Resultsmentioning

confidence: 99%

Publishing About Autism Spectrum Disorder in Six School Psychology Journals: 2002-2012

et al. 2015

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Recent years have seen a rise in the number of students identified with autism spectrum disorder (ASD), with increasing estimates of prevalence still emerging from cohorts monitored by the Centers for Disease Control and Prevention. However, dissemination to a school psychology audience about these students' needs has been disparate, with publications being idiosyncratic in the extent to which certain areas have received focused and sustained attention and other areas receiving much less attention. A structured review of the literature examined the extent to which research on children and adolescents with ASD was published within school psychology journals from 2002 through 2012. Results indicate that published studies relating to ASD can be grouped in seven categories, with some being deeply investigated, whereas other topics have been minimally discussed within the field. The most surprising of these findings is the relative lack of publication on the development and psychometric properties of assessment tools used to evaluate students with ASD. C 2015 Wiley Periodicals, Inc.Increases in the prevalence of children with autism spectrum disorder (ASD; Baio, 2014) have garnered increased attention to the needs of this population. Children with ASD have steadily increased in representation among students served via special education since the autism category was added to Individuals with Disabilities Education Act (IDEA) in 1990 (Newschaffer, Falb, & Gurney, 2005), resulting in an increased responsibility for services on the part of school psychologists (SPs). As is the case when SPs are providing services related to other student needs, effective, wellimplemented services depend on a robust body of knowledge in all domains relevant to the population to be served. Professional expectations for the practice of school psychology in contemporary schools include the ethical and professional obligation to provide data-based services based on current research and policy (National Association of School Psychologists [NASP], 2010;Ysseldyke et al., 2006). Links between the needs of students with ASD and the services provided by SPs have not been explicitly examined to the degree that they have for students with learning disabilities or behavioral disorders. However, when examined in the context of students with ASD, it becomes clear that the needs of this population draw heavily on competencies possessed by SPs, which, in turn, are built on a scientific foundation derived from publications specific to the profession.Much of what has been developed in best practices in assessment and intervention of ASD has been published outside of the focal school psychology journals. What has been published on ASD within school psychology seems to have been sporadic and spans a variety of topics. SPs' knowledge and perceived competence in serving students with ASD have not been formally evaluated, nor have any studies focused on the extent to which increased recognition of ASD has affected the practice of school psychology. Thus, this rev...

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Cognitive predictors of reading and math achievement among gifted referrals.

Cited by 19 publications

References 21 publications

Examining the relation between PASS cognitive processes and superior reading and mathematics performance

Examining the relation between PASS cognitive processes and superior reading and mathematics performance

Acute classroom exercise breaks improve on-task behavior in 4th and 5th grade students: A dose–response

Publishing About Autism Spectrum Disorder in Six School Psychology Journals: 2002-2012

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