Accessibility Skip to Global Navigation Skip to Local Navigation Skip to Content Skip to Search Skip to Site Map Menu

Dr Elizabeth Schaughency

Libby Shaughency

Email schaughe@psy.otago.ac.nz
Tel 64 3 479 5864

Dr Elizabeth Schaughency’s research interests are in the interplay between important socialisation environments (home and school) and children’s developing competencies and how these may be fostered. She leads an applied developmental science research group within the Department of Psychology and collaborates with other developmental scientists within the Department of Psychology and other child-oriented units within the University (Women’s and Children’s Health, Education).

She has authored 24 papers, 9 book chapters, co-edited a special series on building capacity to better serve children, and delivered over 70 presentations at national and international conferences, university colloquia, and professional development seminars. Recent recognitions include the 2006 Article of the Year for School Psychology Review.

She joined the Department in 2004. She has over 25 years of university teaching experience, at both graduate and undergraduate levels. Prior to joining the Department, Dr Schaughency completed her postgraduate studies and taught at universities in the USA.

Teaching

PSYC 402 Assessment in Child and Adolescent Clinical Psychology

PSYC 464 Development and Psychopathology

Research Interests

  • What are the factors that promote children’s development in important domains and how might they be fostered?
  • How can we support localised yet effective service delivery?

Find out more about Dr Schaughency's research interests

^ Top of page

Publications

Berg, D. A. G., Schaughency, E., van der Meer, J., & Smith, J. K. (2017). 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.

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

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. Advance online publication. 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. Advance online publication. doi: 10.1016/j.jsp.2017.03.001

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

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.

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.

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.

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.

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.

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.

^ Top of page

Chapter in Book - Other

Berg, D. A. G., Schaughency, E., van der Meer, J., & Smith, J. K. (2017). 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.

^ Top of page

Journal - Research Article

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

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. Advance online publication. doi: 10.1016/j.jsp.2017.03.001

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. Advance online publication. doi: 10.1080/19404158.2017.1399914

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

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

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

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

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

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

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

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

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

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

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

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.

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.

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.

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.

Schaughency, E., & Ervin, R. (2006). Building capacity to implement and sustain effective practices to better serve children. School Psychology Review, 35(2), 155-166.

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.

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.

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.

^ Top of page

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]

^ Top of page

Conference Contribution - Published proceedings: Abstract

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

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

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

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

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]

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

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

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/

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

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/

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/

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

Das, S., Clifford, A., Schaughency, E., Robertson, S., 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

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/

More publications...