Papers by S. Kathleen Krach
Contemporary School Psychology, Jan 13, 2020
Journal of Psychoeducational Assessment, Oct 3, 2020
In 2017, the National Association of School Psychologists described tele-assessment as the least ... more In 2017, the National Association of School Psychologists described tele-assessment as the least researched area of telehealth. This became problematic in 2020 when COVID-19 curtailed the administration of face-to-face assessments. Publishers began to offer computer-adapted tele-assessment methods for tests that had only previously been administered in person. Recommendations for adapted tele-assessment practice had to be developed with little empirical data. The current study analyzed recommendations from entities including professional organizations, test publishers, and governmental offices. The samples for each were small, but the findings were noteworthy. Test publishers were unanimous in recommending the use of their face-to-face assessments through adapted tele-assessment methods (either with or without caution). Governmental agencies were more likely to recommend not using adapted tele-assessment methods or to use these methods with caution. Finally, professional organizations were almost unanimous in their recommendations to use adapted tele-assessment but to do so with caution. In addition to deviations in the types of recommendations provided, entities varied in how the information was distributed. About one-fifth (23.5%) of all entities surveyed provided no recommendations at all. About 45% of the remaining entities provided recommendations on their Web sites. The rest provided information through shared documents, online toolkits, peer-reviewed journals, and emails. Implications for the field of psychology’s future crisis management planning are discussed in response to these findings.
Advances in game-based learning, 2019
Although there is an extensive body of video game research, very few resources exist that outline... more Although there is an extensive body of video game research, very few resources exist that outline the potential for games to provide process-oriented data related to human behavior and learning. The current chapter offers guidance for researchers to extract dynamic, emergent, and complex data from video game contexts, and thus unlock the potential for games to function as performance assessments. This chapter describes how to leverage behavioral observation as a means to examine player interactions that are associated with knowledge acquisition, formative (within-game) activities, and summative (end-game) outcomes. Specifically, through employing a moral-choice video game as an example, we walk through deconstructing the game, defining game elements, and the construction of a behavioral observation protocol. Although some games aren’t well-suited for this approach, we provide a framework for how in-game player interactions can be captured, coded, and analyzed. Each step is used to illustrate how games can function as performance assessments.
Journal of Psychoeducational Assessment, Apr 7, 2009
Validity studies with the Reynolds Intellectual Ability scales (RIAS) indicated that RIAS composi... more Validity studies with the Reynolds Intellectual Ability scales (RIAS) indicated that RIAS composite intelligence index (CIX) and verbal intelligence index (VIX) scores have moderate-to-high correlation with comparable scores on other instruments. The authors of the RIAS described the VIX scale as a measure of crystallized ability and the nonverbal index (NIX) as a measure of fluid ability, but no studies were available comparing the VIX and NIX scores with an established measure of these abilities, nor studies specifically addressing the utility of the RIAS with a university population. The study examined RIAS scores of university students in comparison to scores on the Woodcock—Johnson Tests of Cognitive Ability (third edition; WJ-III). Consistent with previous studies, there were moderate-to-high correlations between the CIX and VIX scores and corresponding scores on the WJ-III. A substantially lower correlation was evident between the NIX and WJ-III fluid ability scores.
Contemporary School Psychology, Nov 15, 2016
Many teachers report using behavioral management charts in their classrooms as a means of managin... more Many teachers report using behavioral management charts in their classrooms as a means of managing student behaviors, but little is known about exactly what behaviors teachers are charting, or specifically how. Misunderstanding over how real-world teachers maintain behavioral charts may cause miscommunication between the teacher and the school psychologist. This study sought to determine how teachers collect and track behavioral data. Researchers examined behavioral charts used by teachers in a Title I elementary school that reported using Positive Behavioral Intervention Supports (PBIS). Researchers evaluated charts for ten classrooms (~150 students) and compared the type of data collected by each teacher for each child. Findings indicated that teachers either used no system, their own systems, or a computer-based system (Class Dojo) for charting behavior. An analysis of each of these systems found that Class Dojo provided significantly more data (positive and negative notations) in general, as well as more reliable data than any other system reviewed. Discussions of these findings within a PBIS framework, as well as general concerns about the computer-based system, are provided.
This paper focuses on bias in the translation of social, emotional, and behavioral tests. Specifi... more This paper focuses on bias in the translation of social, emotional, and behavioral tests. Specifically, the authors address tests developed in the United States (U. S.), but later adapted for use with non-English speakers, and / or individuals who live(d) outside of the United States. Ethics and best practices for use and selection of test translations are described, along with problems endemic to ad-hoc translation. In addition, the authors surveyed publishers to determine what languages and normative data have been made available other than the English version (with U.S. norms). This information is tabulated and presented. The most popular language available was English; normative data was available for English speakers from the United States, Australia, Canada, and the United Kingdom. Spanish was the second most popular, with 12.59% of the tests translated into Spanish (8.3% with norms). These Spanish norms may be general (all Spanish speakers) or specific (e.g., Puerto Rican norms). In addition, country-based norms are described for some tests, but the actual language is not (e.g., there are norms for Spain but it is unclear if the language is Castilian, Basque, Catalan, Galician, or Occitan).
Personality and Individual Differences, Oct 1, 2018
Technology users frequently experience online aggression in the forms of cyberbullying and/or tro... more Technology users frequently experience online aggression in the forms of cyberbullying and/or trolling (Pew Research Center, 2014), but there exists only a limited understanding of what promotes these negative behaviors. The current study focuses on reasons why individuals may act aggressively in an online environment. Specifically, two types of online aggression (proactive and reactive) were examined across individual differences including personality and the presence of aggressive fantasies. Findings show that the personality characteristics of extraversion, agreeableness, and emotional stability predicted proactive aggression, while agreeableness and emotional stability predicted reactive aggression. Further, agreeableness, emotional stability and intellect predicted aggressive fantasies, and aggressive fantasies predicted both proactive and reactive aggression.
Clinical Neuropsychologist, Mar 3, 2008
This study examines the relationship between a computerized neuropsychological assessment battery... more This study examines the relationship between a computerized neuropsychological assessment battery, the Automated Neuropsychological Assessment Metrics (ANAM) and a widely used ability measure, Woodcock-Johnson III Tests of Cognitive Ability (WJ-III). Results indicated substantial relationship between the ANAM throughput (accuracy/response time) scores and the WJ-III Cognitive Efficiency cluster. An unexpectedly strong relationship was evident between accuracy scores on the ANAM Logical Reasoning scale and the WJ-III General Intellectual Ability score, purporting to measure the g factor. The findings support the viability of the ANAM as a time- and cost-effective tool for appraisal of cognitive function.
Step-down analysis is a multivariate technique that examines dependent variables across groups by... more Step-down analysis is a multivariate technique that examines dependent variables across groups by using a series of univariate "F" tests done in an a,priori order. The first "F" test results are the same as a univariate "F" test examining the dependent variable. Each of the following "F" tests then uses the previously used dependent variables as covariates. The null hypothesis tested by this method is that there is no effect across groups when dependent variables are listed in a specific order. Because step-down uses covariates, as does analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA), and is performed in a series of steps, somewhat like stepwise analysis, step-down is compared across these different methods. The comparisons show that step-down analysis does not have the same problems as ANCOVA, MANCOVA, and stepwise analysis. However, step-down has its own problems that are discussed in more detail.
The current study was designed to examine the relationship between cognitive ability and player e... more The current study was designed to examine the relationship between cognitive ability and player experience in shaping how players think within, and acclimate to, video games as complex systems. Specifically, researchers examined the relationship between player's cognitive ability and gameplay outcomes within a video game (i.e., The Deed). Outcomes were evaluated and contrasted after two discrete playthroughs, each lasting approximately 30 minutes. Logistic regression indicated that cognitive ability predicted individual outcomes for both the first and second playthrough, but did not predict growth between playthroughs (i.e., outcome change). Findings are then discussed in terms of an acclimation stage.
The multidimensional issue of the representation of diverse students in special education has bee... more The multidimensional issue of the representation of diverse students in special education has been a persistent and challenging concern for decades. Overwhelmingly, research outlining racial and ethnic disproportionality data have historically demonstrated stability in the overrepresentation of students of color in special education. However, the growing number of culturally and linguistically diverse learners also requires an examination of the representation of English learners in special education as well. This article provides an overview of trends and issues in both underrepresentation and overrepresentation of English learners in special education. Contributing factors for variability, as well as recommendations for future research and improved practice are provided.
School Psychology International, 2016
Contemporary School Psychology, 2016
Many teachers report using behavioral management charts in their classrooms as a means of managin... more Many teachers report using behavioral management charts in their classrooms as a means of managing student behaviors, but little is known about exactly what behaviors teachers are charting, or specifically how. Misunderstanding over how real-world teachers maintain behavioral charts may cause miscommunication between the teacher and the school psychologist. This study sought to determine how teachers collect and track behavioral data. Researchers examined behavioral charts used by teachers in a Title I elementary school that reported using Positive Behavioral Intervention Supports (PBIS). Researchers evaluated charts for ten classrooms (~150 students) and compared the type of data collected by each teacher for each child. Findings indicated that teachers either used no system, their own systems, or a computer-based system (Class Dojo) for charting behavior. An analysis of each of these systems found that Class Dojo provided significantly more data (positive and negative notations) in general, as well as more reliable data than any other system reviewed. Discussions of these findings within a PBIS framework, as well as general concerns about the computer-based system, are provided.
This paper focuses on bias in the translation of social, emotional, and behavioral tests. Specifi... more This paper focuses on bias in the translation of social, emotional, and behavioral tests. Specifically, the authors address tests developed in the United States (U. S.), but later adapted for use with non-English speakers, and / or individuals who live(d) outside of the United States. Ethics and best practices for use and selection of test translations are described, along with problems endemic to ad-hoc translation. In addition, the authors surveyed publishers to determine what languages and normative data have been made available other than the English version (with U.S. norms). This information is tabulated and presented. The most popular language available was English; normative data was available for English speakers from the United States, Australia, Canada, and the United Kingdom. Spanish was the second most popular, with 12.59% of the tests translated into Spanish (8.3% with norms). These Spanish norms may be general (all Spanish speakers) or specific (e.g., Puerto Rican norms). In addition, country-based norms are described for some tests, but the actual language is not (e.g., there are norms for Spain but it is unclear if the language is Castilian, Basque, Catalan, Galician, or Occitan).
Reading Psychology, 2015
Previous research demonstrates specific relationships between personality traits and general acad... more Previous research demonstrates specific relationships between personality traits and general academic performance. In addition, research studies have demonstrated relationships among personality and variables related to reading fluency (i.e. speed, accuracy, automaticity, and prosody). However, little investigation has examined specific links between personality and reading fluency. The researchers hypothesized that there is a direct relationship between personality and reading fluency when accounting for cognitive ability. Findings indicate that the personality trait of openness is a positive predictor of reading fluency ability even when accounting for variance associated with cognitive ability.
Journal of Instructional Psychology, Mar 1, 2009
International Journal of Gaming and Computer-mediated Simulations, Apr 1, 2019
Thecurrentpilotstudyexaminedhowwellareflectivemoral-choicevideogamepredictedtherating scalescores... more Thecurrentpilotstudyexaminedhowwellareflectivemoral-choicevideogamepredictedtherating scalescoresofaggressiontypes.Tobegin,theauthorsusedacodingsystemtoexaminein-game proactiveandreactivebehaviors.Thisanalysisresultedinatalliedscoreforeachconstruct.These game-based scores were then included in regression models, examining how well within-game behaviorspredictscoresonapre-existingratingscaleofbothproactiveandreactiveaggression. Findings indicated that game-based proactive scores were not predictive of proactive aggression ratings; however, reactive game-based scores were predictive of reactive aggression ratings. Implicationsforthesefindingsarediscussed.
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Papers by S. Kathleen Krach