- Las Vegas, Nevada
- S. Kathleen Krach, Ph.D., NCSP is an Associate Professor at the University of Nevada Las Vegas (UNLV) in the school p... moreS. Kathleen Krach, Ph.D., NCSP is an Associate Professor at the University of Nevada Las Vegas (UNLV) in the school psychology program. The primary purpose of her research is to improve assessment and intervention practices, specifically in the field of social-emotional/behavioral skills with a particular emphasis in the use of emerging technologies. Dr. Krach is licensed as a psychologist in the states of Florida, Nevada, and Alabama and holds the credential of Nationally Certified School Psychologist.(S. Kathleen Krach, Ph.D., NCSP is an Associate Professor at the University of Nevada Las Vegas (UNLV) in the school psychology program. The primary purpose of her research is to improve assessment and intervention practices, specifically in the field of social-emotional/behavioral skills with a particular emphasis in the use of emerging technologies. Dr. Krach is licensed as a psychologist in the states of Florida, Nevada, and Alabama and holds the credential of Nationally Certified School Psychologist.)edit
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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.... 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.
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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... 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.
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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... 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.
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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... 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.
Research Interests: Cognitive Science, Intelligence, Cognition, Medicine, Humans, and 15 moreComprehension, Neuropsychological Assessment, Female, Male, Cluster Analysis, Cost effectiveness, Middle Aged, Adult, Cognitive Ability, Cognitive Function, Intelligence tests, Neurosciences, Logistic Models, Automatic data processing, and Neuropsychological Tests
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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... 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.
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Abstract Children’s socioemotional and behavioral development comprises the foundation for school-based mental health services; however, many teachers lack knowledge of specific techniques to help children in these areas ( Baker, 1999 ).... more
Abstract Children’s socioemotional and behavioral development comprises the foundation for school-based mental health services; however, many teachers lack knowledge of specific techniques to help children in these areas ( Baker, 1999 ). This chapter introduces the use of a common school-based design, Positive Behavioral Interventions and Supports (PBIS; OSEP, 2009), as a vehicle to provide effective socioemotional and behavioral services. In addition, the chapter investigates challenges endemic to integrating technology-based intervention tools into this PBIS framework. Specifically, the authors critique technology-based interventions as well as provide methods to review and critique technology-based, socioemotional and behavioral programs.
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ABSTRACT Individualized consultation is defined as one person (consultant) working with another person (consultee) to benefit a third (client). Learning how to be a consultant is a process with developmental stages ranging from novice to... more
ABSTRACT Individualized consultation is defined as one person (consultant) working with another person (consultee) to benefit a third (client). Learning how to be a consultant is a process with developmental stages ranging from novice to expert. The current study focuses on an integrated skills-based training experience for those in the novice stage. This training experience consisted of three parts: (a) interdepartmental collaboration, (b) use of a mixed-reality simulator, and (c) direct supervision from faculty. Specifically, consultants (graduate school psychology students) worked with consultees (undergraduate, preservice special education students) to benefit virtual clients (avatar students in a virtual classroom). The respective faculty provided supervision to both the consultants and consultees. Quantitative results found that both preservice school psychologists and preservice special education teachers rated the experience positively. Qualitative data found that improvements could be made to provide both more time with the simulator and a broader range of collaborative experiences.
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There is a substantial and growing interest in immersive virtual spaces as contexts for 21st century skills like problem solving, communication, and collaboration. However, little consideration has been given to the ways in which users... more
There is a substantial and growing interest in immersive virtual spaces as contexts for 21st century skills like problem solving, communication, and collaboration. However, little consideration has been given to the ways in which users become proficient in these environments or what types of target behaviors are associated with 21st century skills. As a result, this exploratory study ( n = 16) applied systematic direct observations to examine differences in expert and novice behaviors as they interact within the World of Warcraft (WoW). Trend analyses showed clear differences associated with the user's level of expertise. In addition, significant differences were found in variables associated with social and spatial attunement to WoW across three points in time. Based on these findings, researchers discuss implications associated with 21st century skills, broader educational applications of these findings, and future avenues for research.
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Research Interests: Information Systems, Psychology, Cognitive Science, Personality Psychology, Computer Science, and 15 moreHuman Computer Interaction, Game studies, Self and Identity, Virtual Environments, Game Design, Video Games, Video Game Design, Computer Mediated Communication, Virtual Worlds, Digital Identity, Online Identity and Presence, MMORPG, Massive Multiplayer Online Games (MMOG), Game Studies, and Computers In Human Behavior(Human Computer Interaction, Game studies, Self and Identity, Virtual Environments, Game Design, Video Games, Video Game Design, Computer Mediated Communication, Virtual Worlds, Digital Identity, Online Identity and Presence, MMORPG, Massive Multiplayer Online Games (MMOG), Game Studies, and Computers In Human Behavior)
(Human Computer Interaction, Game studies, Self and Identity, Virtual Environments, Game Design, Video Games, Video Game Design, Computer Mediated Communication, Virtual Worlds, Digital Identity, Online Identity and Presence, MMORPG, Massive Multiplayer Online Games (MMOG), Game Studies, and Computers In Human Behavior)
Teachers commonly use behavioral logs as a primary method for controlling classroom behavior, but frequently they are using these logs incorrectly. For this reason, this article provides specific information on how to correctly use... more
Teachers commonly use behavioral logs as a primary method for controlling classroom behavior, but frequently they are using these logs incorrectly. For this reason, this article provides specific information on how to correctly use behavioral logs for techniques such as check-in/check-out, behavioral report cards, and token economies. Each of these are described in terms of empirical support for their use and how they would be integrated into a positive behavioral and intervention support model. Concrete examples are provided for school-based practitioners to use when working with their own students.
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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.... 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 organizatio...
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Supplemental Material, sj-pdf-2-jpa-10.1177_07342829211057642 for Examining School Psychologists' Attitudes Toward Standardized Assessment Tools by Adam B. Lockwood, Ryan L. Farmer and S. Kathleen Krach in Journal of Psychoeducational... more
Supplemental Material, sj-pdf-2-jpa-10.1177_07342829211057642 for Examining School Psychologists' Attitudes Toward Standardized Assessment Tools by Adam B. Lockwood, Ryan L. Farmer and S. Kathleen Krach in Journal of Psychoeducational Assessment
Supplemental Material, sj-pdf-1-jpa-10.1177_07342829211057642 for Examining School Psychologists' Attitudes Toward Standardized Assessment Tools by Adam B. Lockwood, Ryan L. Farmer and S. Kathleen Krach in Journal of Psychoeducational... more
Supplemental Material, sj-pdf-1-jpa-10.1177_07342829211057642 for Examining School Psychologists' Attitudes Toward Standardized Assessment Tools by Adam B. Lockwood, Ryan L. Farmer and S. Kathleen Krach in Journal of Psychoeducational Assessment
Despite a call for evidence-based practice in school psychology, limited research on the topic of evidence-based assessment exists. To begin to address this gap in the research, a modified version of Jenson-Doss and Hawley’s (2010)... more
Despite a call for evidence-based practice in school psychology, limited research on the topic of evidence-based assessment exists. To begin to address this gap in the research, a modified version of Jenson-Doss and Hawley’s (2010) Attitudes Toward Standardized Assessment (ASA) scale was administered to 371 U.S. school psychologists. Examination of the modified ASA’s factor structure suggested that a bifactor model with a single overall domain and three sub-domains was the most parsimonious. Indices of dimensionality indicated that the overall score may be the best indicator of school psychologist’s perceptions of standardized assessment. Additionally, school psychologists’ reported favorable attitudes of standardized assessment compared to clinical judgment alone. Limitations and implications for future research are discussed.
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Journal of Psychoeducational Assessment 28(3) 276 283 © 2010 SAGE Publications Reprints and permission: http://www. sagepub.com/journalsPermissions.nav http://jpa.sagepub.com ... Elizabeth O. Lichtenberger and Alan S. Kaufman, Essentials... more
Journal of Psychoeducational Assessment 28(3) 276 283 © 2010 SAGE Publications Reprints and permission: http://www. sagepub.com/journalsPermissions.nav http://jpa.sagepub.com ... Elizabeth O. Lichtenberger and Alan S. Kaufman, Essentials of WAIS-IV Assessment. ...
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The current pilot study examined how well a reflective moral-choice video game predicted the rating scale scores of aggression types. To begin, the authors used a coding system to examine in-game proactive and reactive behaviors. This... more
The current pilot study examined how well a reflective moral-choice video game predicted the rating scale scores of aggression types. To begin, the authors used a coding system to examine in-game proactive and reactive behaviors. This analysis resulted in a tallied score for each construct. These game-based scores were then included in regression models, examining how well within-game behaviors predict scores on a pre-existing rating scale of both proactive and reactive aggression. 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. Implications for these findings are discussed.
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Research Interests: Information Systems, Psychology, Cognitive Science, Social Psychology, Computer Science, and 15 moreHuman Computer Interaction, Game studies, Self and Identity, Virtual Environments, Personality, Game Design, Video Games, Video Game Design, Virtual Worlds, Digital Identity, MMORPG, Pergamon, Massive Multiplayer Online Games (MMOG), Game Studies, and Computers In Human Behavior
Research Interests: Information Systems, Psychology, Cognitive Science, Personality Psychology, Computer Science, and 15 moreHuman Computer Interaction, Game studies, Self and Identity, Virtual Environments, Game Design, Video Games, Video Game Design, Computer Mediated Communication, Virtual Worlds, Digital Identity, Online Identity and Presence, MMORPG, Massive Multiplayer Online Games (MMOG), Game Studies, and Computers In Human Behavior(Human Computer Interaction, Game studies, Self and Identity, Virtual Environments, Game Design, Video Games, Video Game Design, Computer Mediated Communication, Virtual Worlds, Digital Identity, Online Identity and Presence, MMORPG, Massive Multiplayer Online Games (MMOG), Game Studies, and Computers In Human Behavior)
(Human Computer Interaction, Game studies, Self and Identity, Virtual Environments, Game Design, Video Games, Video Game Design, Computer Mediated Communication, Virtual Worlds, Digital Identity, Online Identity and Presence, MMORPG, Massive Multiplayer Online Games (MMOG), Game Studies, and Computers In Human Behavior)
Abstract Children’s socioemotional and behavioral development comprises the foundation for school-based mental health services; however, many teachers lack knowledge of specific techniques to help children in these areas ( Baker, 1999 ).... more
Abstract Children’s socioemotional and behavioral development comprises the foundation for school-based mental health services; however, many teachers lack knowledge of specific techniques to help children in these areas ( Baker, 1999 ). This chapter introduces the use of a common school-based design, Positive Behavioral Interventions and Supports (PBIS; OSEP, 2009), as a vehicle to provide effective socioemotional and behavioral services. In addition, the chapter investigates challenges endemic to integrating technology-based intervention tools into this PBIS framework. Specifically, the authors critique technology-based interventions as well as provide methods to review and critique technology-based, socioemotional and behavioral programs.
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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... 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.
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... Woodcock , RW , McGrew , KS , & Mather , N. ( 2001 ). Woodcock-Johnson Tests of Cognitive Abilities (WJ-III) . Itasca , IL : Riverside . ... ANAM normative data: USMC-1995 hyponatremia outbreak studies . San Diego , CA : National... more
... Woodcock , RW , McGrew , KS , & Mather , N. ( 2001 ). Woodcock-Johnson Tests of Cognitive Abilities (WJ-III) . Itasca , IL : Riverside . ... ANAM normative data: USMC-1995 hyponatremia outbreak studies . San Diego , CA : National Cognitive Recovery Foundation . ...
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The Student Oral Language Observation Matrix (SOLOM) is an assessment of oral language skills. The aim of this study was to examine psychometric properties for the SOLOM for preschoolers through: (1) use of internal consistency methods to... more
The Student Oral Language Observation Matrix (SOLOM) is an assessment of oral language skills. The aim of this study was to examine psychometric properties for the SOLOM for preschoolers through: (1) use of internal consistency methods to assess the reliability of the scores from the Student Oral Language Observation Matrix (SOLOM), and (2) examination of criterion-related validity by comparing the SOLOM with the Peabody Picture Vocabulary Test— Fourth Edition (PPVT-4; Dunn & Dunn, 2007). SOLOM internal consistency reliability was calculated using coefficient alpha; criterion-related validity was calculated using Pearson product moment correlation coefficients between the SOLOM and PPVT-4 scores of 90 preschool children. Results indicate that the SOLOM exhibits strong internal consistency reliability with criterion-related validity in the low to moderately correlated range. While additional research is necessary, results provide psychometric support for the use of the SOLOM as an in...
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... 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.
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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... 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.
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This chapter discusses the considerations when assessing culturally and linguistically diverse learners.
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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... 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 nor...
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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... 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.
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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... 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 though 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.