Andrew T Roach
Biographic Data
| ID | 2962062 |
|---|---|
| NAME | Andrew T Roach |
| GIVEN NAMES | Andrew T |
| FAMILY NAME | Roach |
| SIGNATURE | ROACH A T |
| AFFILIATIONS | Georgia State University |
| ORCID | 0000-0002-6291-3601 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
School psychologists' perceptions, roles, and training regarding sexual health education for students with intellectual and developmental disabilities
Despite research indicating evidence‐based sexual health education results improved student outcomes, students with intellectual and developmental disabilities (I/DD) do not typically receive sexual health education. While school psychologists possess skills that could contribute to sexual health education for students with I/DD, there is no existing research on this topic. To address this, we conducted a survey of school psychologists in a state…
Examining the predictive validity of behavior screeners across measures and respondents
Through this study we compared different informants and different behavior screening tools that are available to screen for behavioral and emotional risk. We examined screening results from 100 students from a high school with a high achiever's magnet program in the Southeastern United States (school demographics: 71% female and 79% black, non‐Hispanic). This school conducted behavior screening using both teacher‐report via the Student Risk Scree…
The impact of an online stress intervention on burnout and teacher efficacy
Evaluating the Availability and Quality of HIV/Aids Services and Supports for Individuals with Intellectual and Developmental Disabilities
We used a community-based participatory research (CBPR) framework to conduct a needs assessment of the availability and quality of human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) services for persons with intellectual and developmental disabilities (PWIDD) in the Atlanta metropolitan area. We present the findings of a three-phase research project. Findings from the research informs organizations and policymakers o…
Comparing Traditional Versus Retrospective Pre-/Post-assessment in an Interdisciplinary Leadership Training Program
Caretaker Awareness of Health Care Provided Developmental Screening: Increases from 2007 to 2012
Demographic Trends and Advocacy Experiences of Gay–Straight Alliance Advisors
Using an ecological model, the individual-, school-, and sociocultural-level characteristics that affect gay–straight alliance (GSA) advisors were examined in the current study. The formation of GSAs has been one way that schools have sought to improve the school climate for lesbian, gay, bisexual, and transgender (LGBT) youth. Limited information is available about the demographics and experiences of GSA advisors who lead these clubs. GSA adviso…
Universal Screening for Behavioral and Emotional Risk: A Promising Method for Reducing Disproportionate Placement in Special Education
Tara C. Raines, Bridget V. Dever, Randy W. Kamphaus, Andrew T. Roach, Universal Screening for Behavioral and Emotional Risk: A Promising Method for Reducing Disproportionate Placement in Special Education, The Journal of Negro Education, Vol. 81, No. 3, Special Issue: Testing and Assessing African Americans: Past, Present, and Future Problems and Promises (Summer 2012), pp. 283-296
Opportunities and Options for Facilitating and Evaluating Access to the General Curriculum for Students With Disabilities
Federal regulations concerning the development and implementation of alternate assessments based on modified achievement standards include a set of safeguards intended to ensure that eligible students have access to grade-level general curriculum. These regulations concerning curricular access and opportunity to learn for students with disabilities may prove difficult for educational researchers and policymakers to operationalize and evaluate. Th…
Alternate Assessments of Modified Achievement Standards: More Accessible and Less Difficult Tests to Advance Assessment Practices
Amendments to the No Child Left Behind Act allow for a portion of students with disabilities within each state to be tested via an alternate assessment based on modified achievement standards, and as a result, the performance of 2% or slightly more of these students can be reported as proficient for purposes of adequate yearly progress. This policy calls for tests composed of easier items in the same content areas as a state's general achievement…
Teacher Perceptions and the Consequential Validity of an Alternate Assessment for Students With Significant Cognitive Disabilities
The purpose of this investigation was to understand the variables that influence teachers' perceptions regarding one state's alternate assessment process and results. Elementary and secondary special education teachers (N = 113) from across Wisconsin participated, submitting case materials for one of their students. These materials included the a copy of the students' WisconsinAlternative Assessment (WAA) rating scale and current Individualized E…
The impact of an online stress intervention on burnout and teacher efficacy
Alternate Assessments of Modified Achievement Standards: More Accessible and Less Difficult Tests to Advance Assessment Practices
Amendments to the No Child Left Behind Act allow for a portion of students with disabilities within each state to be tested via an alternate assessment based on modified achievement standards, and as a result, the performance of 2% or slightly more of these students can be reported as proficient for purposes of adequate yearly progress. This policy calls for tests composed of easier items in the same content areas as a state's general achievement…
Universal Screening for Behavioral and Emotional Risk: A Promising Method for Reducing Disproportionate Placement in Special Education
Tara C. Raines, Bridget V. Dever, Randy W. Kamphaus, Andrew T. Roach, Universal Screening for Behavioral and Emotional Risk: A Promising Method for Reducing Disproportionate Placement in Special Education, The Journal of Negro Education, Vol. 81, No. 3, Special Issue: Testing and Assessing African Americans: Past, Present, and Future Problems and Promises (Summer 2012), pp. 283-296
Opportunities and Options for Facilitating and Evaluating Access to the General Curriculum for Students With Disabilities
Federal regulations concerning the development and implementation of alternate assessments based on modified achievement standards include a set of safeguards intended to ensure that eligible students have access to grade-level general curriculum. These regulations concerning curricular access and opportunity to learn for students with disabilities may prove difficult for educational researchers and policymakers to operationalize and evaluate. Th…
Teacher Perceptions and the Consequential Validity of an Alternate Assessment for Students With Significant Cognitive Disabilities
The purpose of this investigation was to understand the variables that influence teachers' perceptions regarding one state's alternate assessment process and results. Elementary and secondary special education teachers (N = 113) from across Wisconsin participated, submitting case materials for one of their students. These materials included the a copy of the students' WisconsinAlternative Assessment (WAA) rating scale and current Individualized E…
Teacher Perceptions and the Consequential Validity of an Alternate Assessment for Students With Significant Cognitive Disabilities
The purpose of this investigation was to understand the variables that influence teachers' perceptions regarding one state's alternate assessment process and results. Elementary and secondary special education teachers (N = 113) from across Wisconsin participated, submitting case materials for one of their students. These materials included the a copy of the students' WisconsinAlternative Assessment (WAA) rating scale and current Individualized E…
Alternate Assessments of Modified Achievement Standards: More Accessible and Less Difficult Tests to Advance Assessment Practices
Amendments to the No Child Left Behind Act allow for a portion of students with disabilities within each state to be tested via an alternate assessment based on modified achievement standards, and as a result, the performance of 2% or slightly more of these students can be reported as proficient for purposes of adequate yearly progress. This policy calls for tests composed of easier items in the same content areas as a state's general achievement…
Opportunities and Options for Facilitating and Evaluating Access to the General Curriculum for Students With Disabilities
Federal regulations concerning the development and implementation of alternate assessments based on modified achievement standards include a set of safeguards intended to ensure that eligible students have access to grade-level general curriculum. These regulations concerning curricular access and opportunity to learn for students with disabilities may prove difficult for educational researchers and policymakers to operationalize and evaluate. Th…
Universal Screening for Behavioral and Emotional Risk: A Promising Method for Reducing Disproportionate Placement in Special Education
Tara C. Raines, Bridget V. Dever, Randy W. Kamphaus, Andrew T. Roach, Universal Screening for Behavioral and Emotional Risk: A Promising Method for Reducing Disproportionate Placement in Special Education, The Journal of Negro Education, Vol. 81, No. 3, Special Issue: Testing and Assessing African Americans: Past, Present, and Future Problems and Promises (Summer 2012), pp. 283-296
Demographic Trends and Advocacy Experiences of Gay–Straight Alliance Advisors
Using an ecological model, the individual-, school-, and sociocultural-level characteristics that affect gay–straight alliance (GSA) advisors were examined in the current study. The formation of GSAs has been one way that schools have sought to improve the school climate for lesbian, gay, bisexual, and transgender (LGBT) youth. Limited information is available about the demographics and experiences of GSA advisors who lead these clubs. GSA adviso…
Caretaker Awareness of Health Care Provided Developmental Screening: Increases from 2007 to 2012
Comparing Traditional Versus Retrospective Pre-/Post-assessment in an Interdisciplinary Leadership Training Program
Evaluating the Availability and Quality of HIV/Aids Services and Supports for Individuals with Intellectual and Developmental Disabilities
We used a community-based participatory research (CBPR) framework to conduct a needs assessment of the availability and quality of human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) services for persons with intellectual and developmental disabilities (PWIDD) in the Atlanta metropolitan area. We present the findings of a three-phase research project. Findings from the research informs organizations and policymakers o…
Examining the predictive validity of behavior screeners across measures and respondents
Through this study we compared different informants and different behavior screening tools that are available to screen for behavioral and emotional risk. We examined screening results from 100 students from a high school with a high achiever's magnet program in the Southeastern United States (school demographics: 71% female and 79% black, non‐Hispanic). This school conducted behavior screening using both teacher‐report via the Student Risk Scree…
The impact of an online stress intervention on burnout and teacher efficacy
School psychologists' perceptions, roles, and training regarding sexual health education for students with intellectual and developmental disabilities
Despite research indicating evidence‐based sexual health education results improved student outcomes, students with intellectual and developmental disabilities (I/DD) do not typically receive sexual health education. While school psychologists possess skills that could contribute to sexual health education for students with I/DD, there is no existing research on this topic. To address this, we conducted a survey of school psychologists in a state…
Psychology (9 works) · Medicine (6 works) · Mathematics education (5 works) · Political science (5 works) · Clinical Psychology (4 works) · Developmental psychology (4 works) · Medical education (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Computer Science (3 works) · Context (archaeology (3 works)