Email libby.schaughency@otago.ac.nz
Tel 64 3 479 5864
Visit Dr Schaughency's profile
Science-to-Practice
The development of effective practices and interventions is a priority across a range of disciplines - clinical, public health, and education. Although there are standard methods for determining if an intervention is efficacious (can it work?), in recent years some have argued the need to consider other factors when assessing the effectiveness of the intervention (does it work in real life)? Factors that have been raised include translatability, adoption, and public health impact.
Psychology's potential contribution to education and schools recognised
For children, the school context has been identified as a critical mediator in research and practice in children's mental health services. Psychology's potential contribution to education and schools has long been recognised. This role is especially timely during current calls for improved student outcomes. A recurrent lament in both psychology and education, however, is the research-to-practice gap. That is, although research has identified empirically supported behavioural and academic intervention strategies, there exists a gap between research and practice. Two potential contributors to this gap are a failure to attend to the "host" environment in which these practices are to be embedded – ie, the systems of schools -- and limitations in generalisability from efficacy research to the individual case.
The "experimenting society approach" can bridge the gap
One potential framework to bridge this gap is the "experimenting society approach", elucidated by Campbell (1988). Recognising the limitations in generalisability from efficacy research to the individual case, in this model, research-validated effective practices serve as hypotheses to be tested via application in a particular local context (eg, with an individual client or school). Systematic formative evaluation then iteratively and incrementally aids practitioners in finding effective local solutions to local problems.
Investigating methods to promote evidenced-based practice and decision-making
I am interested in investigation of methods to promote evidenced-based practice and decision-making as a means to develop ecologically valid prevention/intervention strategies for improved translatability, adoption, and sustainability with the goal of improved behavioural and academic outcomes for children.
Publications
Swearingen, I., Moros, S., Schaughency, E., & Reese, E. (2024). Quality of educator-toddler conversations varies across activity settings in centre-based ECEC. International Journal of Early Years Education. Advance online publication. doi: 10.1080/09669760.2024.2389826 Journal - Research Article
Clifford, A. E., Schaughency, E., Das, S., Riordan, J., Carroll, J. L. D., & Reese, E. (2024). Tender Shoots: Effects of a preschool shared reading and reminiscing initiative on parent-child interactions and for socio-emotional and self-regulation outcomes after school entry. Learning & Individual Differences, 112, 102443. doi: 10.1016/j.lindif.2024.102443 Journal - Research Article
Barrett-Young, A., Martin, R., Clifford, A. E., Schaughency, E., McLauchlan, J., & Healey, D. (2024). Assessment of self-regulation at school entry: A literature review of existing screening tools and suitability for the Aotearoa New Zealand context. Journal of Psychoeducational Assessment, 42(3), 324-348. doi: 10.1177/07342829231219291 Journal - Research Other
Beanland, V., Ritchie, C., Ousset, C., Galland, B. C., & Schaughency, E. A. (2024). Distracted and unfocused driving in supervised and unsupervised teen drivers: Associations with sleep, inattention, and cognitive disengagement syndrome symptoms. Transportation Research Part F, 100, 169-180. doi: 10.1016/j.trf.2023.11.013 Journal - Research Article
Bird, A., Reese, E., Schaughency, E., Waldie, K., Atatoa-Carr, P., Morton, S., & Grant, C. (2024). Talking, praising and teaching: How parent interaction during a learning task relates to children's early learning. Early Childhood Research Quarterly, 66, 255-268. doi: 10.1016/j.ecresq.2023.10.001 Journal - Research Article
2024
Journal - Research Article
Swearingen, I., Moros, S., Schaughency, E., & Reese, E. (2024). Quality of educator-toddler conversations varies across activity settings in centre-based ECEC. International Journal of Early Years Education. Advance online publication. doi: 10.1080/09669760.2024.2389826
Clifford, A. E., Schaughency, E., Das, S., Riordan, J., Carroll, J. L. D., & Reese, E. (2024). Tender Shoots: Effects of a preschool shared reading and reminiscing initiative on parent-child interactions and for socio-emotional and self-regulation outcomes after school entry. Learning & Individual Differences, 112, 102443. doi: 10.1016/j.lindif.2024.102443
Beanland, V., Ritchie, C., Ousset, C., Galland, B. C., & Schaughency, E. A. (2024). Distracted and unfocused driving in supervised and unsupervised teen drivers: Associations with sleep, inattention, and cognitive disengagement syndrome symptoms. Transportation Research Part F, 100, 169-180. doi: 10.1016/j.trf.2023.11.013
Bird, A., Reese, E., Schaughency, E., Waldie, K., Atatoa-Carr, P., Morton, S., & Grant, C. (2024). Talking, praising and teaching: How parent interaction during a learning task relates to children's early learning. Early Childhood Research Quarterly, 66, 255-268. doi: 10.1016/j.ecresq.2023.10.001
Journal - Research Other
Barrett-Young, A., Martin, R., Clifford, A. E., Schaughency, E., McLauchlan, J., & Healey, D. (2024). Assessment of self-regulation at school entry: A literature review of existing screening tools and suitability for the Aotearoa New Zealand context. Journal of Psychoeducational Assessment, 42(3), 324-348. doi: 10.1177/07342829231219291
2023
Journal - Research Article
McDonald, R.-R., Schaughency, E., Boddie, K., Cameron, T. A., & Carroll, J. L. D. (2023). Contributions of school-entry oral language, early literacy skills, and name writing to writing in the first 2 years of school. Reading & Writing. Advance online publication. doi: 10.1007/s11145-023-10492-6
Cameron, T. A., Carroll, J. L. D., Taumoepeau, M., & Schaughency, E. (2023). Patterns of early literacy and word reading skill development across the first 6 months of school and reading instruction. School Psychology. Advance online publication. doi: 10.1037/spq0000563
Cameron, T. A., Schaughency, E., Taumoepeau, M., McPherson, C., & Carroll, J. L. D. (2023). School-entry skills and early skill trajectories predict reading after 1 year. School Psychology, 38(4), 199-214. doi: 10.1037/spq0000544
Reese, E., Barrett-Young, A., Gilkison, L., Carroll, J., Das, S., Riordan, J., & Schaughency, E. (2023). Tender Shoots: A parent book-reading and reminiscing program to enhance children’s oral narrative skills. Reading & Writing, 36, 541-564. doi: 10.1007/s11145-022-10282-6
Journal - Research Other
Reese, E., Kokaua, J., Guiney, H., Bakir-Demir, T., McLauchlan, J., Edgeler, C., Schaughency, E., Taumoepeau, M., Salmon, K., Clifford, A., Maruariki, N., McNaughton, S., … Amjad, S., Trudgen, A., & Poulton, R. (2023). Kia Tīmata Pai (Best Start): A study protocol for a cluster randomised trial with early childhood teachers to support children's oral language and self-regulation development. BMJ Open, 13, e073361. doi: 10.1136/bmjopen-2023-073361
Conference Contribution - Published proceedings: Abstract
Ousset, C., Schaughency, E., Galland, B., & Beanland, V. (2023). Exploring the role of mediators between sleep and risky/inattentive driving in NZ teens. Proceedings of the New Zealand Branch of the Australasian Sleep Association (ASA) Sleep in Aotearoa Annual Scientific Meeting. A3. Retrieved from https://sleep.org.au
2022
Chapter in Book - Other
Schaughency, E., Clifford, A. E., & Carroll, J. L. D. (2022). 4.09: Assessment of achievement and learning disabilities. In R. M. Bagby & M. Sellbom (Eds.), Comprehensive clinical psychology (Vol. 4): Assessment. (2nd ed.) (pp. 141-166). Amsterdam, The Netherlands: Elsevier. doi: 10.1016/B978-0-12-818697-8.00158-8
Journal - Research Article
Timperley, S., Schaughency, E., Riordan, J., Carroll, J., Das, S., & Reese, E. (2022). Tender Shoots: Effects of a preschool shared book reading preventive intervention on parent–child reading and parents’ involvement in the first year of school. School Mental Health, 14, 238-253. doi: 10.1007/s12310-022-09505-6
Patel, D., Haszard, J., Kee, R., Smith, L., Maessen, S., Schaughency, E., Galland, B. C., & Dawes, P. J. (2022). Can sleep questionnaires predict adenotonsillectomy outcome for children with sleep disordered breathing? International Journal of Pediatric Otorhinolaryngology, 153, 111001. doi: 10.1016/j.ijporl.2021.111001
Riordan, J., Reese, E., Das, S., Carroll, J., & Schaughency, E. (2022). Tender Shoots: A randomized controlled trial of two shared-reading approaches for enhancing parent-child interactions and children’s oral language and literacy skills. Scientific Studies of Reading, 26(3), 183-203. doi: 10.1080/10888438.2021.1926464
Cameron, T. A., Carroll, J. L. D., & Schaughency, E. (2022). Concurrent validity of the Preschool Early Literacy Indicators with a New Zealand sample of 5-year-olds entering primary school. International Journal of School & Educational Psychology, 10(2), 208-219. doi: 10.1080/21683603.2020.1805382
2021
Journal - Research Article
Harding, R., Schaughency, E., Haszard, J. J., Gill, A. I., Luo, R., Lobb, C., Dawes, P., & Galland, B. (2021). Sleep-related breathing problem trajectories across early childhood and academic achievement-related performance at age eight. Frontiers in Psychology, 12, 661156. doi: 10.3389/fpsyg.2021.661156
O'Hare, K., White, N., Harding, R., Galland, B., Sellbom, M., Shine, B., & Schaughency, E. (2021). Sluggish cognitive tempo and daytime sleepiness mediate relationships between sleep and academic performance. Journal of Developmental & Behavioral Pediatrics, 42(8), 637-647. doi: 10.1097/dbp.0000000000000948
Maessen, S., Schaughency, E., Dawes, P., & Galland, B. (2021). Emergent academic skills growth in New Zealand pre-school children undergoing treatment for Sleep Disordered Breathing: A case-control pilot study. Sleep Medicine, 80, 77-85. doi: 10.1016/j.sleep.2021.01.027
Timperley, S., Schaughency, E., McDonald, R.-R., & Reese, E. (2021). Rhymes and relatability: How storybook style and content relate to home-based educators’ extra-textual talk. Early Education & Development, 32(8), 1240-1259. doi: 10.1080/10409289.2020.1834330
Conference Contribution - Published proceedings: Abstract
McDonald, R.-R., Carroll, J., Cameron, T., Taumoepeau, M., & Schaughency, E. (2021). Literacy experiences during lock-down and reading progress after two years of school. Proceedings of the 13th Educational Psychology Forum. MCD21237. Retrieved from http://www.eenz.com/epf
2020
Journal - Research Article
Appleyard, K., Schaughency, E., Taylor, B., Sayers, R., Haszard, J., Lawrence, J., Taylor, R., & Galland, B. (2020). Sleep and sensory processing in infants and toddlers: A cross-sectional and longitudinal study. American Journal of Occupational Therapy, 74, 7406205010. doi: 10.5014/ajot.2020.038182
Neha, T., Reese, E., Schaughency, E., & Taumoepeau, M. (2020). The role of whānau (New Zealand Māori families) for Māori children’s early learning. Developmental Psychology, 56(8), 1518-1531. doi: 10.1037/dev0000835
Cameron, T. A., Taumoepeau, M., Clarke, K., McDowall, P., & Schaughency, E. (2020). Describing patterns of early literacy skill development in the first year of school and reading instruction in a New Zealand sample. School Psychology, 35(4), 243-254. doi: 10.1037/spq0000370
Schaughency, E., Riordan, J., Reese, E., Derby, M., & Gillon, G. (2020). Developing a community-based oral language preventive intervention: Exploring feasibility and social validity for families affected by the Canterbury earthquakes. Infants & Young Children, 33(3), 195-218. doi: 10.1097/IYC.0000000000000171
Leyva, D., Reese, E., Laible, D., Schaughency, E., Das, S., & Clifford, A. (2020). Measuring parents' elaborative reminiscing: Differential links of parents' elaboration to children's autobiographical memory and socioemotional skills. Journal of Cognition & Development, 21(1), 23-45. doi: 10.1080/15248372.2019.1668395
Harding, R., Haszard, J. J., Schaughency, E., Drummond, B., & Galland, B. (2020). Parent report of children’s sleep disordered breathing symptoms and limited academic progress in reading, writing, and math. Sleep Medicine, 65, 105-112. doi: 10.1016/j.sleep.2019.07.018
Conference Contribution - Verbal presentation and other Conference outputs
McDonald, R.-R., & Schaughency, E. (2020, February). Preliminary evaluation of predictive validity of an oral language/emergent literacy screening tool with new entrants two years later: Relations with research-informed and school-used indices in New Zealand. Verbal presentation at the 12th Education Psychology Forum (EPF): Nau mai e te ao hurihuri: Welcoming the changing world, Palmerston North, New Zealand.
2019
Journal - Research Article
Chan, B. C., Galland, B. C., Smith, L. A., Maessen, S. E., Haszard, J. J., Schaughency, E. A., & Dawes, P. J. D. (2019). Can sleep questionnaires predict outcome in children undergoing adenotonsillectomy for sleep disordered breathing? Australian Journal of Otolaryngology, 2019(2), 6. doi: 10.21037/ajo.2019.01.06
Luo, R., Harding, R., Galland, B., Sellbom, M., Gill, A., & Schaughency, E. (2019). Relations between risk for sleep-disordered breathing, cognitive and executive functioning, and academic performance in six-year-olds. Early Education & Development, 30(7), 947-970. doi: 10.1080/10409289.2019.1593075
Cameron, T. A., Carroll, J. L. D., Taumoepeau, M., & Schaughency, E. (2019). How do New Zealand teachers assess children’s oral language and literacy skills at school entry? New Zealand Journal of Educational Studies, 54(1), 69-97. doi: 10.1007/s40841-019-00133-4
2018
Chapter in Book - Research
Ashdown, J., Pidduck, P., Neha, T. N., Schaughency, E., Dixon, B., Aitken, C. E., & Treharne, G. J. (2018). The ethics of allowing participants to be named in critical research with indigenous peoples in colonised settings: Examples from health research with Māori. In C. I. Macleod, J. Marx, P. Mnyaka & G. J. Treharne (Eds.), The Palgrave handbook of ethics in critical research. (pp. 273-289). Cham, Switzerland: Palgrave Macmillan. doi: 10.1007/978-3-319-74721-7_18
Berg, D. A. G., Schaughency, E., van der Meer, J., & Smith, J. K. (2018). Using classical test theory in higher education. In C. Secolsky & D. B. Denison (Eds.), Handbook on measurement, assessment, and evaluation in higher education. (2nd ed.) (pp. 178-190). Abingdon, UK: Routledge.
Journal - Research Article
Riordan, J., Reese, E., Rouse, S., & Schaughency, E. (2018). Promoting code-focused talk: The rhyme and reason for why book style matters. Early Childhood Research Quarterly, 45, 69-80. doi: 10.1016/j.ecresq.2018.05.004
Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82-95. doi: 10.1016/j.cogdev.2018.04.005
Luo, R., Galland, B. C., Gill, A. I., Dawes, P., & Schaughency, E. (2018). Habitual snoring at age 3 years: Links with parent-rated remembering in daily life and academic achievement at age 7 years. Journal of Developmental & Behavioral Pediatrics, 39(2), 144-153. doi: 10.1097/dbp.0000000000000524
Conference Contribution - Published proceedings: Abstract
Carroll, J., Schaughency, E., & McCambridge, A. (2018). Classroom teacher use of PELI: Exploring feasibility and social validity in a practice-based field trial. Proceedings of the 11th Education Psychology Forum (EPF): Research and practice partnerships: Advancing educational psychology together. Retrieved from http://www.eenz.com/epf
McPherson, C., Cameron, T. A., Carroll, J., Taumoepeau, M., & Schaughency, E. (2018). Preliminary evaluation of predictive validity of an oral language emergent literacy screening tool with new entrants one year later: Relations with research-informed and school-used indices in New Zealand. Proceedings of the 11th Education Psychology Forum (EPF): Research and practice partnerships: Advancing educational psychology together. Retrieved from http://www.eenz.com/epf
Cameron, T. A., Carroll, J., Taumoepeau, M., & Schaughency, E. (2018). Initial evaluation of the concurrent validity of an oral language and emergent literacy screening tool with New Zealand (NZ) children at school entry: Relations with research-informed indices. Proceedings of the 11th Education Psychology Forum (EPF): Research and practice partnerships: Advancing educational psychology together. Retrieved from http://www.eenz.com/epf
Burrowes, R., Carroll, J., Cross, T., Fagan, H., Healey, D., Johnson, J., … Schaughency, E. (2018). Shaping our futures: Celebrating transformative educational research. Proceedings of the New Zealand Association for Research in Education (NZARE) Conference. (pp. 30). Retrieved from http://www.nzareconference.org.nz
Harding, R., Schaughency, E., & Galland, B. (2018). Sluggish cognitive tempo, daytime sleepiness, and academic performance in a community sample of school-aged children. Journal of Sleep Research, 27(Suppl. 2), (pp. 44). doi: 10.1111/jsr.12764
2017
Journal - Research Article
Schaughency, E., Suggate, S., & Reese, E. (2017). Links between early oral narrative and decoding skills and later reading in a New Zealand sample. Australian Journal of Learning Difficulties, 22, 109-132. doi: 10.1080/19404158.2017.1399914
McDowall, P. S., Taumoepeau, M., & Schaughency, E. (2017). Parent involvement in beginning primary school: Correlates and changes in involvement across the first two years of school in a New Zealand sample. Journal of School Psychology, 62, 11-31. doi: 10.1016/j.jsp.2017.03.001
McDowall, P. S., & Schaughency, E. (2017). Elementary school parent engagement efforts: Relations with educator perceptions and school characteristics. Journal of Educational Research, 110(4), 348-365. doi: 10.1080/00220671.2015.1103687
Conference Contribution - Published proceedings: Abstract
Macfarlane, S., Macfarlane, A., Gillon, G., Denston, A., Boereboom, J., & Schaughency, E. (2017). Creating an authentic research community: Engaging whānau in a National Science Challenge. Proceedings of the National Science Challenge Literacy and Learning Research Symposium. Retrieved from http://www.canterbury.ac.nz/education/research/a-better-start-literacy-and-learning-theme
Schaughency, E., Reese, E., Riordan, J., Derby, M., Wilson, L., & Gillon, G. (2017). Nurturing shared reading with preschool children: New Zealand examples. Proceedings of the National Science Challenge Literacy and Learning Research Symposium. Retrieved from http://www.canterbury.ac.nz/education/research/a-better-start-literacy-and-learning-theme
Carroll, J., Healey, D., Schaughency, E., Reese, E., Cross, T., Johnson, J., … Burrowes, R. (2017). Te Pihinga: Growing relationships with home based educators to nurture young children's development. Proceedings of the New Zealand for Research in Education (NZARE) Conference. (pp. 26). Retrieved from https://forumpoint2.eventsair.com/QuickEventWebsitePortal/nzare2017/info
Harding, R., Schaughency, E., Gill, A., Luo, R., Haszard, J., & Galland, B. (2017). A longitudinal study of sleep-disordered breathing from 3-years to direct academic performance assessments at 8-years. Journal of Sleep Research, 26(Suppl. 1), (pp. 5). doi: 10.1111/jsr.1_12618
Harding, R., Schaughency, E., Lobb, C., Haszard, J., & Galland, B. (2017). Sleep-disordered breathing infl uences learning progress in children. New Zealand Medical Journal, 130(1460), (pp. 98-99). Retrieved from http://www.nzma.org.nz/journal
Harding, R., Schaughency, E., Haszard, J., & Galland, B. (2017). Sleep disordered breathing and low school performance. Sleep, 40(Suppl. 1), (pp. A98). doi: 10.1093/sleepj/zsx050.266
Conference Contribution - Verbal presentation and other Conference outputs
Schaughency, E., & Cross, T. (2017, August). Sharing our work: Conversations with visiting teachers, educators, and university researchers about a practice-based research partnership to support teaching and learning in home-based early childhood education. Verbal presentation at the University of Otago College of Education Annual Research Hui, Dunedin, New Zealand.
2016
Journal - Research Article
Schaughency, E., Riordan, J., Das, S., Carroll, J., & Reese, E. (2016). Embracing the principle of ako: Growing partnerships between parents, early childhood educators and researchers. Early Childhood Folio, 20(2), 31-36. doi: 10.18296/ecf.0028
Conference Contribution - Published proceedings: Abstract
Harding, R., Haszard, J., Schaughency, E., & Galland, B. (2016). You snooze you win: Good quality sleep is important for primary school children. Proceedings of the Psycolloquy Seminar. (pp. 23). Dunedin, New Zealand: Department of Psychology, University of Otago. Retrieved from http://www.otago.ac.nz/psychology/research/otago059081.html
Cameron, T. A., Taumoepeau, M., & Schaughency, E. (2016). Growth modelling of emerging literacy skills: Multilevel and growth mixture approaches. Proceedings of the Psycolloquy Seminar. (pp. 16). Dunedin, New Zealand: Department of Psychology, University of Otago. Retrieved from http://www.otago.ac.nz/psychology/research/otago059081.html
Maessen, S., Schaughency, E., Haszard, J., Dawes, P., & Galland, B. (2016). Evaluating sensitivity of literacy and numeracy measures to assess effects of SDB treatment in children. Journal of Sleep Research, 25(Suppl. 2), (pp. 44). doi: 10.1111/jsr.12453
Harding, R., Schaughency, E., Lobb, C., Haszard, J., & Galland, B. (2016). Links between sleep-disordered breathing, numeracy performance, and neurobehavioural and cognitive functioning of eight-year-old children. Journal of Sleep Research, 25(Suppl. 2), (pp. 39). doi: 10.1111/jsr.12453
Conference Contribution - Verbal presentation and other Conference outputs
Clifford, A., & Schaughency, E. (2016, November). Te Pihinga: Growing adults' capacity to nurture young children's emergent key competencies. Verbal presentation at the 9th Education Psychology Forum (EPF): Te Ao Orokohanga: The evolving world of educational psychology, Auckland, New Zealand.
Reese, E., & Schaughency, E. (2016, November). Supporting young children's language and communication through Scaffolded Interactions. Verbal presentation at the New Zealand Association for Research in Education (NZARE) Conference: Nōku anō te Takapau Wharanui: The Politics of Learning, Wellington, New Zealand.
Schaughency, E., Reese, E., Carroll, J., Linney, K., Clifford, A., Das, S., Johnston, J., & Rouse, S. (2016, August). Supporting adult-child interactions with preschool children: Benefits for children's emergent literacy in beginning schooling. Verbal presentation at the University of Otago College of Education (UOCE) Annual Early Childhood Research Hui, Dunedin, New Zealand.
2015
Journal - Research Article
Galland, B., Spruyt, K., Dawes, P., McDowall, P. S., Elder, D., & Schaughency, E. (2015). Sleep disordered breathing and academic performance: A meta-analysis. Pediatrics, 136(4), e934-e946. doi: 10.1542/peds.2015-1677
Garbacz, S. A., McDowall, P. S., Schaughency, E., Sheridan, S. M., & Welch, G. W. (2015). A multidimensional examination of parent involvement across child and parent characteristics. Elementary School Journal, 115(3), 384-406. doi: 10.1086/680325
Reese, E., Robertson, S.-J., Divers, S., & Schaughency, E. (2015). Does the brown banana have a beak? Preschool children’s phonological awareness as a function of parents’ talk about speech sounds. First Language, 35(1), 54-67. doi: 10.1177/0142723714566336
Luo, R., Schaughency, E., Gill, A. I., Dawes, P. J. D., & Galland, B. C. (2015). Natural history of snoring and other sleep-disordered breathing (SDB) symptoms in 7-year-old New Zealand children: A follow-up from age 3. Sleep & Breathing, 19(3), 977-985. doi: 10.1007/s11325-014-1113-7
Schaughency, E., McLennan, K. M., & McDowall, P. S. (2015). Development and preliminary evaluation of an adaptation of Word Identification Fluency for beginning readers in New Zealand. Assessment for Effective Intervention, 40(2), 67-80. doi: 10.1177/1534508414544541
Conference Contribution - Published proceedings: Abstract
Johnston, J., Rouse, S., Robertson, S.-J., Das, S., Carroll, J., Schaughency, E., & Reese, E. (2015). Promoting print-related talk: The rhyme and reason for why genre matters. Proceedings of the Inaugural Early Start Conference. (pp. 68). Retrieved from https://earlystart.uow.edu.au/content/idcplg?IdcService=GET_FILE&dDocName=UOW202633&RevisionSelectionMethod=latestReleased
Maessen, S., Schaughency, E., Dawes, P., Lobb, C., & Galland, B. (2015). Measuring effects of adenotonsillectomy on academic performance in children. Proceedings of the Inaugural Early Start Conference. (pp. 48). Retrieved from https://earlystart.uow.edu.au/content/idcplg?IdcService=GET_FILE&dDocName=UOW202633&RevisionSelectionMethod=latestReleased
Harding, R., Galland, B., Lobb, C., Gill, A., & Schaughency, E. (2015). Counting sheep: Can poor sleep in children affect their maths? Proceedings of the Psycolloquy Seminar. (pp. 11). Dunedin, New Zealand: Department of Psychology, University of Otago. Retrieved from http://www.otago.ac.nz/psychology/research/otago059081.html
Das, S., Clifford, A., Schaughency, E., & Reese, E. (2015). I'm happy and I know it? Exploring links between parent-child reminiscing and children's emotion understanding. In C. Matthewson, M. Taumoepeau, I. Iati, M. Inder, C. Pau & R. Richards (Eds.), Proceedings of the Pacific Postgraduate Symposium: Pacific Voices XII. (pp. 13). Dunedin, New Zealand: Pacific Islands Centre, University of Otago. [Abstract]
2014
Journal - Research Article
Carroll, J., Gillon, G., McNeill, B., & Schaughency, E. (2014). New Zealand early childhood teachers' storybook reading practices: The talk beyond reading the story. Literacy Forum NZ, 29(3), 13-24.
Kelly, M. S., Harrison, J., Schaughency, E., & Green, A. (2014). Establishing and maintaining important relationships in school mental health research. School Mental Health, 6(2), 112-124. doi: 10.1007/s12310-014-9121-0
Tan, E., Healey, D., Schaughency, E., Dawes, P., & Galland, B. (2014). Neurobehavioural correlates in older children and adolescents with obesity and obstructive sleep apnoea. Journal of Paediatrics & Child Health, 50(1), 16-23. doi: 10.1111/jpc.12390
Conference Contribution - Published proceedings: Abstract
Galland, B., Spruyt, K., & Schaughency, E. (2014). The association between sleep disordered breathing and poor academic performance: A meta-analysis. Proceedings of the Paediatric Society of New Zealand 66th Annual Scientific Meeting. (pp. 84). Retrieved from http://fp2.brandish.co.nz/psnz2014/
Johnston, J., Reese, E., Schaughency, E., & Das, S. (2014). A time to talk: A conversational intervention for children's language learning. Proceedings of the 13th International Association for the Study of Child Language (IASCL) Congress. Retrieved from http://www.iascl2014.org/
Schaughency, E., Das, S., Carroll, J., Johnston, J., Robertson, S.-J., & Reese, E. (2014). Getting ready for school: Exploring caregivers' implementation of a parent-mediated school readiness programme. Proceedings of the 7th Educational Psychology Forum: Working Together to Create Positive Futures. Retrieved from http://www.eenz.com/epf/
Pidduck, P., Treharne, G., Schaughency, E., & Neha, T. (2014). What do tamariki think about Hauora?: A qualitative study using photography. Proceedings of the 7th Educational Psychology Forum: Working Together to Create Positive Futures. Retrieved from http://www.eenz.com/epf/
Neha, T., Clifford, A., Das, S., Robertson, S.-J., Schaughency, E., & Reese, E. (2014). It's cool to korero like Kiwis: Exploring the relationship between conversation styles and children's language and literacy development. Proceedings of the 7th Educational Psychology Forum: Working Together to Create Positive Futures. Retrieved from http://www.eenz.com/epf/
McDowall, P., Schaughency, E., Taumoepeau, M., & Reese, E. (2014). Parent-involvement in children's beginning reading: Schools' engagement of families and associations with child literacy development. Proceedings of the 7th Educational Psychology Forum: Working Together to Create Positive Futures. Retrieved from http://www.eenz.com/epf/
Maessen, S., Lobb, C., Galland, B., Dawes, P., & Schaughency, E. (2014). Academic performance in children before and after adenotonsillectomy: A case control study. Proceedings of the 7th Educational Psychology Forum: Working Together to Create Positive Futures. Retrieved from http://www.eenz.com/epf/
Harding, R., Flannery, L., Lobb, C., Luo, R., Gill, A., Galland, B., & Schaughency, E. (2014). A.B.C. links to reading: Attention, behavioural regulation, communication skills and reading outcomes correlate with sleep-disordered breathing in primary school children. Proceedings of the 7th Educational Psychology Forum: Working Together to Create Positive Futures. Retrieved from http://www.eenz.com/epf/
Graham, K., Carroll, J., Kendall, J., McDowall, P., & Schaughency, E. (2014). The strategies beginning readers use while reading: Relationships to adult comments in child-parent reading interactions. Proceedings of the 7th Educational Psychology Forum: Working Together to Create Positive Futures. Retrieved from http://www.eenz.com/epf/
Galland, B., Spruyt, K., & Schaughency, E. (2014). The effect of sleep disordered breathing on academic performance: A systematic review of the evidence and meta-analysis. Proceedings of the 7th Educational Psychology Forum: Working Together to Create Positive Futures. Retrieved from http://www.eenz.com/epf/
Maessen, S., Lobb, C., Galland, B., Dawes, P., & Schaughency, E. (2014). School performance in children before and after adenotonsillectomy: A case control study. Proceedings of the Psycolloquy Seminar. (pp. 20). Dunedin, New Zealand: Department of Psychology, University of Otago. Retrieved from http://www.otago.ac.nz/psychology/research/otago059081.html
Harding, R., Flannery, L., Lobb, C., Luo, R., Gill, A., Galland, B., & Schaughency, E. (2014). A.B.C. links to reading: Associations between academic enabling skills, reading performance, and sleep-disordered breathing in children. Proceedings of the Psycolloquy Seminar. (pp. 19). Dunedin, New Zealand: Department of Psychology, University of Otago. Retrieved from http://www.otago.ac.nz/psychology/research/otago059081.html
Johnston, J., Reese, E., Schaughency, E., & Das, S. (2014). Getting ready for school: From there to here and here to there. Proceedings of the Psycolloquy Seminar. (pp. 10). Dunedin, New Zealand: Department of Psychology, University of Otago. Retrieved from http://www.otago.ac.nz/psychology/research/otago059081.html
Das, S., Clifford, A., Schaughency, E., Robertson, S.-J., Reese, E., & Johnston, J. (2014). Elaborations, efficacy, and education: The relationship between elaborative reminiscing, parental self-efficacy and school readiness. Proceedings of the Psycolloquy Seminar. (pp. 9). Dunedin, New Zealand: Department of Psychology, University of Otago. Retrieved from http://www.otago.ac.nz/psychology/research/otago059081.html
Schaughency, E., McDowall, P., & Taumoepeau, M. (2014). The multifaceted nature of parent involvement and literacy in the first two school years. Proceedings of the American Educational Research Association (AERA) Conference. Retrieved from http://www.aera.net
Conference Contribution - Verbal presentation and other Conference outputs
McDowall, P. S., & Schaughency, E. (2014, April). New Zealand educators' reported practices and beliefs about parent involvement in early reading. Verbal presentation at the 17th Roundtable of the International Network on School, Family, and Community Partnerships (INET): Advancing Partnerships: New Research, Important Policies, & Innovative Practices, Philadelphia, PA.
2013
Journal - Research Article
Gill, A. I., Schaughency, E., Gray, A., & Galland, B. C. (2013). Reliability of home-based physiological sleep measurements in snoring and non-snoring 3-year olds. Sleep & Breathing, 17(1), 147-156. doi: 10.1007/s11325-012-0663-9
Suggate, S. P., Schaughency, E. A., & Reese, E. (2013). Children learning to read later catch up to children reading earlier. Early Childhood Research Quarterly, 28(1), 33-48. doi: 10.1016/j.ecresq.2012.04.004
Journal - Research Other
Schaughency, E. (2013). [Review of the book Warming the emotional climate of the primary school classroom]. New Zealand Journal of Psychology, 42(1), 47-48. [Book Review].
Conference Contribution - Published proceedings: Abstract
Appleyard, K., Schaughency, E., Lobb, C., Taylor, B., & Galland, B. C. (2013). Overnight sleep duration and consolidation of sleep: Influences on cognition, behavior and sensory processing in 2-and-a half-year-old children. Sleep, 36(Abstract Suppl.), (pp. A350). [Abstract]
Luo, R., Schaughency, E., Gill, A., Lobb, C., & Galland, B. C. (2013). Sleep-disordered breathing, executive and cognitive functioning, and academic performance in a sample of New Zealand children: A Structural Equation Modeling (SEM) approach. Sleep, 36(Abstract Suppl.), (pp. A344-A345). [Abstract]
Galland, B., Gill, A., Luo, R., Lobb, C., & Schaughency, E. (2013). Sleep disordered breathing, early learning and behaviour: A longitudinal study. Proceedings of the Paediatric Society of New Zealand 65th Annual Scientific Meeting. (pp. 32). Retrieved from http://www.psnz2013.co.nz/
Conference Contribution - Poster Presentation (not in published proceedings)
Johnston, J., Das, S., Schaughency, E., Reese, E., Lindsay, G., & Harding, R. (2013, December). Getting ready for school: What do parents want? Exploring parents' priorities for programme development for the transition to primary school. Poster session presented at the 6th Educational Psychology Forum, Hamilton, New Zealand.
Carroll, J., Gillon, G., McNeill, B., & Schaughency, E. (2013, May). The effects of a professional development model to enhance early childhood teachers' storybook reading. Poster session presented at the International Workshop on Reading and Developmental Dyslexia (IWORDD), San Sebastian, Spain.
Schaughency, E., Struthers, P., & Reese, E. (2013, April). Shaping the home literacy environment in the first two school years: Roles of children, parents, and relations to reading skill. Poster session presented at the Society for Research in Child Development (SRCD) Biennial Meeting, Seattle, WA.
Conference Contribution - Verbal presentation and other Conference outputs
Kendall, J., Schaughency, E., McDowall, P., & Carroll, J. (2013, December). It takes two: Parent and child support for developing early reading skills. Verbal presentation at the 6th Educational Psychology Forum, Hamilton, New Zealand.
2012
Chapter in Book - Research
Schaughency, E., Smith, J. K., van der Meer, J., & Berg, D. (2012). Classical test theory and higher education: Five questions. In C. Secolsky & D. B. Denison (Eds.), Handbook on measurement, assessment, and evaluation in higher education. (pp. 117-131). New York: Routledge.
Journal - Research Article
Gill, A. I., Schaughency, E., & Galland, B. C. (2012). Prevalence and factors associated with snoring in 3-year olds: Early links with behavioral adjustment. Sleep Medicine, 13(9), 1191-1197. doi: 10.1016/j.sleep.2012.05.007
Conference Contribution - Published proceedings: Abstract
Schaughency, E., Struthers, P., & Kaminski, R. (2012). Evaluating technical adequacy of DIBELS in a New Zealand sample of early elementary students. Proceedings of the Society for the Scientific Study of Reading (SSSR) Nineteenth Annual Meeting. Retrieved from https://www.triplesr.org/nineteenth-annual-meeting
Luo, R., Galland, B., Schaughency, E., Gill, A., & Lobb, C. (2012). Neurocognitive and learning outcomes in 6-year old New Zealand children associated with parent-rated severity of sleep disordered breathing (SDB). Sleep & Biological Rhythms, 10(Suppl. 1), (pp. 70). doi: 10.1111/j.1479-8425.2012.00580.x
Appleyard, K., Galland, B., Schaughency, E., & Taylor, B. (2012). The association between infant sleep maturation, and sensory, behaviour and cognitive development at 30-months of age. Proceedings of the Psycolloquy Seminar. (pp. 21). Retrieved from http://www.otago.ac.nz/psychology/otago039512.pdf
Gill, A., Schaughency, E., Lobb, C., & Galland, B. (2012). Sleep-disordered breathing and cognitive development, early learning and behavioural adjustment in children at age 3 and 4. Journal of Sleep Research, 21(Suppl. s1), (pp. 69-70). doi: 10.1111/j.1365-2869.2012.01044.x
Conference Contribution - Poster Presentation (not in published proceedings)
Kendall, J., Schaughency, E., Struthers, P., & Reese, E. (2012, November). Growing readers: A closer look at child-parent reading interactions, skill development, and budding independent reading across the first year of school. Poster session presented at the 5th Educational Psychology Forum, Auckland, New Zealand.
Floyd, R. G., Schaughency, E., Hojnoski, R. L., Gill, A., & Galland, B. (2012, February). Factor analysis of indicators of early literacy and numeracy skills. Poster session presented at the National Association of School Psychologists (NASP) Annual Convention, Philadelphia, PA.
Conference Contribution - Verbal presentation and other Conference outputs
McConnell, S., Schaughency, L., & Hojnoski, R. (2012, February). Developing the art and science of early childhood assessment: Measurement considerations for early childhood RTI. Panel discussion at the 8th Biennial Conference on Research Innovations in Early Intervention (CRIEI 2012), San Diego, CA.
2011
Journal - Research Article
Suggate, S. P., Schaughency, E. A., & Reese, E. (2011). The contribution of age and reading instruction to oral narrative and pre-reading skills. First Language, 31(4), 379-403. doi: 10.1177/0142723710395165
Conference Contribution - Published proceedings: Abstract
Struthers, P., Schaughency, E., & Clark, S. (2011). Home school communication, parent support strategies and reading development in the first year of school. Proceedings of the Society for the Scientific Study of Reading (SSSR) Eighteenth Annual Meeting. Retrieved from http://www.triplesr.org/conference/Conf-Abstracts.php#Struthers
Struthers, P., & Schaughency, E. (2011). The relationship between parent involvement, perceptions of school and child invitations, and parental perceptions of available time, energy and efficacy for involvement in New Zealand. Proceedings of the 8th European Research Network About Parents in Education (ERNAPE) Conference. (pp. 107-108). [Abstract]
Appleyard, K., Galland, B., Gill, A., Lobb, C., & Schaughency, E. (2011). An objective assessment of the reliability of parental reports of snoring in preschool children. Journal of Sleep Research, 20(Suppl. 1), (pp. 17-18). doi: 10.1111/j.1365-2869.2011.00952.x
Beretvas, S. N., Lockhart, L. L., & Schaughency, E. (2011). Testing sample size limits for the estimation of growth mixture models. Proceedings of the American Educational Research Association (AERA) Annual Meeting. Retrieved from http://www.aera.net/
Schaughency, E., & Suggate, S. (2011). Capturing growth in proficiency beyond reading acquisition: Evaluating reading indicators in a sample of senior primary students in New Zealand. Proceedings of the 17th Biennial Conference of the Australasian Human Development Association (AHDA). (pp. 116-117). Retrieved from http://www.otago.ac.nz/ahda2011/
McLennan, K., Struthers, P., & Schaughency, E. (2011). Capturing transitions in human development: Evaluating an indicator of beginning reading in NZ across the second year of school. Proceedings of the 17th Biennial Conference of the Australasian Human Development Association (AHDA). (pp. 116). Retrieved from http://www.otago.ac.nz/ahda2011/
Schaughency, E. (2011). Assessing the moving target of literacy development: Evaluation indicators of literacy skill development in Australasia. Proceedings of the 17th Biennial Conference of the Australasian Human Development Association (AHDA). (pp. 115). Retrieved from http://www.otago.ac.nz/ahda2011/
Luo, R., Gill, A. I., Lobb, C., Schaughency, E., Reese, E., & Galland, B. (2011). Predicting phonological awareness skills at age 4: Contributions of reported home literacy activities, observed parent-child interactions, and sleep status at age 3. Proceedings of the 17th Biennial Conference of the Australasian Human Development Association (AHDA). (pp. 107). Retrieved from http://www.otago.ac.nz/ahda2011/
Schaughency, E. (2011). Disentangling the nuances of contextual factors associated with developing phonological awareness skills in preschool children. Proceedings of the 17th Biennial Conference of the Australasian Human Development Association (AHDA). (pp. 106). Retrieved from http://www.otago.ac.nz/ahda2011/
Conference Contribution - Poster Presentation (not in published proceedings)
Luo, R., Schaughency, E., Gill, A., Lobb, C., Reese, E., & Galland, B. (2011, August). Young children's acquisition of early literacy and language skills: The contributions of literacy environments, parental scaffolding, and child sleep. Poster session presented at the 119th American Psychological Association (APA) Annual Convention, Washington, DC.
Garbacz, S. A., Struthers, P., Schaughency, E., & Sheridan, S. M. (2011, August). The multiple dimensions of family involvement: Relations and interactions with parent education and child year-in-school for a New Zealand sample. Poster session presented at the American Psychological Association (APA) Annual Convention, Washington, DC.
Conference Contribution - Verbal presentation and other Conference outputs
Schaughency, L. (2011, November). Following developing competencies to better understand and promote growth in developmental contexts. Verbal presentation at the Otago Child and Adolescent Well-Being Research Forum, Dunedin, New Zealand.
McLennan, K., Schaughency, E., Struthers, P., & Abraham, R. (2011, November). Better serving all children in beginning reading instruction: Preliminary evaluation of a tool for indexing growth during reading acquisition. Verbal presentation at the 4th Annual Educational Psychological Forum, Auckland, New Zealand.
Schaughency, E., & Struthers, P. (2011, November). Better serving all children: Partnering parents and teachers to tailor strategies to support individual learner needs in reading acquisition. Verbal presentation at the 4th Annual Educational Psychological Forum, Auckland, New Zealand.
2010
Chapter in Book - Research
Schaughency, E., Alsop, B., & Dawson, A. (2010). The school psychologist's role is assisting school staff in establishing systems to manage, understand, and use data. In G. G. Peacock, R. A. Ervin, E. J. Daly, III & K. W. Merrell (Eds.), Practical handbook of school psychology: Effective practices for the 21st century. (pp. 548-565). New York: Guilford Press.
Schaughency, E., & Reese, E. (2010). Connections between language and literacy development. In J. Low & P. Jose (Eds.), Lifespan development: New Zealand perspectives. (2nd ed.) (pp. 59-71). Auckland, New Zealand: Pearson.
Journal - Research Article
Reese, E., Suggate, S., Long, J., & Schaughency, E. (2010). Children's oral narrative and reading skills in the first 3 years of reading instruction. Reading & Writing, 23(6), 627-644. doi: 10.1007/s11145-009-9175-9
Conference Contribution - Published proceedings: Abstract
Gill, A., Schaughency, E., Galland, B., Gray, A., & Lobb, C. (2010). Does snoring impair literacy development in pre-school children? Proceedings of the Society for the Scientific Study of Reading (SSSR) Seventeenth Annual Meeting. Retrieved from http://www.triplesr.org/conference/Conf-Abstracts.php#Gill
Struthers, P., & Schaughency, E. (2010). Principals' and teachers' practices to engage families in their children's schooling and beginning reading in New Zealand. Proceedings of the 15th International Network (INET) Roundtable on School, Family, and Community Partnerships. (pp. 2). Retrieved from http://www.csos.jhu.edu/p2000/pdf/2010_INET_Abstracts.pdf
Gill, A., Schaughency, E., Galland, B., Lobb, C., & Divers, S. (2010). Evidence-based assessment: Assessing early literacy skill on preschool children. Proceedings of the Third Educational Psychology Forum. Retrieved from http://www.education.canterbury.ac.nz/forum/
McLennan, K., Struthers, P., Schaughency, E., & Clarke, H. (2010). Evidence-based assessment: Assessing reading in beginner readers. Proceedings of the Third Educational Psychology Forum. Retrieved from http://www.education.canterbury.ac.nz/forum/
Schaughency, E. (2010). Evidence-based assessment: Literacy assessment in NZ. Proceedings of the Third Educational Psychology Forum. Retrieved from http://www.education.canterbury.ac.nz/forum/
Gill, A., Galland, B., Schaughency, E., & Lobb, C. (2010). Persistent snoring affects literacy and numeracy development in pre-school children. Sleep & Biological Rhythms, 8(Suppl. 1), (pp. A20-A21). doi: 10.1111/j.1479-8425.2010.00457_3.x
Galland, B., Gill, A., Schaughency, E., & Lobb, C. (2010). The prevalence of habitual snoring in 3-year-old New Zealand children and associated risk factors. Sleep & Biological Rhythms, 8(Suppl. 1), (pp. A22). doi: 10.1111/j.1479-8425.2010.00457_3.x
Schaughency, E., Suggate, S., & Tustin, K. (2010). Using local norms to describe reading achievement: A longitudinal examination from third to fifth grade. Proceedings of the American Educational Research Association (AERA) Annual Meeting. Retrieved from http://www.aera.net/
Struthers, P., Schaughency, E., Suggate, S., Clarke, K., & Thurlow, J. (2010). Using a back-mapping framework to examine early literacy skills in the first year of school. Proceedings of the American Educational Research Association (AERA) Annual Meeting. Retrieved from http://www.aera.net/
Conference Contribution - Verbal presentation and other Conference outputs
Schaughency, E. (2010, September). Building capacity to better serve children by merging research and practice agendas. Invited presentation at the University of Otago College of Education Researching Professionals Symposium, Dunedin, New Zealand.
McLennan, K., Struthers, P., Schaughency, E., & Clarke, H. (2010, November). Towards evidence-based practice: Preliminary evaluation of a tool for monitoring progress in beginning reading in NZ. Verbal presentation at the Psycolloquy Seminar, Dunedin, New Zealand.
Luo, R., Gill, A., Divers, S., Schaughency, E., Galland, B., & Lobb, C. (2010, November). Towards evidence-based assessment of early literacy skills in New Zealand pre-schoolers. Verbal presentation at the Psycolloquy Seminar, Dunedin, New Zealand.
2009
Conference Contribution - Poster Presentation (not in published proceedings)
Schaughency, E., Suggate, S., Tustin, K., & Madigan, S. (2009, November). From research and theory in reading development, for practice to assist learning: Preliminary evaluation of brief self-ratings of reading. Poster session presented at the Second Educational Psychology Forum, Wellington, New Zealand.
Schaughency, E. (2009, October). Predicting reading at the end of Year One. Poster session presented at the University of Canterbury Literacy Research Symposium, Christchurch, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Schaughency, E., & Harold, G. (2009, November). Building the infrastructure to support theory & research for practice and into practice: Models and possibilities for New Zealand. Verbal presentation at the Second Educational Psychology Forum, Wellington, New Zealand.
Struthers, P., & Schaughency, E. (2009, November). Developing methods to increase home-school collaborative practices in the area of early literacy. Verbal presentation at the Psycolloquy Seminar, Dunedin, New Zealand.
2008
Chapter in Book - Research
Ervin, R. A., & Schaughency, E. (2008). Best practices in accessing the systems change literature. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V. (pp. 853-874). Bethesda, MA: National Association of School Psychologists.
Journal - Research Article
Schaughency, E., & Suggate, S. (2008). Measuring basic early literacy skills amongst year 1 students in New Zealand. New Zealand Journal of Educational Studies, 43(1), 85-106.
Conference Contribution - Published proceedings: Abstract
Schaughency, E., Suggate, S., & Reese, E. (2008). Measuring the home literacy environment in a sample of New Zealand primary students. Proceedings of the Society for the Scientific Study of Reading Fifteenth Annual Meeting. SSSR. Retrieved from http://www.triplesr.org/conference/Conf-Abstracts.php
Suggate, S., Schaughency, E., & Reese, E. (2008). Age of beginning formal reading instruction and later literacy: Evidence from longitudinal research. International Journal of Psychology. 43(3&4). Retrieved from http://www.informaworld.com/smpp/section?content=a910006423&fulltext=713240928
Suggate, S., Reese, E., Long, J., & Schaughency, E. (2008). Predictors of oral narrative skill in the early school years. In F. Deutsch, L. Tadesse, N. Schnelle, J. Price & K. Boehnke (Eds.), Proceedings of the 19th International Congress of the International Association for Cross-Cultural Psychology. (pp. 179-180). IACCP. Retrieved from http://www.jacobs-university.de/imperia/md/content/groups/schools/shss/teamis/iaccp_book_of_abstracts_26_6.pdf
Conference Contribution - Verbal presentation and other Conference outputs
Dawson, A., & Schaughency, E. (2008, November). Implementation of a school-wide social problem solving intervention to reduce aggression on the playground. Verbal presentation at the Psycolloquy Seminar, Dunedin, New Zealand.
Reese, E., Sparks, A., Kalia, V., Long, J., Suggate, S., & Schaughency, E. (2008, July-August). Oral narrative skills and reading ability: Implications for assessment. Verbal presentation at the XI Congress of the International Association for the Study of Child Language, Edinburgh, UK.
Schaughency, E., Suggate, S., Thurlow, J., & Clarke, K. (2008, August). Early identification of children at risk for not progressing in the New Zealand curriculum. Verbal presentation at the Annual Conference of the New Zealand Psychological Society, Christchurch, New Zealand.
2007
Chapter in Book - Research
Ervin, R. A., Schaughency, E., Goodman, S. D., McGlinchey, M. T., & Matthews, A. (2007). Moving from a model demonstration project to a statewide initiative in Michigan: Lessons learned from merging research-practice agendas to address reading and behavior. In S. R. Jimerson, M. K. Burns & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention. (pp. 354-377). New York: Springer.
Journal - Research Article
Suggate, S. P., & Schaughency, E. A. (2007). The development of reading in year 2 and its relation to reading performance in year 3. Bulletin (New Zealand Psychological Society), 109, 40-42.
Tripp, G., Schaughency, E. A., Langlands, R., & Mouat, K. (2007). Family interactions in children with and without ADHD. Journal of Child & Family Studies, 16(3), 385-400.
Ervin, R. A., Schaughency, E., Matthews, A., Goodman, S. D., & McGlinchey, M. T. (2007). Primary and secondary prevention of behavior difficulties: Developing a data-informed problem-solving model to guide decision making at a school-wide level. Psychology in the Schools, 44(1), 7-18.
Conference Contribution - Published proceedings: Abstract
Rapsey, C. M., Davidson, O. R., Schaughency, E., & Murachver, T. (2007). Sexual competence at first sexual intercourse: Factors associated with sexual competence in a sample of New Zealand tertiary students. Proceedings of the Australasian Sexual Health Conference. Retrieved from http://secure.ashm.org.au/ei/rs.esp?id=32&scriptid=SPPP1
Rapsey, C. M., Davidson, O. R., Schaughency, E., & Murachver, T. (2007). Sexual competence at first sexual intercourse: Factors associated with sexual competence in a sample of New Zealand tertiary students. Sexual Health. 4(4), (pp. 309). [Abstract]
Rapsey, C., Davidson, O., Schaughency, E., Murachver, T., Smith, A., & Katie, R. (2007). Safe sex: Condom use, satisfaction, and sexual self-esteem. Health Psychology Review. 1(1), (pp. 136-137). [Abstract]
Conference Contribution - Poster Presentation (not in published proceedings)
Suggate, S., & Schaughency, E. (2007, August). The development of reading in year 2 and its relation to reading performance in year 3. Poster session presented at the New Zealand Psychological Society Annual Conference, Hamilton, Waikato.
Schaughency, E. A., & Suggate, S. (2007, August). Evaluation of DIBELS for assessing literacy growth in New Zealand. Poster session presented at the American Psychological Association Convention, San Francisco, USA.
Rapsey, C., Davidson, O., Schaughency, E., Murachver, T., & Smith, A. (2007, August). Beyond condom use: Sexual satisfaction and relationship satisfaction in late adolescence. Poster session presented at the 13th European Conference on Developmental Psychology, Jena, Germany.
Conference Contribution - Verbal presentation and other Conference outputs
Rapsey, C., Davidson, O., Smith, A., Ryan, K., Schaughency, L., & Murachver, T. (2007, August). The Otago University 2006 Halls of Residence Survey: Risk and protective factors in adolescent early sexual experiences. Verbal presentation at the New Zealand Sexual Health Society Scientific Meeting, Rotorua, New Zealand.
Ryan, K., Smith, A., Rapsey, C., Schaughency, E., Davidson, O., & Murachver, T. (2007, June). The social and emotional context of adolescent sexual health. Verbal presentation at the Children's Issues Centre Conference, Dunedin, New Zealand.
2006
Journal - Research Article
Ervin, R. A., Schaughency, E., Goodman, S. D., McGlinchey, M. T., & Matthews, A. (2006). Merging research and practice agendas to address reading and behavior school-wide. School Psychology Review, 35(2), 198-223.
Tripp, G., Schaughency, E. A., & Clarke, B. (2006). Parent and teacher rating scales in the evaluation of attention-deficit hyperactivity disorder: Contribution to diagnosis and differential diagnosis in clinically referred children. Journal of Developmental & Behavioral Pediatrics, 27(3), 209-218.
Schaughency, E., & Ervin, R. (2006). Building capacity to implement and sustain effective practices to better serve children. School Psychology Review, 35(2), 155-166.
Conference Contribution - Published proceedings: Full paper
Smith, A., Schaughency, E., Tripp, G., & Fahey, S. (2006). Predicting internalizing symptoms in children with ADHD in US and NZ clinical samples. In M. Katsikitis (Ed.), Proceedings of the Joint Conference of the Australian Psychological Society and the New Zealand Psychological Society. (pp. 385-389). Melbourne, Australia: APS. [Full Paper]
Conference Contribution - Published proceedings: Abstract
Mead-McEwan, L., Schaughency, E., & Hamlin, A. (2006). A school-wide professional development initiative to develop school culture: An example of a community-practice-research collaboration. Australian Journal of Psychology. 58(Suppl.), (pp. 166). [Abstract]
Schaughency, E., Suggate, S., & Anderson, C. (2006). An initial evaluation of concurrent and predictive validity of the dynamic indicators of basic early literacy skills (DIBELS) in a New Zealand sample of beginning primary students. Proceedings of the Thirteenth Annual Meeting of the Society for the Scientific Study of Reading. (pp. 52). Retrieved from http://www.triplesr.org/conference/archive/2006/docs/06Abstracts-061026.htm#Schaughency
Conference Contribution - Verbal presentation and other Conference outputs
Suggate, S., Schaughency, E., & Reese, E. (2006, November). Developmental trajectories of reading and the influence of the age at which instruction begins: A preview and preliminary analyses. Verbal presentation at the Psycolloquy Seminar, Dunedin, New Zealand.
Schaughency, E. (2006, November). ″Working Pasteur's Quadrant″ to bridge the research to practice gap. Verbal presentation at the Psycolloquy Seminar, Dunedin, New Zealand.
Rapsey, C., Davidson, O., Murachver, T., & Schaughency, L. (2006, November). From 'hooking up' to 'being with': Associations between sexual health behaviours, relationship status, relationship quality, and sexual satisfaction. Verbal presentation at the Psycolloquy Seminar, Dunedin, New Zealand.
2005
Conference Contribution - Poster Presentation (not in published proceedings)
Suggate, S., Schaughency, E., Ervin, R., Goodman, S., McGlinchey, M. T., & Matthews, A. (2005, September). The relationship between early reading acquisition, disruptive behaviour, socioeconomic status, and gender in a three-year study. Poster session presented at the New Zealand Psychological Society Annual Conference and AGM, Dunedin, New Zealand.
Schaughency, E. A., Tripp, E. G., & Clarke, B. (2005, June). Should parent and teacher be used to diagnose ADHD? Poster session presented at the 12th Scientific Meeting of the International Society for Research in Child and Adolescent Psychopathology, New York.
Hamilton, L., Suggate, S., Schaughency, E., Vandekampe, K., Ervin, R., Goodman, S., & Matthews, A. (2005, June). The relationship between early reading acquisition, disruptive behaviour and socio-economic status in a three-year study. Poster session presented at the Canadian Psychology Annual Convention, Montreal, Canada.
Schaughency, E. A., Tripp, E. G., Anderson, R., & Arnott, K. (2005, June). ADHD, behavioural comorbidity, and family interaction quality and competence. Poster session presented at the 12th Scientific Meeting of the International Society for Research in Child and Adolescent Psychopathology, New York.
Conference Contribution - Verbal presentation and other Conference outputs
Schaughency, E., Tripp, G., & Hamlin, A. (2005, September). Characteristics of children referred for evaluation of suspected ADHD in New Zealand and US Samples. Verbal presentation at the New Zealand Child and Adolescent Mental Health Services National Conference, Dunedin, New Zealand.
2004
Conference Contribution - Verbal presentation and other Conference outputs
Schaughency, E., & Holley, W. (2004, September). Working with schools to develop systems of behavioural support for all learners. Verbal presentation at the Resource Teachers Learning and Behaviour Conference, Christchurch, New Zealand.
Matthews, A. L., Goodman, S. D., Schaughency, E., Ervin, R. A., & McGlinchey, M. T. (2004, May/June). Promoting evidence-based practice and decisions in schools by partnering with schools to build capacity. Verbal presentation at the 30th Annual Association for Behavior Analysis Convention, Boston, USA.
2003
Conference Contribution - Verbal presentation and other Conference outputs
Schaughency, E., & Ervin, R. (2003, November). Building capacity in school-wide approaches to effective reading and behaviour intervention: Implications for British Columbia (R). Verbal presentation at the Teaching Learning Behaviour: Making Connections 6th Annual Conference, Richmond, BC.
2002
Chapter in Book - Research
Schaughency, E., & Matthews, A. (2002). Working with children: Intervening across environments. In N. D. Sundberg, A. A. Winebarger & J. R. Taplin (Eds.), Clinical Psychology: Evolving theory, practice, and research. (4th ed.) (pp. 235-266). Upper Saddle River, NJ, USA: Prentice Hall.
2001
Journal - Research Article
DuPaul, G. J., Schaughency, E. A., Weyandt, L. L., Tripp, G., Kiesner, J., Ota, K., & Stanish, H. (2001). Self-report of ADHD symptoms in university students: Cross-gender and cross-national prevalence. Journal of Learning Disabilities, 34(4), 370-379.
Other Research Output
Schaughency, E. (2001, November). Psychological approaches to ADHD: Children, adolescents, college students and adults. Verbal presentation at the 14th Annual Paul McReynolds Lecture and Workshop Series, Reno, NV, USA. [Invited Presentation].
2000
Conference Contribution - Poster Presentation (not in published proceedings)
Schaughency, E., & VanderVeen, K. (2000, July). Selecting appropriate accommodations, designing environments, and empowering students through data-based decision-making (DBDM). Poster session presented at the Association for Higher Education and Disability Conference, Kansas City, MO, USA.
Gottardo, A., Chiappe, P., & Schaughency, E. (2000, July). Alternative pathways to word reading: A case study. Poster session presented at the 7th Annual Meeting of the Society for the Scientific Study of Reading, Stockholm, Sweden.
Commissioned Report for External Body
Schaughency, E., Dickman, K., & Stanish, H. (2000). Advancement through Cooperative College Education for Student Success (ACCESS): Evaluating accommodation utility and empowering the student with disabilities. Commissioned by U.S. Office of Special Education Programs. Allendale, MI, USA: Grand Valley State University.
1999
Journal - Research Article
Tripp, G., Luk, S. L., Schaughency, E. A., & Singh, R. (1999). DSM-IV and ICD-10: A comparison of the correlates of ADHD and hyperkinetic disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 38(2), 156-164.