Modeling associations of English proficiency and working memory with mathematics growth.

Using kindergarten up to fourth-grade data from the Early Childhood Longitudinal Study (2010-2011 cohort), we investigated systematic variability in English language learners' (ELLs; = 303) mathematics growth as well as relations of kindergarten language growth and working memory (WM) to ELLs' mathematics growth. Using growth mixture modeling, only one class of growth emerged from ELLs' English mathematics growth from first through fourth grades. WM related to ELLs' English mathematics growth from Grades 1 to 4, as did kindergarten growth in English early literacy.

Predictive validity of curriculum-based measurement and teacher ratings of academic achievement.

Two alternative universal screening approaches to identify students with early learning difficulties were examined, along with a combination of these approaches. These approaches, consisting of (a) curriculum-based measurement (CBM) and (b) teacher ratings using Performance Screening Guides (PSGs), served as predictors of achievement tests in reading and mathematics. Participants included 413 students in grades 1, 2, and 3 in Tennessee (n=118) and Wisconsin (n=295) who were divided into six subsamples defined by grade and state.

Publication criteria and recommended areas of improvement within school psychology journals as reported by editors, journal board members, and manuscript authors.

Two online surveys were completed by editors, associate editors, editorial board members, and members or fellows of the Division 16 of the American Psychological Association. These surveys targeted (a) the criteria for a manuscript to be published in school psychology journals, and (b) the components of the peer-review process that should be improved. Although prior surveys have targeted these issues in general, none have been conducted in school psychology or examined differences in perspectives between those who serve in a reviewing capacity or those who have served only in an author capacity.

Associations between academic achievement and psychosocial variables in adolescents with cystic fibrosis.

Background: Cystic fibrosis (CF) is a chronic genetic disease that leads to the accumulation of thick mucus in multiple organ systems, leading to chronic lung infection and affecting the body's ability to absorb nutrients necessary for growth and development. This cross-sectional, correlational study examined the potential effects of CF on students' psychosocial and academic development.

Methods: Forty adolescents with CF completed a battery of neuropsychological and psychosocial measures.

School-based interventions.

This article provides an update on evidence-based practices and interventions in school settings, with a specific focus on prevention and intervention programs that can be delivered within a three-tiered intervention framework. First, the sources of evidence-based intervention programs including clinical and school psychology task forces, the National Reading Panel, the What Works Clearinghouse, and several other organizations/groups are reviewed. Second, the three-tiered prevention framework (including universal, selected, and indicated programs) and various challenges surrounding their implementation (ie, screening, progress monitoring, professional development, and sustainability) are reviewed.