Academic enablers and student achievement: Implications for assessment and intervention services in the schools

Psychology in the Schools

Volumn 43, Issue 1, 2006, Pages 7-17

  DiPerna, James Clyde ^a  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33645310658     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20125     Document Type: Article

References (51)

1. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
2. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
3. Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: Freeman.
4. Berliner, D.C. (1988). Effective classroom management and instruction: A knowledge base for consultation. In J.L. Graden, J.E. Zins, & M.J. Curtis (Eds.), Alternative educational service delivery systems: Enhancing instructional options for all students (pp. 309-326). Washington, DC: National Association of School Psychologists.
5. Bursuch, W.D., & Asher, S.R. (1986). The relationship between social competence and achievement in elementary school children. Journal of Clinical Child Psychology, 15, 41-49.
6. Cobb, J.A. (1972). Relationship of discrete classroom behaviors to fourth-grade academic achievement. Journal of Educational Psychology, 63, 74-80.
7. Decker, K., Spector, S., & Shaw, S. (1992). Teaching study skills to students with mild handicaps: The role of the classroom teacher. The Clearing House, 65, 280-284.
8. Devine, T.G. (1987). Teaching study skills: A guide for teachers. Boston: Allyn & Bacon.
9. DiPerna, J.C., & Elliott, S.N. (1999). The development and validation of the Academic Competence Evaluation Scales. Journal of Psychoeducational Assessment, 17, 207-225.
10. DiPerna, J.C., & Elliott, S.N. (2000). Academic Competence Evaluation Scales. San Antonio, TX: Psychological Corporation.
11. DiPerna, J.C., & Elliott, S.N. (2002). Promoting academic enablers to improve student achievement: An introduction to the miniseries. School Psychology Review, 31, 293-297.
12. DiPerna, J.C., Volpe, R.J., & Elliott, S.N. (2002). A model of academic enablers and elementary reading/language arts achievement. School Psychology Review, 31, 298-312.
13. Eisert, O., Walker, H., Severson, H., Black, A., & Todis, B. (1987). Adjustment status of kindergarten at risk ratings -Rankings, sociometric measure, and direct observations in classroom and free play settings. Center on Human Development, University of Oregon, Eugene.
14. Elliott, S.N., & DiPerna, J.C. (with Shapiro, E.S.). (2001). Academic intervention monitoring system. San Antonio, TX: Psychological Corporation.
15. Elliott, S.N., DiPerna, J.C., Mroch, A.A., & Lang, S.C. (2004). Prevalence and patterns of academic enabling behaviors: An analysis of teachers' and students' ratings for a national sample of learners. School Psychology Review, 33, 297-304.
16. Elliott, S.N., & Gresham, P.M. (1991). Social skills intervention guide. Circle Pines, MN: American Guidance Service.
17. Gettinger, M., & Seibert, J.K. (2002). Contributions of study skills to academic success. School Psychology Review, 31, 350-365.
18. Greenwood, C.R. (1991). Longitudinal analysis of time engagement and academic achievement in at-risk and non-risk students. Exceptional Children, 57, 521-535.
19. Greenwood, C.R. (1996). The case for performance-based models of instruction. School Psychology Quarterly, 11, 283-296.
20. Greenwood, C.R., Carta, J.J., Kamps, D., & Delquadri, J. (with Terry, B., Finney, R., Hou, S., Lowe, A., Montagna, D., Peterson, P., Dawson, H., & Schick, C.). (1995). Ecobehavioral Assessment Systems Software (EBASS) (Version 3.0). Kansas City: University of Kansas, Juniper Gardens Children's Project.
21. Greenwood, C.R., Delquadri, J., & Hall, R.V. (1984). Opportunity to respond and student academic performance. In W. Heward, T. Heron, D. Hill, & J. Trap-Porter (Eds.), Behavior Analysis in Education (pp. 58-88). Columbus, OH: Merrill.
22. Greenwood, C.R., Horton, B.T., & Utley, C.A. (2002). Academic engagement: Current perspectives on research and practice. School Psychology Review, 31, 328-349.
23. Greenwood, C.R., Terry, B., Marquis, J., & Walker, D. (1994). Confirming a performance-based instructional model. School Psychology Review, 23, 625-668.
24. Gresham, F.M. (1985). Utility of cognitive-behavioral procedures for social skills training with children: A critical review. Journal of Abnormal Child Psychology, 13, 411-423.
25. Gresham, F.M., & Elliott, S.N. (1984). Assessment and classification of children's social skills: A review of methods and issues. School Psychology Review, 13, 292-301.
26. Gresham, F.M., & Elliott, S.N. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service.
27. Gresham, F.M., & Reschly, D.J. (1987). Dimensions of social competence: Method factors in the assessment of adaptive behaviors, social skills, and peer acceptance. Journal of School Psychology, 25, 367-387.
28. Hidi, S., & Harackiewicz, J.M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151-179.
29. Hintze, J.M., & Matthews, W.J. (2004). The generalizability of systematic direct observations across time and setting: A preliminary investigation of the psychometrics of behavioral observation. School Psychology Review, 33, 258-270.
30. Hoge, R.D. (1983). Psychometric properties of teacher judgment measures of pupil aptitudes, classroom behaviors, and achievement levels. Journal of Special Education, 17, 401-429.
31. Hoover, J.J., & Patton, P.R. (1995). Teaching students with learning problems to use study skills: A teacher's guide. Austin, TX: Pro-Ed.
32. Howell, K.W., & Nolet, V. (2000). Curriculum-based evaluation (3rd ed.). Belmont, CA: Wadsworth.
33. Keith, T.Z. (2002). Academic enablers and school learning. School Psychology Review, 31, 394-402.
34. Kratochwill, T.R., & Bergan, J.R. (1990). Behavioral consultation in applied settings. An individual guide. New York: Plenum Press.
35. Linnenbrink, E.A., & Pintrich, P.R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313-327.
36. Malecki, C.M., & Elliott, S.N. (2002). Children's social behaviors as predictors of academic achievement. A longitudinal analysis. School Psychology Quarterly, 17, 1-23.
37. Merrell, K.W. (2002). School Social Behavior Scales (2nd ed.). Eugene, OR: Assessment-intervention resources.
38. Pintrich, P.R., & Schunk, D. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
39. Pintrich, P.R., Smith, D., Garcia, T., & McKeachie, W. (1993). Predictive validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
40. Pressley, M., & Afflerbach, P. (1995). Verbal reports of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
41. Rathvon, N. (1999). Effective school interventions. New York: Guilford Press.
42. Reynolds, A.R., & Walberg, H.J. (1991). A structural model of science achievement. Journal of Educational Psychology, 83, 97-107.
43. Shapiro, E.S. (2004). Academic skills problems: Direct assessment and intervention (3rd ed.). New York: Guilford Press.
44. Stephens, T. (1978). Social Skills in the Classroom. Columbus, OH: Cedars Press.
45. Weinstein, C.E., & Palmer, D.R. (2002). Learning and study strategies inventory (2nd ed.). Clearwater, FL: H&H.
46. Wentzel, K.R. (1993). Does being good make the grade? Social behavior and academic competence in middle school. Journal of Educational Psychology, 85, 357-364.
47. Wigfield, A., & Karpathian, M. (1991). Who am I and what can I do? Children's self-concepts and motivation in achievement situations. Educational Psychologist, 26, 233-261.
48. Wong, B.Y.L. (1994). Instructional parameters promoting transfer of learning strategies in students with LD. Learning Disabilities Quarterly, 7, 110-120.
49. Zimmerman, B.J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33, 73-86.
50. Zimmerman, B.J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
51. Zimmerman, B.J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Education Research Journal, 23, 614-628.