Measures and References: Emotion

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Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Emotion Regulation Checklist (ER Checklist) (Shields & Cichetti, 1997): A parent questionnaire that includes an Emotion regulation scale

Multidimensional Anxiety Scale for Children (MASC) (March, 2013): A self-report and parent-report measure of the presence of anxiety for students aged eight to 19

Elementary Reading Attitude Survey (McKenna & Kear, 1990): Assess enjoyment of reading with 20 items self-report on attitudes toward both recreational and academic reading

References

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Blicher, S., Feingold, L., & Shany, M. (2017). The role of trait anxiety and preoccupation with reading disabilities of children and their mothers in predicting children's reading comprehension. Journal of Learning Disabilities, 50(3), 309-321.

Bolaños, C., Gomez, M. M., Ramos, G., & Rios del Rio, J. (2015). Developmental risk signals as a screening tool for early identification of sensory processing disorders. Occupational Therapy International, 23(2), 154-164.

Boyd, K. S. (2004). The association between student perceptions of safety and academic achievement: The mediating effects of absenteeism. Paper presented at the annual meeting of the American Sociological Association, San Francisco, CA.

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Denham, S. A. (1986). Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation. Child Development, 57, 194-201.

DePrince, A. P., Weinzierl, K. M., & Combs, M. D. (2009). Executive function performance and trauma exposure in a community sample of children. Child Abuse & Neglect, 33(6), 353-361.

Garner, P. W., Jones, D. C., & Miner, J. L. (1994). Social competence among low-income preschoolers: Emotion socialization practices and social cognitive correlates. Child Development, 65, 622-637.

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Grills-Taquechel, A. E., Fletcher, J. M., Vaughn, S. R., & Stuebing, K. K. (2012). Anxiety and reading difficulties in early elementary school: Evidence for unidirectional-or bi-directional relations? Child Psychiatry & Human Development, 43(1), 35-47.

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Kusché, C. A. (1985). The understanding of emotion concepts by deaf children: An assessment of an affective curriculum (Unpublished doctoral dissertation). University of Washington, Seattle, WA.

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March, J.S. (2013). Multidimensional anxiety scale for children (2nd ed.). Toronto, Canada: Multi-health Systems.

McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639.

Nelson, J. M., & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of Learning Disabilities, 44(1), 3-17.

Ramirez, G., Fries, L., Gunderson, E., Schaeffer, M. W., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2019). Reading Anxiety: An early affective impediment to children's success in reading. Journal of Cognition and Development, 20(1), 15-34.

Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Examining the link between preschool social-emotional competence and first grade academic achievement: The role of attention skills. Early Childhood Research Quarterly, 26(2), 182-191.

Rivers, I., Poteat, V. P., Noret, N., & Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. _School Psychology Quarterly, 24(_4), 211-223.

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Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906-916.

Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.

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