Dr Elizabeth Schaughency Research Interests, Research, Department of Psychology, University of Otago, New Zealand

Dr Libby Schaughency

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.

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Publications

Reese, E., Barrett-Young, A., Gilkison, L., Carroll, J., Das, S., Riordan, J., & Schaughency, E. (2022). Tender Shoots: A parent book-reading and reminiscing program to enhance children’s oral narrative skills. Reading & Writing. Advance online publication. doi: 10.1007/s11145-022-10282-6

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

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. Advance online publication. 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

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

Chapter in Book - Research

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.

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.

Chapter in Book - Research

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.

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.

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.

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.

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.

Chapter in Book - Research

Chapter in Book - Other

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

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

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

Journal - Research Article

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

Journal - Research Article

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

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

Journal - Research Article

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

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

Journal - Research Article

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

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

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

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

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.

Journal - Research Article

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

Journal - Research Article

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

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

Journal - Research Article

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 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

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

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

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.

Journal - Research Article

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.

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.

Journal - Research Article

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