June Preast | The University of Alabama (original) (raw)
Papers by June Preast
Accessibility and Diversity in Education
A student's social and emotional skills are related to how well equipped they are to address ... more A student's social and emotional skills are related to how well equipped they are to address and adapt to the academic, behavioral, and functional demands of the classroom. With the increased attention on academic outcomes, the opportunities to teach social and emotional learning (SEL) are limited. However, SEL approaches have demonstrated increases in functional, behavioral, and academic outcomes for school aged youth. This chapter is designed to identify the key components of SEL, provide guidance in implementation, and describe how SEL can help reduce the social marginalization among youth with disabilities and those at-risk for disability identification.
Journal of Educational and Psychological Consultation
Professional learning communities (PLCs) promote collabora- tion among school personnel in an eff... more Professional learning communities (PLCs) promote collabora- tion among school personnel in an effort to stimulate student learning. Using data obtained from a larger statewide initiative in Missouri, the current study examined data from 181 schools (102 elementary schools, 32 middle schools, 41 high schools, and 6 other schools, average of 428.76 students) to determine (a) the factors that can be used to assess the effects of PLCs, (b) how well PLCs relate to student achievement, and (c) the extent to which teams differentially implement the factors. An exploratory factor analysis and confirmatory factor analyses resulted in two broader constructs that represented PLC attri- butes, collaborative leadership process and data-driven sys- tems for learning, both of which correlated with student achievement and together provided unique variance in mathe- matics beyond school variables and achievement scores from before the PLC began. Directions for future research and impli- cations for practice are discussed.
Exceptionality Education International
Successful approaches for decreasing bullying among youth hinge on the competence of teachers, ye... more Successful approaches for decreasing bullying among youth hinge on the competence of teachers, yet teachers’ perceptions of bullying often differ from those of students. This study used the Bullying Perceptions Scale—Revised to investigate perceptions of 221 pre-service teachers at a large university in the midwestern United States. Results suggested that pre-service teachers believe all topographies of bullying warrant intervention. Additionally, when asked to recall an episode of bullying, pre-service teachers typically recalled a scenario that involved verbal bullying (84.0%), occurred in the classroom (43.6%), in elementary (44.0%) or middle school (39.6%), when teachers were present (50.2%). The findings imply a need for increased focus on bully identification and prevention in the teacher preparation curriculum.
Journal of Educational and Psychological Consultation
Journal of Educational and Psychological Consultation
advocacy into research and I am a better School Psychologist because of you. I also want to exten... more advocacy into research and I am a better School Psychologist because of you. I also want to extend my thanks to Dr. Chad Rose, Dissertation Committee Member, for your trust and support through my doctoral experience. Thank you to my fellow graduate student and project right-hand woman, Lisa Aguilar. There is no way this project would have been executed as it was without your help and the time you dedicated. And thank you to my project observers and fellow graduate students, Crystal Taylor, Helen Young, Katie Eiben, and Karen Keltner. Last but not least, I want to thank my incredible support system outside of Mizzou. To my mother, you taught me to question everything and never stand for the mistreatment of others. You created a culture of advocacy in our home that has fueled my career and I have full intentions of following in your footsteps throughout the rest of my life. To my father, you have given me more gifts than you could ever know. You taught me how to work hard to earn respect and recognition. You have been my rock during this journey and I could not have accomplished this without you. To my brother, extended family, and friends, I am incredibly lucky to have so many people who have loved and supported me through my prolonged status as a professional student. You have provided guidance, respite, meals, and so many other things for which I am so grateful. Thank you to my Southbrook family for giving this NC girl a home and a family away from home. And a last thank you so my spotted spaniels. You provided the cuddles I needed after hard days, walks to clear my head, and necessary breaks to keep my sanity. iii
Psychology in the Schools
Intervention researchers often use curriculum-based measurement of reading fluency (CBM-R) with a... more Intervention researchers often use curriculum-based measurement of reading fluency (CBM-R) with a brief experimental analysis (BEA) to identify an effective intervention for individual students. The current study synthesized data from 22 studies that used CBM-R data within a BEA by computing the standard error of measure (SEM) for the median data point from the baseline and intervention data. The median CBM-R score from the intervention that the authors of each study identified as most effective fell within the SEM (68% confidence interval) of the baseline data approximately 30% of the time, but the ranges for the two author-identified most effective interventions overlapped over 75% of the time. Extended analyses were consistent with the BEA results for approximately three-fourths of the instances after considering the SEM of the baseline and intervention phases. Using matched passages did not improve the overlap of the ranges, but there was less overlap when the study used three data points per condition. Results emphasize the importance of considering SEM of CBM-R data when comparing interventions within a BEA. Further implications for practice and future research are included. C 2017 Wiley Periodicals, Inc. Children that learn to read by third grade are less likely to drop out of school and to be involved with the juvenile justice system (Connor, Alberto, Compton, & O'Connor, 2014), but some students require additional support to master reading (Snow, Burns, & Griffin, 1998). School psychologists are often involved in collecting data to determine how to best intervene with individual and groups of students (Chafouleas, Riley-Tillman, & Eckert, 2003) because interventions are more effective if they are correctly targeted to student needs (Burns, VanDerHeyden, & Zaslofsky, 2014). School personnel should identify student reading needs and adapt instructional variables to improve performance (Daly, Witt, Martens, & Dool, 1997). Brief experimental analysis (BEA) is one approach to identify instructional variables that can be adapted to improve student learning. BEA is the process of delivering multiple interventions over a brief period of time and assessing their effectiveness with brief measures to test hypotheses regarding student deficits (Jones & Wickstrom, 2002). BEAs use logic from single-case design (SCD) to test hypotheses by collecting baseline data and examining immediate changes in scores after implementing an intervention (Riley-Tillman & Burns, 2009). For example, Andersen, Daly, and Young (2013) compared reading fluency after an intervention with multiple instructional components to providing a reward and to a control condition with six students using one instructional session and one reading assessment for each condition. The results indicated that the instructional condition plus the reward led to the highest reading fluency for three of the students, and the reward only led to highest fluency for three other students. Thus, three students likely had a reading deficit and three were demonstrating a motivational issue. The
Journal of Psychoeducational Assessment
Teaching children too many words during a lesson reduces retention. The amount of new information... more Teaching children too many words during a lesson reduces retention. The amount of new information a student can successfully rehearse and recall later is called acquisition rate (AR), which has been reliably measured with students in first, third, and fifth grades. The purpose of this study was to examine the reliability of assessing AR for sight words with kindergarten students. A total of 32 kindergarten students from five classrooms across two elementary schools participated in the study. AR was measured twice over a 2-week period, and 1-day retention was measured for the first AR. The AR data resulted in a 2-week delayed alternate form reliability of r = .83, and there was also a strong correlation between AR and number of words retained 1 day later. The limitations, implications, and considerations for the name of the construct being assessed are discussed.
Remedial and Special Education
Students with disabilities are disproportionately involved within the bullying dynamic. However, ... more Students with disabilities are disproportionately involved within the bullying dynamic. However, few studies have investigated the interaction between victimization and proactive or reactive aggression, and psychosocial predictors for bullying involvement among school-aged youth with disabilities. This study used structural equation modeling to examine the predictive nature of depression, hostility, and self-esteem on victimization, bullying, fighting, bully-victimization, and reactive-victimization for a diverse sample of 1,183 adolescents with disabilities. Results suggest that victimization predicted bullying and fighting. In addition, lower levels of depression and higher levels of hostility predicted bullying and fighting; higher levels of depression, hostility, and lower levels of self-esteem predicted higher levels of victimization. Finally, higher levels of depression, hostility, and lower levels of self-esteem predicted bully-victim and reactive-victim status. Therefore, sc...
School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association, Jan 25, 2017
The current study examined the effect of academic interventions and modifications on behavioral o... more The current study examined the effect of academic interventions and modifications on behavioral outcomes in a meta-analysis of 32 single-case design studies. Academic interventions included modifying task difficulty, providing instruction in reading, mathematics, or writing, and contingent reinforcement for academic performance. There was an overall small to moderate effect (ϕ = .56) on behavioral outcomes, with a stronger effect on increasing time on task (ϕ = .64) than on decreasing disruptive behavior (ϕ = .42). There was a small effect for using a performance-based contingent reinforcer (ϕ = .48). Interventions completed in an individual setting resulted in a moderate to large effects on behavior outcomes. Results of the current meta-analysis suggest that academic interventions can offer both positive academic and behavioral outcomes. Practical implications and suggestions for future research are included. (PsycINFO Database Record
School Psychology Review, 2015
Journal of School Psychology, 2015
Identifying a student&amp... more Identifying a student's instructional level is necessary to ensure that students are appropriately challenged in reading. Informal reading inventories (IRIs) purport to assess the highest reading level at which a student can accurately decode and comprehend text. However, the use of IRIs in determining a student's instructional level has been questioned because of a lack of research. The current study examined the percentage of words read correctly with 64 second- and third-grade students while reading from texts at their instructional level as determined by an IRI. Students read for 1min from three leveled texts that corresponded to their instructional level as measured by an IRI, and the percentage of words read correctly was recorded. The percentage read correctly correlated across the three books from r=.47 to r=.68 and instructional level categories correlated from tau=.59 to tau=.65. Percent agreement calculations showed that the categorical scores (frustration, instructional, and independent) for the three readings agreed approximately 67% to 70% of the time, which resulted in a kappa estimate of less than .50. Kappa coefficients of .70 are considered strong indicators of agreement. Moreover, more than half of the students with the lowest reading skills read at a frustration level when attempting to read books rated at their instructional level by an IRI. The current study questions how reliably and accurately IRIs identify students' instructional level for reading.
Developmental Neurorehabilitation, 2014
Purpose: The purpose of the current study was to determine if peer reactions to aggression among ... more Purpose: The purpose of the current study was to determine if peer reactions to aggression among preschool youth were consistent with those conceptualized in the adolescent bullying literature as defenders, encouragers, and neutral bystanders. Research design: Direct observations were used to document patterns for types of peer-directed aggression in early childhood settings to ascertain interaction differences between individuals involved within the bullying dynamic. Methods and procedures: Observations of 50 students in preschool were conducted over 5.5 months. Event recording procedures were used to document aggressive behaviors and reactions from peers and teachers. Results: Results indicated that the majority of aggression was physical. Additionally, peer reactions, as described in the bullying literature for school-aged youth, occurred very infrequently. Conclusion: Peer aggression tended to be more physical, suggesting that early childhood educators should attend to these physical interactions, and cultivate a classroom community that emphasizes social supports and appropriate interactions.
Objectives: In previous studies, otoacoustic emissions (OAEs) have been found to be larger in nor... more Objectives: In previous studies, otoacoustic emissions (OAEs) have been found to be larger in normal-hearing children with sickle cell disease (SCD). It was hypothesized that some dysfunction or reduction in the medial olivocochlear efferent suppression of outer hair cell activity was responsible for this phenomenon. To test this hypothesis, contralateral suppression of transient-evoked otoacoustic emissions (TEOAEs) was examined in children with and without SCD. Design: Thirteen African American school-aged normal-hearing children with homozygous SCD and 13 age- and gender-matched control children participated. TEOAEs were obtained bilaterally with 80 dB peSPL nonlinear click stimuli. To examine contralateral suppression, TEOAEs were obtained with 60 dB peSPL linear click stimuli with and without a contralateral 65 dB SPL white noise suppressor. Results: Overall and half-octave band TEOAE levels were found to be larger in children with SCD relative to the normal control children (p < 0.05), consistent with previous reports of increased OAE levels. There was no significant difference (p > 0.05) in the absolute or proportional amount of TEOAE suppression as a function of group and ear. There were also no significant correlations or linear predictive relationships between TEOAE suppression and TEOAE level for either ear or group (p > 0.05). Conclusions: These findings do not support the notion that increased OAE levels in children with SCD are a consequence of abnormal medial olivocochlear system function as assessed with contralateral suppression of TEOAEs.
Accessibility and Diversity in Education
A student's social and emotional skills are related to how well equipped they are to address ... more A student's social and emotional skills are related to how well equipped they are to address and adapt to the academic, behavioral, and functional demands of the classroom. With the increased attention on academic outcomes, the opportunities to teach social and emotional learning (SEL) are limited. However, SEL approaches have demonstrated increases in functional, behavioral, and academic outcomes for school aged youth. This chapter is designed to identify the key components of SEL, provide guidance in implementation, and describe how SEL can help reduce the social marginalization among youth with disabilities and those at-risk for disability identification.
Journal of Educational and Psychological Consultation
Professional learning communities (PLCs) promote collabora- tion among school personnel in an eff... more Professional learning communities (PLCs) promote collabora- tion among school personnel in an effort to stimulate student learning. Using data obtained from a larger statewide initiative in Missouri, the current study examined data from 181 schools (102 elementary schools, 32 middle schools, 41 high schools, and 6 other schools, average of 428.76 students) to determine (a) the factors that can be used to assess the effects of PLCs, (b) how well PLCs relate to student achievement, and (c) the extent to which teams differentially implement the factors. An exploratory factor analysis and confirmatory factor analyses resulted in two broader constructs that represented PLC attri- butes, collaborative leadership process and data-driven sys- tems for learning, both of which correlated with student achievement and together provided unique variance in mathe- matics beyond school variables and achievement scores from before the PLC began. Directions for future research and impli- cations for practice are discussed.
Exceptionality Education International
Successful approaches for decreasing bullying among youth hinge on the competence of teachers, ye... more Successful approaches for decreasing bullying among youth hinge on the competence of teachers, yet teachers’ perceptions of bullying often differ from those of students. This study used the Bullying Perceptions Scale—Revised to investigate perceptions of 221 pre-service teachers at a large university in the midwestern United States. Results suggested that pre-service teachers believe all topographies of bullying warrant intervention. Additionally, when asked to recall an episode of bullying, pre-service teachers typically recalled a scenario that involved verbal bullying (84.0%), occurred in the classroom (43.6%), in elementary (44.0%) or middle school (39.6%), when teachers were present (50.2%). The findings imply a need for increased focus on bully identification and prevention in the teacher preparation curriculum.
Journal of Educational and Psychological Consultation
Journal of Educational and Psychological Consultation
advocacy into research and I am a better School Psychologist because of you. I also want to exten... more advocacy into research and I am a better School Psychologist because of you. I also want to extend my thanks to Dr. Chad Rose, Dissertation Committee Member, for your trust and support through my doctoral experience. Thank you to my fellow graduate student and project right-hand woman, Lisa Aguilar. There is no way this project would have been executed as it was without your help and the time you dedicated. And thank you to my project observers and fellow graduate students, Crystal Taylor, Helen Young, Katie Eiben, and Karen Keltner. Last but not least, I want to thank my incredible support system outside of Mizzou. To my mother, you taught me to question everything and never stand for the mistreatment of others. You created a culture of advocacy in our home that has fueled my career and I have full intentions of following in your footsteps throughout the rest of my life. To my father, you have given me more gifts than you could ever know. You taught me how to work hard to earn respect and recognition. You have been my rock during this journey and I could not have accomplished this without you. To my brother, extended family, and friends, I am incredibly lucky to have so many people who have loved and supported me through my prolonged status as a professional student. You have provided guidance, respite, meals, and so many other things for which I am so grateful. Thank you to my Southbrook family for giving this NC girl a home and a family away from home. And a last thank you so my spotted spaniels. You provided the cuddles I needed after hard days, walks to clear my head, and necessary breaks to keep my sanity. iii
Psychology in the Schools
Intervention researchers often use curriculum-based measurement of reading fluency (CBM-R) with a... more Intervention researchers often use curriculum-based measurement of reading fluency (CBM-R) with a brief experimental analysis (BEA) to identify an effective intervention for individual students. The current study synthesized data from 22 studies that used CBM-R data within a BEA by computing the standard error of measure (SEM) for the median data point from the baseline and intervention data. The median CBM-R score from the intervention that the authors of each study identified as most effective fell within the SEM (68% confidence interval) of the baseline data approximately 30% of the time, but the ranges for the two author-identified most effective interventions overlapped over 75% of the time. Extended analyses were consistent with the BEA results for approximately three-fourths of the instances after considering the SEM of the baseline and intervention phases. Using matched passages did not improve the overlap of the ranges, but there was less overlap when the study used three data points per condition. Results emphasize the importance of considering SEM of CBM-R data when comparing interventions within a BEA. Further implications for practice and future research are included. C 2017 Wiley Periodicals, Inc. Children that learn to read by third grade are less likely to drop out of school and to be involved with the juvenile justice system (Connor, Alberto, Compton, & O'Connor, 2014), but some students require additional support to master reading (Snow, Burns, & Griffin, 1998). School psychologists are often involved in collecting data to determine how to best intervene with individual and groups of students (Chafouleas, Riley-Tillman, & Eckert, 2003) because interventions are more effective if they are correctly targeted to student needs (Burns, VanDerHeyden, & Zaslofsky, 2014). School personnel should identify student reading needs and adapt instructional variables to improve performance (Daly, Witt, Martens, & Dool, 1997). Brief experimental analysis (BEA) is one approach to identify instructional variables that can be adapted to improve student learning. BEA is the process of delivering multiple interventions over a brief period of time and assessing their effectiveness with brief measures to test hypotheses regarding student deficits (Jones & Wickstrom, 2002). BEAs use logic from single-case design (SCD) to test hypotheses by collecting baseline data and examining immediate changes in scores after implementing an intervention (Riley-Tillman & Burns, 2009). For example, Andersen, Daly, and Young (2013) compared reading fluency after an intervention with multiple instructional components to providing a reward and to a control condition with six students using one instructional session and one reading assessment for each condition. The results indicated that the instructional condition plus the reward led to the highest reading fluency for three of the students, and the reward only led to highest fluency for three other students. Thus, three students likely had a reading deficit and three were demonstrating a motivational issue. The
Journal of Psychoeducational Assessment
Teaching children too many words during a lesson reduces retention. The amount of new information... more Teaching children too many words during a lesson reduces retention. The amount of new information a student can successfully rehearse and recall later is called acquisition rate (AR), which has been reliably measured with students in first, third, and fifth grades. The purpose of this study was to examine the reliability of assessing AR for sight words with kindergarten students. A total of 32 kindergarten students from five classrooms across two elementary schools participated in the study. AR was measured twice over a 2-week period, and 1-day retention was measured for the first AR. The AR data resulted in a 2-week delayed alternate form reliability of r = .83, and there was also a strong correlation between AR and number of words retained 1 day later. The limitations, implications, and considerations for the name of the construct being assessed are discussed.
Remedial and Special Education
Students with disabilities are disproportionately involved within the bullying dynamic. However, ... more Students with disabilities are disproportionately involved within the bullying dynamic. However, few studies have investigated the interaction between victimization and proactive or reactive aggression, and psychosocial predictors for bullying involvement among school-aged youth with disabilities. This study used structural equation modeling to examine the predictive nature of depression, hostility, and self-esteem on victimization, bullying, fighting, bully-victimization, and reactive-victimization for a diverse sample of 1,183 adolescents with disabilities. Results suggest that victimization predicted bullying and fighting. In addition, lower levels of depression and higher levels of hostility predicted bullying and fighting; higher levels of depression, hostility, and lower levels of self-esteem predicted higher levels of victimization. Finally, higher levels of depression, hostility, and lower levels of self-esteem predicted bully-victim and reactive-victim status. Therefore, sc...
School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association, Jan 25, 2017
The current study examined the effect of academic interventions and modifications on behavioral o... more The current study examined the effect of academic interventions and modifications on behavioral outcomes in a meta-analysis of 32 single-case design studies. Academic interventions included modifying task difficulty, providing instruction in reading, mathematics, or writing, and contingent reinforcement for academic performance. There was an overall small to moderate effect (ϕ = .56) on behavioral outcomes, with a stronger effect on increasing time on task (ϕ = .64) than on decreasing disruptive behavior (ϕ = .42). There was a small effect for using a performance-based contingent reinforcer (ϕ = .48). Interventions completed in an individual setting resulted in a moderate to large effects on behavior outcomes. Results of the current meta-analysis suggest that academic interventions can offer both positive academic and behavioral outcomes. Practical implications and suggestions for future research are included. (PsycINFO Database Record
School Psychology Review, 2015
Journal of School Psychology, 2015
Identifying a student&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp... more Identifying a student&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s instructional level is necessary to ensure that students are appropriately challenged in reading. Informal reading inventories (IRIs) purport to assess the highest reading level at which a student can accurately decode and comprehend text. However, the use of IRIs in determining a student&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s instructional level has been questioned because of a lack of research. The current study examined the percentage of words read correctly with 64 second- and third-grade students while reading from texts at their instructional level as determined by an IRI. Students read for 1min from three leveled texts that corresponded to their instructional level as measured by an IRI, and the percentage of words read correctly was recorded. The percentage read correctly correlated across the three books from r=.47 to r=.68 and instructional level categories correlated from tau=.59 to tau=.65. Percent agreement calculations showed that the categorical scores (frustration, instructional, and independent) for the three readings agreed approximately 67% to 70% of the time, which resulted in a kappa estimate of less than .50. Kappa coefficients of .70 are considered strong indicators of agreement. Moreover, more than half of the students with the lowest reading skills read at a frustration level when attempting to read books rated at their instructional level by an IRI. The current study questions how reliably and accurately IRIs identify students&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; instructional level for reading.
Developmental Neurorehabilitation, 2014
Purpose: The purpose of the current study was to determine if peer reactions to aggression among ... more Purpose: The purpose of the current study was to determine if peer reactions to aggression among preschool youth were consistent with those conceptualized in the adolescent bullying literature as defenders, encouragers, and neutral bystanders. Research design: Direct observations were used to document patterns for types of peer-directed aggression in early childhood settings to ascertain interaction differences between individuals involved within the bullying dynamic. Methods and procedures: Observations of 50 students in preschool were conducted over 5.5 months. Event recording procedures were used to document aggressive behaviors and reactions from peers and teachers. Results: Results indicated that the majority of aggression was physical. Additionally, peer reactions, as described in the bullying literature for school-aged youth, occurred very infrequently. Conclusion: Peer aggression tended to be more physical, suggesting that early childhood educators should attend to these physical interactions, and cultivate a classroom community that emphasizes social supports and appropriate interactions.
Objectives: In previous studies, otoacoustic emissions (OAEs) have been found to be larger in nor... more Objectives: In previous studies, otoacoustic emissions (OAEs) have been found to be larger in normal-hearing children with sickle cell disease (SCD). It was hypothesized that some dysfunction or reduction in the medial olivocochlear efferent suppression of outer hair cell activity was responsible for this phenomenon. To test this hypothesis, contralateral suppression of transient-evoked otoacoustic emissions (TEOAEs) was examined in children with and without SCD. Design: Thirteen African American school-aged normal-hearing children with homozygous SCD and 13 age- and gender-matched control children participated. TEOAEs were obtained bilaterally with 80 dB peSPL nonlinear click stimuli. To examine contralateral suppression, TEOAEs were obtained with 60 dB peSPL linear click stimuli with and without a contralateral 65 dB SPL white noise suppressor. Results: Overall and half-octave band TEOAE levels were found to be larger in children with SCD relative to the normal control children (p < 0.05), consistent with previous reports of increased OAE levels. There was no significant difference (p > 0.05) in the absolute or proportional amount of TEOAE suppression as a function of group and ear. There were also no significant correlations or linear predictive relationships between TEOAE suppression and TEOAE level for either ear or group (p > 0.05). Conclusions: These findings do not support the notion that increased OAE levels in children with SCD are a consequence of abnormal medial olivocochlear system function as assessed with contralateral suppression of TEOAEs.