Email libby.schaughency@otago.ac.nz
Tel 64 3 479 5864
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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
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. Advance online publication. doi: 10.1016/j.sleep.2021.01.027
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
Cameron, T. A., Carroll, J. L. D., & Schaughency, E. (2020). 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. Advance online publication. doi: 10.1080/21683603.2020.1805382
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
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
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.
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
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., 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.
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.
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. Advance online publication. doi: 10.1016/j.sleep.2021.01.027
Cameron, T. A., Carroll, J. L. D., & Schaughency, E. (2020). 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. Advance online publication. doi: 10.1080/21683603.2020.1805382
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
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
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
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
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
Timperley, S., Schaughency, E., McDonald, R.-R., & Reese, E. (2020). Rhymes and relatability: How storybook style and content relate to home-based educators’ extra-textual talk. Early Education & Development. Advance online publication. doi: 10.1080/10409289.2020.1834330
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
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
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
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
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
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
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
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
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
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
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
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.
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.
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.
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.
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.
