An Analysis of First-Grade Writing Profiles and Their Relationship to Compositional Quality

2017 ◽  
Vol 51 (4) ◽  
pp. 336-350 ◽  
Author(s):  
David L. Coker ◽  
Kristen D. Ritchey ◽  
Ximena Uribe-Zarain ◽  
Austin S. Jennings
Keyword(s):  
At Risk ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
First Grade ◽  
State Standards ◽  
Future Research ◽  
Writing Achievement ◽  
Writing Assessments ◽  
School Year ◽  
Confirmatory Factor

To help all students meet the writing expectations of the Common Core State Standards, researchers need a deeper understanding of the characteristics of struggling writers. The purpose of this study was to explore the writing profiles of students including those who have or are at risk for writing disabilities. First-grade students ( N = 391) were assessed at the end of the school year using three writing assessments (spelling, sentence writing fluency, writing achievement). The researchers used latent profile analysis to identify students as fitting into one of five profiles (At Risk, Low Fluency, Low Writing, Average, and Above Average). Students also wrote narrative and descriptive texts that were scored multiple ways. The researchers used confirmatory factor analysis to identify four common factors: quality/length, spelling, mechanics, and syntax. Students in the At Risk profile wrote narratives and descriptions that scored lower on all aspects of writing when compared to students in the Average and Above Average profiles. These findings provide further evidence of the distinct difference among writers as early as first grade, and they offer insight into the characteristics of at-risk writers. The implications of these findings for instruction and assessment and directions for future research are described.

Examining the Long-Term Stability of a Strengths-Based Screener Over 2 Years

2017 ◽  
Vol 36 (8) ◽  
pp. 767-781 ◽  
Author(s):  
Kristy Warmbold-Brann ◽  
Melissa A. Maras ◽  
Joni W. Splett ◽  
Marissa Smith-Millman ◽  
Hannah Dinnen ◽  
...  
Keyword(s):  
Latent Profile Analysis ◽  
Profile Analysis ◽  
School Mental Health ◽  
First Grade ◽  
Time Profile ◽  
Future Research ◽  
Term Stability ◽  
Long Term Stability ◽  
Mental Health Programs

The success of universal screening for effective school mental health programs is dependent on the availability of usable measures as well as empirically based recommendations for use. The current study examined the long-term stability of a strengths-based social-emotional screening tool, the Devereux Student Strengths Assessment-Mini (DESSA-Mini). Elementary teachers rated students ( N = 273; kindergarten and first grade at Time 1) 3 times per year over 2 years to identify students for early intervention. Stability coefficients were moderate to large for continuous and categorical data but lower between years, and a transition matrix demonstrated greater movement across categories compared with prior research. A latent profile analysis with all six time-point T-Scores indicated four stability profiles. Three patterns were stable across all times while one profile improved over time. Profile results were compared with covariates of free and reduced-price lunch, special education, and intervention status as well as outcomes of reading achievement and behavior referrals. Practice implications and areas for future research are discussed.

How Collective-Action Failure Shapes Group Heterogeneity and Engagement in Conventional and Radical Action Over Time

2021 ◽  
pp. 095679762097056
Author(s):  
Morgana Lizzio-Wilson ◽  
Emma F. Thomas ◽  
Winnifred R. Louis ◽  
Brittany Wilcockson ◽  
Catherine E. Amiot ◽  
...  
Keyword(s):  
Social Movements ◽  
Collective Action ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Social Identification ◽  
Future Research ◽  
Group Efficacy ◽  
Before And After ◽  
Using Data ◽  
Over Time

Extensive research has identified factors influencing collective-action participation. However, less is known about how collective-action outcomes (i.e., success and failure) shape engagement in social movements over time. Using data collected before and after the 2017 marriage-equality debate in Australia, we conducted a latent profile analysis that indicated that success unified supporters of change ( n = 420), whereas failure created subgroups among opponents ( n = 419), reflecting four divergent responses: disengagement (resigned acceptors), moderate disengagement and continued investment (moderates), and renewed commitment to the cause using similar strategies (stay-the-course opponents) or new strategies (innovators). Resigned acceptors were least inclined to act following failure, whereas innovators were generally more likely to engage in conventional action and justify using radical action relative to the other profiles. These divergent reactions were predicted by differing baseline levels of social identification, group efficacy, and anger. Collective-action outcomes dynamically shape participation in social movements; this is an important direction for future research.

Exploring Science Career Interest: Latent Profile Analysis of High School Occupational Preferences for Science

2018 ◽  
Vol 46 (5) ◽  
pp. 583-598 ◽  
Author(s):  
Sarah L. Ferguson ◽  
Darrell M. Hull
Keyword(s):  
High School ◽  
Gender Differences ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Future Research ◽  
Academic Experience ◽  
Science Interest ◽  
Future Research Directions ◽  
The Impact ◽  
Latent Profile

The present study evaluates high school juniors and seniors ( n = 295) to explore their preference for science as indicated by science motivation, attitude, academic experience, and interest. Latent profile analysis was used to model profiles of preferences for science with a person-centered approach. Then, the impact of self-concept variables was explored and four profiles of science interest were identified. Gender differences were of particular interest due to concerns noted in the literature, and some gender differences were identified in the present study. Covariate analysis indicated vocabulary ability and personality as significantly different for students in the high science interest profile. Implications of these results and future research directions are discussed.

scholarly journals Latent Profile Analysis of the Five Facet Mindfulness Questionnaire in a Sample With a History of Recurrent Depression

Assessment ◽  
2017 ◽  
Vol 27 (1) ◽  
pp. 149-163 ◽  
Author(s):  
Jenny Gu ◽  
Anke Karl ◽  
Ruth Baer ◽  
Clara Strauss ◽  
Thorsten Barnhofer ◽  
...  
Keyword(s):  
Psychological Functioning ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Optimal Number ◽  
Future Research ◽  
Five Facet Mindfulness Questionnaire ◽  
Recurrent Depression ◽  
Mindfulness Skills ◽  
History Of ◽  
Latent Profile

Extending previous research, we applied latent profile analysis in a sample of adults with a history of recurrent depression to identify subgroups with distinct response profiles on the Five Facet Mindfulness Questionnaire and understand how these relate to psychological functioning. The sample was randomly divided into two subsamples to first examine the optimal number of latent profiles (test sample; n = 343) and then validate the identified solution (validation sample; n = 340). In both test and validation samples, a four-profile solution was revealed where two profiles mapped broadly onto those previously identified in nonclinical samples: “high mindfulness” and “nonjudgmentally aware.” Two additional subgroups, “moderate mindfulness” and “very low mindfulness,” were observed. “High mindfulness” was associated with the most adaptive psychological functioning and “very low mindfulness” with the least adaptive. In most people with recurrent depression, mindfulness skills are expressed evenly across different domains. However, in a small minority a meaningful and replicable uneven profile indicating nonjudgmental awareness is observable. Current findings require replication and future research should examine the extent to which profiles change from periods of wellness to illness in people with recurrent depression and how profiles are influenced by exposure to mindfulness-based intervention.

scholarly journals Parenting Attitudes Profiles as Perceived by Adolescents: The Influence of Parents’ Life Satisfaction and Self-Esteem and Academic Engagement and Academic Helplessness of the Adolescents Associated with the Profiles

2021 ◽  
Vol 59 (2) ◽  
pp. 215-231
Author(s):  
Ppudah Ki
Keyword(s):  
Life Satisfaction ◽  
Academic Engagement ◽  
Autonomy Support ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
First Grade ◽  
Self Esteem ◽  
Psychological Status ◽  
Korean Children ◽  
Parenting Attitude

The study set out to identify the number of types of parental attitude profiles and their characteristics, as perceived by adolescents. The study also examined whether predictor variables (parent life satisfaction and self-esteem) influence parenting attitude profiles and whether these profiles, in turn, influence adolescent academic engagement and academic helplessness. The sample consisted of data on 2,590 adolescents and their parents from the 2018 Korean Children and Youths Panel Survey (KCYPS). The adolescents were in the first grade of middle school. Using Mplus, the author applied latent profile analysis to identify the parenting attitude profiles and predictor and outcome variables associated with these profiles. Three profiles were identified based on major features: (1) coercion-inconsistency (8.3%), (2) general (47.3%), and (3) warmth-autonomy support (44.4%). Parent life satisfaction and self-esteem predicted the classification of the profiles. Also, the parental profiles identified the level of adolescent academic engagement and academic helplessness. The findings have important implications for family policies and practices given the significance of parent psychological status, particularly life satisfaction and self-esteem, on their adolescent children’s academic engagement and academic helplessness.

scholarly journals Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis

2020 ◽  
Vol 53 (6) ◽  
pp. 454-468 ◽  
Author(s):  
Peng Peng ◽  
Douglas Fuchs ◽  
Lynn S. Fuchs ◽  
Eunsoo Cho ◽  
Amy M. Elleman ◽  
...  
Keyword(s):  
Latent Profile Analysis ◽  
Word Reading ◽  
Profile Analysis ◽  
Secondary Analysis ◽  
First Grade ◽  
Reading Program ◽  
Letter Knowledge ◽  
Time Points ◽  
Z Scores ◽  
Latent Profile

We conducted a secondary analysis of data from a randomized control trial to explore this question: Does “response/no response” best characterize students’ reactions to a generally efficacious first-grade reading program, or is a more nuanced characterization necessary? Data were collected on 265 at-risk readers’ word reading prior to and immediately following program implementation in first grade and in spring of second grade. Pretreatment data were also obtained on domain-specific skills (letter knowledge, decoding, passage comprehension, language) and domain-general skills (working memory, non-verbal reasoning). Latent profile analysis of word reading across the three time points with controls as a local norm revealed a strongly responsive group ( n = 45) with mean word-reading z scores of 0.25, 1.64, and 1.26 at the three time points, respectively; a mildly responsive group ( n = 109), z scores = 0.30, 0.47, and 0.55; a mildly non-responsive group ( n = 90), z scores = −0.11, −0.15, and −0.55; and a strongly non-responsive group ( n = 21), z scores = −1.24, −1.26, and −1.57. The two responsive groups had stronger pretreatment letter knowledge and passage comprehension than the two non-responsive groups. The mildly non-responsive group demonstrated better pretreatment passage comprehension than the strongly non-responsive group. No domain-general skill distinguished the four groups. Findings suggest response to early reading intervention was more complicated than response/no response, and pretreatment reading comprehension was an important predictor of response even with pretreatment word reading controlled.

A Validation Study of the BRIEF-2 Among Kindergarteners and First Graders At-Risk for Behavior Problems

Assessment ◽  
2021 ◽  
pp. 107319112110322
Author(s):  
Michelle M. Cumming ◽  
Daniel V. Poling ◽  
Yuxi Qiu ◽  
Andy V. Pham ◽  
Ann P. Daunic ◽  
...  
Keyword(s):  
At Risk ◽  
Executive Functioning ◽  
Early Identification ◽  
Executive Dysfunction ◽  
First Grade ◽  
Future Research ◽  
Students At Risk ◽  
School Based Intervention ◽  
Index Model ◽  
School Based

Early identification of executive dysfunction and timely school-based intervention efforts are critical for students at risk for problematic behaviors during early elementary school. The original Behavior Rating Inventory of Executive Functioning (BRIEF) was designed to measure real-world behavioral manifestations of executive functioning, neurocognitive processes critical for school success. With the updated BRIEF-2, independent validation is needed with kindergarten and first grade students at risk for emotional and behavioral disorders. Thus, using item level analyses, we examined the factor structure of the BRIEF-2 Teacher Rating form with 1,112 students. Results indicated little evidence for the original three-index model and supported a modified two-index model, with a Cognitive Regulation Index and an overall Behavior–Emotion Regulation Index. Criterion related validity indicated positive relationships with performance-based executive functioning (Head-Toes-Knees-Shoulders) and later internalizing and externalizing behaviors. We discuss implications of findings for early identification and school-based intervention efforts, as well as future research.

School Behavior of First Grade Children Identified as At-Risk for Development of Conduct Problems

1993 ◽  
Vol 19 (1) ◽  
pp. 67-78 ◽  
Author(s):  
◽  
Joseph H. Wehby ◽  
Kenneth A. Dodge ◽  
Ernest Valente
Keyword(s):  
At Risk ◽  
High Risk ◽  
School Readiness ◽  
First Grade ◽  
Behavioral Observation ◽  
Conduct Disorders ◽  
Low Risk ◽  
Future Research ◽  
Screening Process ◽  
Process Stage

This paper describes the implementation of a direct observation procedure with first grade children identified as at-risk for the development of conduct disorders Children were identified as high-risk or low-risk at kindergarten using a three-stage screening process. Stage one consisted of identifying kindergarten classrooms located in schools with reportedly high rates of behavior problems; stage two used kindergarten teachers' reports of school readiness; and stage three involved parents' ratings of their children's behavior at home. Subjects were assessed 15 months later in the first grade during both structured and unstructured activities using behavioral observation and observers' impressions. Results of this study suggest that children identified as high-risk at kindergarten demonstrate difficulties one year later in their interactions with teachers and peers when compared to a low-risk group. Interpretation of results and future research in this area are presented.

What Reading Disability? Evidence for Multiple Latent Profiles of Struggling Readers in a Large Russian Sibpair Sample With at Least One Sibling at Risk for Reading Difficulties

2017 ◽  
Vol 51 (5) ◽  
pp. 434-443 ◽  
Author(s):  
Sergey A. Kornilov ◽  
Elena L. Grigorenko
Keyword(s):  
At Risk ◽  
Struggling Readers ◽  
High Performance ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Reading Difficulties ◽  
Morphological Processing ◽  
Large N ◽  
Different Types ◽  
Latent Profiles

In this study, we performed a latent profile analysis of reading and related skills in a large ( n = 733) sibpair sample of Russian readers at risk for reading difficulties. The analysis suggested the presence of seven latent profiles, of which two were characterized by relatively high performance on measures of spelling and reading comprehension and the remaining five included severely as well as moderately affected readers with deficits in the domains of phonological, orthographic, and morphological processing. The results suggest that the development and manifestation of reading difficulties in Russian is mappable on a complex pattern of interactions between different types and severities of processing deficits. The results point to the psychological reality of multiple different suboptimal patterns of deficits in reading and reading-related skills and support the multifactorial view of the disorder, with intriguing implications for future neurobiological studies.

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