Paul A Mcdermott
Datos Biográficos
| ID | 4369575 |
|---|---|
| NOMBRE | Paul A Mcdermott |
| NOMBRES | Paul A |
| APELLIDO | Mcdermott |
| FIRMA | MCDERMOTT P A |
| AFILIACIONES | University of Pennsylvania |
| VERIFICADO | No |
| TOTAL DE OBRAS | 30 |
| TOTAL DE CITAS | 116 |
| TOTAL COMO AUTOR | 30 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1979 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 6 |
Latent profiles of home behaviour problems in Trinidad and Tobago
Caregivers who interact with children at home can provide a critical, complementary perspective on a child's behaviour functioning. This research used a parent‐administered measure of problem behaviours to study perceptions of child behaviours across home situations. We applied latent profile analysis to identify subgroups of children with common behavioural tendencies in a nationally representative sample ( N = 709) of 4‐ to 13‐year‐old children…
Touchstones of Equivalence and the Houdini Transformation
Inspired by Peter Molenaar's Houdini transformation, we consider the idea of touchstones between different models. Touchstones represent instances where models that appear different on the surface can have equivalent characteristics. Touchstones can appear as identical tests of model parameters. They can exist in the mean structure, in the covariance structure, or in both. In the latter case, the models will generate identical mean and covariance…
Latent Growth Trajectories of Peer Context Behavior Problems across Preschool, Kindergarten and First Grade
Research Findings: This study examines the development of problem behavior in classroom contexts characterized by peer interaction among a nationally representative sample (N = 3,827) of U.S. low-income children from preschool entry to first grade. Latent growth mixture modeling was employed to identify unobserved subpopulations (latent classes) with shared trajectories of change, examine subpopulation members’ social and academic outcomes in fir…
Latent profile analysis of classroom behavior problems in an American national sample of prekindergarten children
Problematic behaviors impede young children's ability to succeed in the classroom. Examining individual patterns of behavior problems allows researchers to identify profiles of students most in need of support. This study applied latent profile analysis (LPA) among a national sample ( N = 2764) of American prekindergarten children and found six distinct behavior profiles, which differed in the severity and type (underactive vs. overactive) of beh…
Development and initial validation of the Spanish form of the adjustment scales for preschool intervention (Aspi)
Emergent growth patterns of early education self-control problems among children from underresourced American families
What's behind being behind? Using integrated administrative data to enhance our understanding of how publicly monitored early risk experiences uniquely affect children's growth in reading achievement
Latent Growth Curve and Repeated Measures Anova Contrasts
The relationship between the latent growth curve and repeated measures ANOVA models is often misunderstood. Although a number of investigators have looked into the similarities and differences among these models, a cursory reading of the literature can give the impression that they are very different models. Here we show that each model represents a set of contrasts on the occasion means. We demonstrate that the fixed effects parameters of the es…
Informing context and change in young children's sociobehavioral development – The national Adjustment Scales for Early Transition in Schooling (Asets)
Longitudinal Stability of IRT and Equivalent-Groups Linear and Equipercentile Equating
A multiscale criterion-referenced test that featured two presumably equivalent forms (A and B), was administered to 1,667 Head Start children at each of four points over an academic year. Using a randomly equivalent groups design, three equating methods were applied: common-item IRT equating using concurrent calibration, linear transformation, and equipercentile transformation. The methods were compared by examining mean score differences, weight…
Multiple dimensions of family engagement in early childhood education
Multidimensionality of Teachers’ Graded Responses for Preschoolers’ Stylistic Learning Behavior
Assessment of preschool learning behavior has become very popular as a mechanism to inform cognitive development and promote successful interventions. The most widely used measures offer sound predictions but distinguish only a few types of stylistic learning and lack sensitive growth detection. The Learning-to-Learn Scales was designed to mitigate these shortcomings. Exploratory factoring of teachers’ ordered categorical ratings of 1,000 Head St…
The matter of assessor variance in early childhood education—Or whose score is it anyway
An Integrated Curriculum to Improve Mathematics, Language, and Literacy for Head Start Children
This article reports on the development and field trial of an integrated Head Start curriculum (Evidence-Based Program for Integrated Curricula [EPIC]) that focuses on comprehensive mathematics, language, and literacy skills. Seventy Head Start classrooms ( N = 1,415 children) were randomly assigned to one of two curriculum programs: EPIC or the Developmental Learning Materials Early Childhood Express, with curricula implemented as stand-alone pr…
Use of City-Archival Data to Inform Dimensional Structure of Neighborhoods
An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children
This study used a developmental-ecological approach to investigate the relationship across the school year between early problems in preschool classroom situations and a comprehensive set of readiness competencies for urban low-income children. Study 1 identified 3 reliable and unique underlying classroom situational dimensions where behavior problems occurred: structured learning, peer interaction, and teacher interaction situations. Boys and yo…
Employing community data to investigate social and structural dimensions of urban neighborhoods
The present study sought to define neighborhood context by examining relationships among data from city‐level administrative databases at the level of the census block group. The present neighborhood investigation included 1,801 block groups comprising a large, northeastern metropolitan area. Common factor analyses and multistage, hierarchical cluster analyses yielded two dimensions (i.e., Social Stress, Structural Danger) and two typologies (i.e…
Preschool Competency in Context
The present concurrent study combined developmental and ecological considerations to examine the unique contribution of multiple preschool competencies to an indicator of early academic success. Participants included 195 Head Start children from 32 classrooms representative of a large, urban Head Start program. Dimensional (variable-centered) analyses revealed 3 distinct classroom competency dimensions (i.e., General Classroom Competencies, Speci…
Multidimensional assessment of emotional and behavioral adjustment problems of low-income preschool children
Preschool peer interactions and readiness to learn
The study employed multivariate techniques to examine whether low-income preschool children’s peer play interactions relate to learning behaviors and problem behaviors, and differ according to age and gender. The authors also discuss implications for future research and educational practice.
Contextually-relevant validation of peer play constructs with African American head start children
The purpose of this investigation was to evaluate the construct and concurrent validity of a modified version of the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of interactive play behaviors of preschool children. PIPPS were collected on 523 urban African American Head Start children. The PIPPS scales were confirmed, supporting the following constructs of peer play: Play Interaction, Play Disruption, and Play Disconnecti…
Racial and Social Class Prevalence of Psychopathology among School-Age Youth in the United States
This article assesses the relative base rates of common forms of youth psychopathology among Whites, African Americans, Hispanics, and rarer minorities and across social classes as defined by parent education levels. A nationwide sample of 1,400 participants aged 5 to 17 years was stratified demographically according to the U.S. census. Standardized teacher observational scales were applied and the most maladjusted youths identified in terms of a…
Using "Teaching Items" on Ability Tests
Attempts are being made to enhance the validity of aptitude and achievement tests by providing training experiences designed to elevate the scores of naive test takers. One such procedure incorporates "teaching items" that immediately precede parts of individually-administered tests. The potential benefits associated with teaching items are greatest for populations of preschool children who are naturally unaccustomed to testing situations. Presch…
Resolving Differences among Methods of Establishing Confidence Limits for Test Scores
Microcomputer scoring and interpretation systems are making it easier for psychologists to report confider -e limits for test scores. This paper focuses on the basic theory underlying confidence limits and presents reasons why psychologists should incorporate confidence ranges in their narrative reports. The paper also compares four methods for establishing confidence limits. In particular, the standard error of measurement procedure is compared …
Generality Of Disordered Behavior Across Populations Of Normal And Deviant School Children
In order to assess empirically the assumption that dimensions of child behavior disturbance remain invariant across adjusted and maladjusted segments of the population, teachers' behavior ratings of 2,527 randomly selected 5- to 15-year-old children were compiled to yield scores for eight groupings of maladaptive behavior. The children were separated into three groups, i.e., an adjusted sample containing 2,017 children with overall behavioral ind…
Preschool Competency in Context
The present concurrent study combined developmental and ecological considerations to examine the unique contribution of multiple preschool competencies to an indicator of early academic success. Participants included 195 Head Start children from 32 classrooms representative of a large, urban Head Start program. Dimensional (variable-centered) analyses revealed 3 distinct classroom competency dimensions (i.e., General Classroom Competencies, Speci…
The matter of assessor variance in early childhood education—Or whose score is it anyway
An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children
This study used a developmental-ecological approach to investigate the relationship across the school year between early problems in preschool classroom situations and a comprehensive set of readiness competencies for urban low-income children. Study 1 identified 3 reliable and unique underlying classroom situational dimensions where behavior problems occurred: structured learning, peer interaction, and teacher interaction situations. Boys and yo…
Multidimensional assessment of emotional and behavioral adjustment problems of low-income preschool children
Multiple dimensions of family engagement in early childhood education
Contextually-relevant validation of peer play constructs with African American head start children
The purpose of this investigation was to evaluate the construct and concurrent validity of a modified version of the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of interactive play behaviors of preschool children. PIPPS were collected on 523 urban African American Head Start children. The PIPPS scales were confirmed, supporting the following constructs of peer play: Play Interaction, Play Disruption, and Play Disconnecti…
Use of City-Archival Data to Inform Dimensional Structure of Neighborhoods
Employing community data to investigate social and structural dimensions of urban neighborhoods
The present study sought to define neighborhood context by examining relationships among data from city‐level administrative databases at the level of the census block group. The present neighborhood investigation included 1,801 block groups comprising a large, northeastern metropolitan area. Common factor analyses and multistage, hierarchical cluster analyses yielded two dimensions (i.e., Social Stress, Structural Danger) and two typologies (i.e…
Racial and Social Class Prevalence of Psychopathology among School-Age Youth in the United States
This article assesses the relative base rates of common forms of youth psychopathology among Whites, African Americans, Hispanics, and rarer minorities and across social classes as defined by parent education levels. A nationwide sample of 1,400 participants aged 5 to 17 years was stratified demographically according to the U.S. census. Standardized teacher observational scales were applied and the most maladjusted youths identified in terms of a…
An Integrated Curriculum to Improve Mathematics, Language, and Literacy for Head Start Children
This article reports on the development and field trial of an integrated Head Start curriculum (Evidence-Based Program for Integrated Curricula [EPIC]) that focuses on comprehensive mathematics, language, and literacy skills. Seventy Head Start classrooms ( N = 1,415 children) were randomly assigned to one of two curriculum programs: EPIC or the Developmental Learning Materials Early Childhood Express, with curricula implemented as stand-alone pr…
Emergent growth patterns of early education self-control problems among children from underresourced American families
What's behind being behind? Using integrated administrative data to enhance our understanding of how publicly monitored early risk experiences uniquely affect children's growth in reading achievement
Informing context and change in young children's sociobehavioral development – The national Adjustment Scales for Early Transition in Schooling (Asets)
A Computer Program for Measuring Levels of Overall and Partial Congruence Among Multiple Observers on Nominal Scales
A computer program entitled Program CONGRU is presented which analyzes the overall conjoint agreement among many observers for their classifications on categorical scales. A special feature assesses the significance of observers' congruence in assignments to each nominal category considered
A Fortran Program for Testing Agreement of Multiple Observers With a Categorical Standard on Nominal Scales
A computer program entitled Program STANDARD is presented which assesses the significance of the conjoint agreement of many observers with a standard or "correct" set of choices for assignments of subjects or objects on nominal scales
A Computerized System for the Classification of Developmental, Learning, and Adjustment Disorders in School Children
A computer program entitled Program MAC is presented which applies series of statistical decision rules for the differential diagnosis and classification of mental retardation, academic under- and over-achievement, social maladjustment, learning disabilities, and other problems found in school-age children
Principal Components Analysis of the Revised Bristol Social Adjustment Guides
S ummary . In clinical and research application, the various syndromes and syndrome combinations of the Bristol Social Adjustment Guides (BSAG) are used in the initial identification and subsequent classification of behavioural and social maladjustment in school children. It is important to test the validity of the assumptions that the overall BSAG scales, i.e., under‐ and over‐reaction, retain sufficient factorial integrity for use as general in…
Dilemma of the Untreated Control Group in Applied Research
Among the various impediments to controlled research in applied settings are the difficulties attendant upon the withholding or withdrawal of treatment that might prove beneficial to subjects and the inability of researchers to present simultaneously treatment conditions to all subjects. The multiple pretest-posttest control group design is introduced as an efficient and effective remedy to the problems with special focus upon controls for intern…
Generality Of Disordered Behavior Across Populations Of Normal And Deviant School Children
In order to assess empirically the assumption that dimensions of child behavior disturbance remain invariant across adjusted and maladjusted segments of the population, teachers' behavior ratings of 2,527 randomly selected 5- to 15-year-old children were compiled to yield scores for eight groupings of maladaptive behavior. The children were separated into three groups, i.e., an adjusted sample containing 2,017 children with overall behavioral ind…
Resolving Differences among Methods of Establishing Confidence Limits for Test Scores
Microcomputer scoring and interpretation systems are making it easier for psychologists to report confider -e limits for test scores. This paper focuses on the basic theory underlying confidence limits and presents reasons why psychologists should incorporate confidence ranges in their narrative reports. The paper also compares four methods for establishing confidence limits. In particular, the standard error of measurement procedure is compared …
Using "Teaching Items" on Ability Tests
Attempts are being made to enhance the validity of aptitude and achievement tests by providing training experiences designed to elevate the scores of naive test takers. One such procedure incorporates "teaching items" that immediately precede parts of individually-administered tests. The potential benefits associated with teaching items are greatest for populations of preschool children who are naturally unaccustomed to testing situations. Presch…
Racial and Social Class Prevalence of Psychopathology among School-Age Youth in the United States
This article assesses the relative base rates of common forms of youth psychopathology among Whites, African Americans, Hispanics, and rarer minorities and across social classes as defined by parent education levels. A nationwide sample of 1,400 participants aged 5 to 17 years was stratified demographically according to the U.S. census. Standardized teacher observational scales were applied and the most maladjusted youths identified in terms of a…
Contextually-relevant validation of peer play constructs with African American head start children
The purpose of this investigation was to evaluate the construct and concurrent validity of a modified version of the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of interactive play behaviors of preschool children. PIPPS were collected on 523 urban African American Head Start children. The PIPPS scales were confirmed, supporting the following constructs of peer play: Play Interaction, Play Disruption, and Play Disconnecti…
Preschool peer interactions and readiness to learn
The study employed multivariate techniques to examine whether low-income preschool children’s peer play interactions relate to learning behaviors and problem behaviors, and differ according to age and gender. The authors also discuss implications for future research and educational practice.
Multidimensional assessment of emotional and behavioral adjustment problems of low-income preschool children
Preschool Competency in Context
The present concurrent study combined developmental and ecological considerations to examine the unique contribution of multiple preschool competencies to an indicator of early academic success. Participants included 195 Head Start children from 32 classrooms representative of a large, urban Head Start program. Dimensional (variable-centered) analyses revealed 3 distinct classroom competency dimensions (i.e., General Classroom Competencies, Speci…
Employing community data to investigate social and structural dimensions of urban neighborhoods
The present study sought to define neighborhood context by examining relationships among data from city‐level administrative databases at the level of the census block group. The present neighborhood investigation included 1,801 block groups comprising a large, northeastern metropolitan area. Common factor analyses and multistage, hierarchical cluster analyses yielded two dimensions (i.e., Social Stress, Structural Danger) and two typologies (i.e…
Use of City-Archival Data to Inform Dimensional Structure of Neighborhoods
An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children
This study used a developmental-ecological approach to investigate the relationship across the school year between early problems in preschool classroom situations and a comprehensive set of readiness competencies for urban low-income children. Study 1 identified 3 reliable and unique underlying classroom situational dimensions where behavior problems occurred: structured learning, peer interaction, and teacher interaction situations. Boys and yo…
Multidimensionality of Teachers’ Graded Responses for Preschoolers’ Stylistic Learning Behavior
Assessment of preschool learning behavior has become very popular as a mechanism to inform cognitive development and promote successful interventions. The most widely used measures offer sound predictions but distinguish only a few types of stylistic learning and lack sensitive growth detection. The Learning-to-Learn Scales was designed to mitigate these shortcomings. Exploratory factoring of teachers’ ordered categorical ratings of 1,000 Head St…
The matter of assessor variance in early childhood education—Or whose score is it anyway
An Integrated Curriculum to Improve Mathematics, Language, and Literacy for Head Start Children
This article reports on the development and field trial of an integrated Head Start curriculum (Evidence-Based Program for Integrated Curricula [EPIC]) that focuses on comprehensive mathematics, language, and literacy skills. Seventy Head Start classrooms ( N = 1,415 children) were randomly assigned to one of two curriculum programs: EPIC or the Developmental Learning Materials Early Childhood Express, with curricula implemented as stand-alone pr…
Longitudinal Stability of IRT and Equivalent-Groups Linear and Equipercentile Equating
A multiscale criterion-referenced test that featured two presumably equivalent forms (A and B), was administered to 1,667 Head Start children at each of four points over an academic year. Using a randomly equivalent groups design, three equating methods were applied: common-item IRT equating using concurrent calibration, linear transformation, and equipercentile transformation. The methods were compared by examining mean score differences, weight…
Multiple dimensions of family engagement in early childhood education
Informing context and change in young children's sociobehavioral development – The national Adjustment Scales for Early Transition in Schooling (Asets)
Latent Growth Curve and Repeated Measures Anova Contrasts
The relationship between the latent growth curve and repeated measures ANOVA models is often misunderstood. Although a number of investigators have looked into the similarities and differences among these models, a cursory reading of the literature can give the impression that they are very different models. Here we show that each model represents a set of contrasts on the occasion means. We demonstrate that the fixed effects parameters of the es…
Emergent growth patterns of early education self-control problems among children from underresourced American families
What's behind being behind? Using integrated administrative data to enhance our understanding of how publicly monitored early risk experiences uniquely affect children's growth in reading achievement
Psychology (25 obras) · Developmental psychology (21 obras) · Early Childhood Education and Development (19 obras) · Parental Involvement in Education (15 obras) · Statistics (14 obras) · Child and Adolescent Psychosocial and Emotional Development (13 obras) · Mathematics (11 obras) · Computer Science (9 obras) · Social Psychology (9 obras) · Clinical Psychology (8 obras)