Tools that assess school supports for highly mobile, military-connected students are lacking. This study describes the development and preliminary validation of the Inventory of School Supports-Parent Report (ISS-PR). Participants were 433 parents (74% female; 62.5% White, 12% Black, 6.5% Asian, 5.5% Pacific Islander, 4% Native American, and 9.5%…

Reliable and valid assessment of parenting and child behaviors is critical for clinicians and researchers alike, and observational measures of parenting behaviors are often considered the gold standard for assessing parenting and parent-child interaction quality. The current study sought to evaluate the reliability and validity of the Coder…

Background: Implementation climate is an organizational construct theorized to facilitate the adoption and delivery of evidence-based practices. Within schools, teachers often are tasked with implementing universal prevention programs. Therefore, they are ideal informants when assessing school implementation climate for initial and continuous…

To identify the most effective strategies for implementing and sustaining Tier 2 and 3 behavior support systems, a measure of general and tier-specific factors hypothesized to predict sustained implementation is needed. To address this need, we conducted two studies examining the construct validity of the "Advanced Level Tier Interventions…

Much of the research that has examined the writing knowledge of school-age students has relied on interviews to ascertain this information, which is problematic because interviews may underestimate breadth and depth of writing knowledge, require lengthy interactions with participants, and do not permit a direct evaluation of a prescribed array of…

Critical consciousness represents the analysis and critique of structural inequalities, the motivation and perceived capacity to effect change, and social action to redress inequity. A wave of recent instruments measuring critical consciousness have been rigorously validated. Yet, whether these measures efficiently assess different levels of…

Prevalence estimates suggest that up to 20% of students in schools experience significant internalizing behaviors that impact behavioral, social or academic functioning. School-based interventions have great potential to promote student mental health; however, validated and feasible brief assessments are needed to progress monitor students'…

Measuring the quality of classroom-based interactive shared book reading within the early childhood classroom represents a specific dimension of teacher-child interactions that is of great interest to researchers. This interest reflects decades of research demonstrating the benefit of reading to young children in both the home and the classroom.…

Though treatment integrity measurement is important for research intended to promote social and behavioral outcomes of children at risk for emotional and behavioral disorders (EBDs) in early childhood settings, measurement gaps exist in the field. This paper reports on the development and preliminary psychometric assessment of the treatment…

Originally designed for students in Grades 3 through 5, MOCCA (formerly the Multiple-choice Online Causal Comprehension Assessment), identifies students who struggle with comprehension, and helps uncover why they struggle. There are many reasons why students might not comprehend what they read. They may struggle with decoding, or reading words…

Previous research has suggested that multiple factors beyond acceptability alone (e.g., feasibility, external supports) may interact to determine whether consumers will use an intervention or assessment in practice. The Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS) was developed in order to provide a simultaneous…

The computer-administered Multiple-Choice Online Causal Comprehension Assessment (MOCCA) for Grades 3 to 5 has an innovative, 40-item multiple-choice structure in which each distractor corresponds to a comprehension process upon which poor comprehenders have been shown to rely. This structure requires revised thinking about measurement issues…

Successful coping with academic demands is important given the inverse relationship between stress and positive adjustment in adolescents. The Coping with Academic Demands Scale (CADS) is a new measure of coping appropriate for students pursuing advanced high school curricula, specifically Advanced Placement (AP) classes and the International…

The following report describes an assessment instrument called the Mathematics Performance and Cognition (MPAC) interview. The MPAC interview was designed to measure two outcomes of interest. It was designed to measure first and second graders' mathematics achievement in number, operations, and equality, and it was also designed to gather…

This report provides an overview of the development, implementation, and psychometric properties of a student mathematics interview designed to assess first- and second-grade student achievement and thinking processes. The student interview was conducted with 622 first- or second-grade students in 22 schools located in two public school districts…