The Cambridge Handbook of Applied School Psychology

doi:10.1017/9781108235532

Cited by 6 publications

(4 citation statements)

References 1,420 publications

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“…However, the development of sound assessment tools and practices to inform intervention planning have lagged (Gross et al, 2019), and data-based decision making about screening and intervention remains a challenging task for MTSS teams (VanDerHeyden et al, 2018). Efficient SEL measures with practical interpretive frameworks are essential to facilitate SEL screening in schools and inform programing decisions (DiPerna et al, 2020). The competency-referenced performance framework (CRPF) was developed for the SSIS SEL Brief Scales to facilitate screening decisions (Elliott et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Norm-referenced score interpretation (e.g., percentile ranks) is often used in screening and summative assessment of SEL (DiPerna et al, 2020), which relies on comparing a score to that of a reference group to make sense of performance (American Educational Research Association [AERA], American Psychological Association [APA], & National Council on Measurement in Education [NCME], 2014). In contrast, criterion-referenced scores, commonly used in state and other standards-based achievement tests, are interpreted relative to well-defined standards that have been previously established (Clifford, 2016;Neil et al, 1999).…”

mentioning

confidence: 99%

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Examination of Psychometric Evidence for Criterion-Referenced Scores from the SSIS SEL Brief Scales

Lei

Zhao

Hart

et al. 2022

Journal of Psychoeducational Assessment

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Efficient and intuitive interpretive frameworks for social-emotional learning (SEL) measures are necessary for identifying student needs and informing programming decisions across multitiered systems of support in schools. Though familiar to educators and often used with standardized tests of academic achievement, criterion-referenced frameworks are less common in SEL assessment. As such, the current study examined the psychometric evidence for scores from one such framework, the Competency-Referenced Performance Framework, which was developed to inform universal screening decisions based on the SSIS SEL Brief Scales (Elliott et al., 2020). Specifically, we evaluated stability, test-criterion relationships with academic outcomes, and treatment sensitivity of the CRPF using data from an efficacy trial of a universal SEL program. Results provided preliminary supportive evidence for the CRPF.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Examination of Psychometric Evidence for Criterion-Referenced Scores from the SSIS SEL Brief Scales

Lei

Zhao

Hart

et al. 2022

Journal of Psychoeducational Assessment

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show abstract

“…Interventions to increase motivation have also benefitted students from elementary school to college, and importantly, these interventions can be scaled up (Pauneski et al, 2015). A recent school psychology handbook contains chapters on increasing sense of belonging, facilitating cross-ethnic friendships, delaying gratification, and cultivating hope in students from diverse backgrounds (Worrell et al, 2020).…”

Section: Implications For Practicementioning

confidence: 99%

The Association of Social Emotional Constructs and Academic Motivation with Academic Achievement in Adolescents

Goyal¹,

Worrell²

2022

JEDP

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In this cross-sectional study, we examined the association between eight socio-emotional constructs (empathy, global self-concept, happiness, prosocial behavior, optimism, anxiety, depression, and academic motivation) and academic achievement in a diverse sample of 583 high school students in order to see which ones are most useful in predicting academic achievement. We also examined the associations separately for African American and European American students, as these groups had substantial numbers of students. Results indicated that optimism, anxiety, and motivation were statistically and significant predictors of achievement, with motivation contributing the most variance. Both groups had similar results, but African Americans had five meaningful predictors of achievement while European Americans had three. The findings suggest that these constructs may be useful in helping to improve academic performance in students.

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“…When many children come from poverty, they will not only fail to be recognized as gifted, they might not even develop to be gifted (e.g., Hair et al 2015). This is true for countries around the world where lack of opportunities and numerous headwinds (Stevens 2020;Wai and Worrell 2020) face talented but disadvantaged students (in particular compared to their advantaged counterparts). These inequalities in opportunities and challenges may have been even further exacerbated by the COVID-19 pandemic and related learning losses globally (e.g., Hanushek and Woessmann 2020), adding up to a cumulative disadvantage over time.…”

Section: Introduction and Roadmapmentioning

confidence: 99%

Improving Gifted Talent Development Can Help Solve Multiple Consequential Real-World Problems

Wai

Lovett

2021

J. Intell.

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Fully developing the talents of all students is a fundamental goal for personal well-being and development and ultimately for global societal innovation and flourishing. However, in this paper we focus on what we believe is an often neglected and underdeveloped population, that of the gifted. We draw from the cognitive aptitude and gifted education research literatures to make the case that solutions to consequential real-world problems can be greatly enhanced by more fully developing the talents of the intellectually gifted population, which we operationalize in this paper as roughly the top 5% of cognitive talent. Should well-supported high achievers choose to solve them, these problems span health, science, economic growth, and areas unforeseen. We draw from longitudinal research on intellectually precocious students and retrospective research on leaders and innovators in society, showing that mathematical, verbal, and spatial aptitudes are linked to societal innovation. We then discuss two remaining fundamental challenges: the identification of disadvantaged and marginalized groups of students who have traditionally been neglected in selection for gifted programming suited to their current developmental needs, and the building of skills beyond academic ones, specifically in the related areas of open-minded thinking and intellectual humility.

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The Cambridge Handbook of Applied School Psychology

Cited by 6 publications

References 1,420 publications

Examination of Psychometric Evidence for Criterion-Referenced Scores from the SSIS SEL Brief Scales

Examination of Psychometric Evidence for Criterion-Referenced Scores from the SSIS SEL Brief Scales

The Association of Social Emotional Constructs and Academic Motivation with Academic Achievement in Adolescents

Improving Gifted Talent Development Can Help Solve Multiple Consequential Real-World Problems

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