Assessing the Severity of Concerns About Preschool Children’s Self-Regulation of Attention, Behavior, and Emotions Using the ABLE Universal Screener: A Rasch Analysis

2019 ◽  
Vol 28 (3) ◽  
pp. 167-179
Author(s):  
Oscar Barbarin ◽  
Aline Hitti ◽  
Jeffrey Brown
Keyword(s):  
Head Start ◽  
Rasch Analysis ◽  
Self Regulation ◽  
Problem Types ◽  
Universal Screener ◽  
Language Problems ◽  
Teachers And Parents ◽  
Efficient Screening ◽  
Unidimensional Scale ◽  
Professional Intervention

Discerning the seriousness of socioemotional symptoms in young children can be difficult. To address this issue, the Attention, Behavior, Language, and Emotions (ABLE) universal behavioral health screener uses a rubric for severity that includes indicators of problem duration, impairment, generalizability, exacerbation, persistence, peer comparison, and need for professional intervention. This report examines whether this rubric can be treated as a unidimensional scale across respondents and problem types and streamlined for more efficient screening. Head Start teachers and parents ( N = 2,643) reported socioemotional, attentional, behavioral, and language problems. Rasch analyses confirmed that the ABLE severity scale is unidimensional but the coherence of severity indicators differed by respondents. Consequently, greater precision in establishing clinical significance can be achieved by weighting severity items differentially for teachers and parents.

scholarly journals Enhancing Self-Regulation as a Strategy for Obesity Prevention in Head Start Preschoolers

2014 ◽  
Vol 46 (4) ◽  
pp. S195 ◽  
Author(s):  
Julie C. Lumeng ◽  
A. Miller ◽  
H. Brophy-Herb ◽  
M.A. Horodynski ◽  
D. Contreras ◽  
...  
Keyword(s):  
Head Start ◽  
Obesity Prevention ◽  
Self Regulation

The development and validation of the Unidimensional Fatigue Impact Scale (U-FIS)

2009 ◽  
Vol 15 (10) ◽  
pp. 1228-1238 ◽  
Author(s):  
DM Meads ◽  
LC Doward ◽  
SP McKenna ◽  
J. Fisk ◽  
J. Twiss ◽  
...  
Keyword(s):  
Rasch Analysis ◽  
Nottingham Health Profile ◽  
Reliability And Validity ◽  
Patient Interviews ◽  
Impact Scale ◽  
Significant Difference ◽  
Model Reliability ◽  
Fatigue Impact Scale ◽  
Development And Validation ◽  
Unidimensional Scale

Background: The multidimensional assessment of fatigue is complicated by the interrelation of its multiple causes and effects. Objective: The purpose of the research was to develop a unidimensional assessment of fatigue (U-FIS). Methods: Data collected with the Fatigue Impact Scale (FIS) were subjected to Rasch analysis to identify potential problems with the scale. Additional items for the U-FIS were generated from interviews with UK MS patients. The U-FIS was tested for face and content validity in patient interviews and included in a validation survey to determine dimensionality (Rasch model), reliability and validity. Results: The original FIS was not unidimensional when subscale items were combined. The modification of the FIS and addition of a number of items allowed the development of a 22-item unidimensional scale (U-FIS) that was reliable (Cronbach Alpha = 0.96; test-retest = 0.86,) and valid given correlations with the Nottingham Health Profile and ability to distinguish between MS severity groups. There was no significant difference in U-FIS scores according to MS type. Conclusion: It is valid to conceptualize the functional impact of fatigue as unidimensional. The U-FIS is a reliable and valid questionnaire that will allow the measurement of this construct in clinical studies.

scholarly journals Enhancing self-regulation as a strategy for obesity prevention in Head Start preschoolers: the growing healthy study

2012 ◽  
Vol 12 (1) ◽  
Author(s):  
Alison L Miller ◽  
Mildred A Horodynski ◽  
Holly E Brophy Herb ◽  
Karen E Peterson ◽  
Dawn Contreras ◽  
...  
Keyword(s):  
Head Start ◽  
Obesity Prevention ◽  
Self Regulation

scholarly journals The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Megan M. McClelland ◽  
Christopher R. Gonzales ◽  
Claire E. Cameron ◽  
G. John Geldhof ◽  
Ryan P. Bowles ◽  
...  
Keyword(s):  
Head Start ◽  
Young Children ◽  
Low Income ◽  
Academic Outcomes ◽  
Growth Models ◽  
Self Regulation ◽  
The United States ◽  
Time Points ◽  
Catch Up ◽  
Literacy Scores

The measurement of self-regulation in young children has been a topic of great interest as researchers and practitioners work to help ensure that children have the skills they need to succeed as they start school. The present study examined how a revised version of a commonly used measure of behavioral self-regulation, the Head-Toes-Knees-Shoulders task (HTKS) called the HTKS-R, and measures of executive function (EF) was related to academic outcomes between preschool and kindergarten (ages 4–6years) in a diverse sample of children from families with low income participating in Head Start in the United States. Participants included 318 children (53% female; 76% White; and 20% Latino/Hispanic) from 64 classrooms in 18 Head Start preschools who were followed over four time points between the fall of preschool and the spring of kindergarten. Results indicated that children with higher HTKS-R scores had significantly higher math and literacy scores at all-time points between preschool and kindergarten. The HTKS-R was also a more consistent predictor of math and literacy than individual EF measures assessing inhibitory control, working memory, and task shifting. Parallel process growth models indicated that children who had high initial scores on the HTKS-R also had relatively higher initial scores on math and literacy. In addition, growth in children’s scores on the HTKS-R across the preschool and kindergarten years was related to growth in both children’s math and literacy scores over the same period independent of their starting points on either measure. For the HTKS-R and math, children’s initial scores were negatively associated with growth over the preschool and kindergarten years indicating that lower skilled children at the start of preschool started to catch up to their more skilled peers by the end of kindergarten.

scholarly journals Socio-psychological aspect of modern junior schoolchildren’s academic giftedness

2021 ◽  
Vol 4 (121) ◽  
pp. 137-148
Author(s):  
Mergalyas M. Kashapov ◽  
◽  
Irina V. Serafimovich ◽  
Yuliya G. Baranova ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Self Control ◽  
Group Method ◽  
Gifted Learners ◽  
Self Evaluation ◽  
Teachers And Parents ◽  
Regular Work ◽  
Development Orientation

The results of several empirical research generalizations are represented in this article. The congruence of teachers’ and parents’ thinking about different kinds of giftedness and its manifestations of primary school academically gifted learners is discussed here. The specific features analysis of personal characteristics of academically and intellectual gifted today’s children is performed. Sample: total 586 persons: teachers – 60, 240 primary school learners, 286 – learners’ parents. The following idea is proved: a child’s self-evaluation depends on parents’ opinion about their child and it conforms to parents’ expectations. It’s determined that the higher parents evaluate self-regulation level, the level of independence, the higher child’s indicators of self-control and motivation for success are. We have made conclusions that primary schoolchildren can try to draw attention to themselves in order to get acceptance and approval by grown-ups and peers, they also have excessive anxiety level connected with school fears: control and the assessment of knowledge. Authorial express diagnostics was used to study teachers’ and parents’ ideas about different kinds of child’s giftedness and its manifestation. It turned out that at the beginning of studies primary school teachers are less aware of potential giftedness of their children: behavioral and artistic. The spectrum of views about grown-ups’ giftedness broadens to the end of primary school, especially it concerns motivational criteria. The focus group method to estimate the formation level of teachers’ thinking components when working with gifted learners was used. It is found that not only at primary school but also at secondary and high school we can see insufficient representation and formation of teachers knowledge about their work with gifted learners and it is the perspective for further work. It is shown that regular work with teachers stimulates the transformation of professional thinking characteristics from situational up to supra-situational: prediction, reflexivity, the depth and broadness of analysis, self-development orientation are changed.

scholarly journals Class and Parents' Agency in West Virginia: Between Choices and Rights

2013 ◽  
Vol 21 ◽  
pp. 78 ◽  
Author(s):  
Melissa Sherfinski
Keyword(s):  
Head Start ◽  
Middle Class ◽  
West Virginia ◽  
Social Reproduction ◽  
Educational Practice ◽  
Public And Private ◽  
Lower Middle Class ◽  
Choice Making ◽  
Part Time ◽  
Teachers And Parents

Universal pre-kindergarten (UPK) is a popular reform in West Virginia, offering part-time readiness-oriented instruction for four-year-olds and some three-year-olds with special needs. The reform joins public school sites and community partners (private preschool and/or Head Start resources) in the goal of pre-kindergarten for all eligible children, and has targeted the struggling lower-middle class. UPK may position parents between choices and rights by providing discrepant public and private choices for families who do not qualify for the Head Start strand while naming access “universal”. In this case study, I examine the context of access in relation to the discourses and politics of neoliberal globalism. Neoliberal globalism has shaped West Virginia’s UPK policy towards producing particular childhoods and roles for teachers and parents in service to the economic growth of the state. Specifically, I analyze the role of social class dynamics among lower-middle class parents who sought readiness opportunities in one UPK community. The results indicate that Bourdieu’s theory of social reproduction is relevant. Lower-middle class parents were active and instrumental choosers within the hybrid market system. Given two groups of lower-middle class participants (RMC-recent members of the lower-middle class descended from the middle class and HMC-historical members of the lower-middle class), RMC advantageously engaged resources traditionally designated for poor and working class families while HMC used  social networks built locally over time to support their choice-making. In order to re-think West Virginia UPK’s position towards cultural pluralism and social justice, I suggest several possibilities in the areas of policy, community deliberation, and educational practice.

Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention

2015 ◽  
Vol 30 ◽  
pp. 20-31 ◽  
Author(s):  
Sara A. Schmitt ◽  
Megan M. McClelland ◽  
Shauna L. Tominey ◽  
Alan C. Acock
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Self Regulation ◽  
Head Start Children
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