Kizzy Albritton
Biographic Data
| ID | 1584635 |
|---|---|
| NAME | Kizzy Albritton |
| GIVEN NAMES | Kizzy |
| FAMILY NAME | Albritton |
| SIGNATURE | ALBRITTON K |
| AFFILIATIONS | The University of Texas at Austin |
| ORCID | 0000-0003-3959-7724 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Examining Racial Match among Black Children and Teachers in Early Childhood Settings: A Systematic Review
From surviving to thriving: Increasing equitable discipline outcomes in preschool settings
Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children
Examining the role and graduate preparation of bilingual school psychologists in early childhood settings
The impact of the Covid‐19 pandemic on school psychology internship outcomes
The Ohio Internship Program in School Psychology was forced to adapt abruptly to the changing circumstances brought on by the novel coronavirus (COVID‐19) pandemic beginning in March 2020. The purpose of this study was to determine the extent to which the school psychology internship outcomes were negatively affected by the COVID‐19 pandemic in terms of supervisors' ratings of intern competencies, the number of students served by interns, and the…
Research to practice to research: Examining who, how, what, when, and where for early literacy interventions within tiered frameworks
Tiered frameworks, such as Response to Intervention (RtI), have become a primary approach within K‐12 settings for identifying children who may need additional intervention. Recent literature suggests RtI is also occurring in many early childhood programs, and early literacy is often an area of focus. While there are data indicating improved outcomes for children who received early literacy intervention, we had many unanswered questions regarding…
Research to practice to research: Examining who, how, what, when, and where for early literacy interventions within tiered frameworks
Tiered frameworks, such as Response to Intervention (RtI), have become a primary approach within K‐12 settings for identifying children who may need additional intervention. Recent literature suggests RtI is also occurring in many early childhood programs, and early literacy is often an area of focus. While there are data indicating improved outcomes for children who received early literacy intervention, we had many unanswered questions regarding…
The impact of the Covid‐19 pandemic on school psychology internship outcomes
The Ohio Internship Program in School Psychology was forced to adapt abruptly to the changing circumstances brought on by the novel coronavirus (COVID‐19) pandemic beginning in March 2020. The purpose of this study was to determine the extent to which the school psychology internship outcomes were negatively affected by the COVID‐19 pandemic in terms of supervisors' ratings of intern competencies, the number of students served by interns, and the…
Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children
Examining the role and graduate preparation of bilingual school psychologists in early childhood settings
From surviving to thriving: Increasing equitable discipline outcomes in preschool settings
Examining Racial Match among Black Children and Teachers in Early Childhood Settings: A Systematic Review
Medical education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Developmental psychology (3 works) · Early Childhood Education and Development (3 works) · Medicine (3 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Counseling Practices and Supervision (2 works) · Early childhood (2 works) · Education Discipline and Inequality (2 works)