Preliminary Construct and Concurrent Validity of the Preschool Self-Regulation Assessment (PSRA) for Field-Based Research.

By Radiah Smith-Donald, C. Raver, Tiffany Hayes, Breeze Richardson. 2007

506 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a9afbc140ce52a895c510544143e8b567978c82e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Education

Citations in the corpus

A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, background): “During early childhood, dynamic and interrelated changes occur in regulatory skill development as well as learning in multiple academic areas (Snow, 2007).”
Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills (2016, methodology): “vocabulary, and preliteracy assessments than their peers with lower self-regulation (Espy et al., 2004; Howse et al., 2003; McClelland et al., 2007; Smith-Donald et al., 2007).”
CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism. (2011, methodology): “The PSRA (Smith-Donald et al., 2007) was used to capture children’s strengths and difficulties in behavioral self-regulation along (a) global dimensions of attention ⁄ impulse control as well as (b) component dimensions of EF and EC.”
Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program (2008, methodology): “Assessor Report (Roid & Miller, 1997) to assess task orientation at school ( Smith-Donald, Raver, Hayes, & Richardson, 2007 ).”
Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness (2017, background): “The percentage of correct responses on this assessment has demonstrated good concurrent and construct validity with other measures of inhibitory control as well as predictive validity for school readiness outcomes such as phonemic awareness (Blair & Razza, 2007; Smith-Donald et al., 2007).”
Teacher–Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness (2017, background): “Percent correct responses on this assessment has demonstrated good concurrent and construct validity with other measures of inhibitory control as well as predictive validity for school readiness outcomes such as phonemic awareness (Blair & Razza, 2007; Smith-Donald et al., 2007).”