DESSA Research Authored by Aperture Team
LeBuffe, P.A., Shapiro, V.B., & Robitaille, J.L. (2017). The Devereux Student Strengths Assessment (DESSA) comprehensive system: Screening, assessing, planning, and monitoring. Journal of Applied Developmental Psychology (Online first). https://doi.org/10.1016/j.appdev.2017.05.002
Chain, J., Shapiro, V.B., LeBuffe, P.A., Bryson, A.M., & American Indian and Alaska Native Advisory Committee (2017). Academic achievement of American Indian and Alaska Native students: Does social emotional competence reduce the impact of poverty? American Indian and Alaska Native Mental Health Research, 24(1), 1-30. View Abstract.
Shapiro, V.B., Accomazzo, S. & Robitaille, J.L. (2017). In the same ballpark or a whole new ball game? Staff as raters of youth behavior. Journal of Child and Family Studies, 26(4), 1051-1055. View Abstract.
Shapiro, V.B., Kim, B.K.E., Accomazzo, S. & Roscoe, J.N. (2016). Predictors of rater bias in the assessment of social-emotional competence. The International Journal of Emotional Education, 8(2), 15-35. View Abstract.
Shapiro, V.B, Kim, B.K.E., Robitaille, J.L., & LeBuffe, P.A. (2016). Protective factor screening for prevention practice: Sensitivity and specificity of the DESSA-Mini. School Psychology Quarterly. Advance online publication. http://dx.doi.org/10.1037/spq0000181. View Abstract.
Shapiro, V.B., Accomazzo, S., Claassen, J., & Fleming, J.L. (2016). The choices, challenges, and lessons learned from a multi-method social-emotional / character assessment in an out of school time setting. Journal of Youth Development: Bridging Research and Practice, 10(3), 32-45. View Abstract.
Shapiro, V.B. (2015, March). Resilience: Have we not gone far enough? A response to Larry E. Davis [Editorial]. Social Work Research, 39(1), 7-10. View Editorial.
Naglieri, J. A., LeBuffe, P. A., & Shapiro, V. B. (2014). The Devereux Student Strengths Assessment – Mini (DESSA-Mini): Assessment, technical manual, and user’s guide. Charlotte, NC: Aperture Education. (Original work published 2011)
LeBuffe, P. A., Shapiro, V. B., & Naglieri, J. A. (2014). The Devereux Student Strengths Assessment (DESSA): Assessment, technical manual, and user’s guide. Charlotte, NC: Aperture Education. (Original work published 2009)
LeBuffe, P.A., Naglieri, J.A., & Shapiro, V.B. (2014). The Devereux Student Strengths Assessment – Second Step Edition (DESSA-SSE): Assessment, Technical Manual, and User’s Guide. Charlotte, NC: Aperture Education. (Original work published 2012)
Smith, G.T., Shapiro, V.B., Sperry, R.W., & LeBuffe, P.A. (2014). A strengths-based approach to supervised visitation in child welfare. Child Care in Practice, 20(1), 98-119. View Abstract.
LeBuffe, P.A., Ross, K.M., Fleming, J.L., & Naglieri, J.A. (2013). The Devereux Suite: Assessing and promoting resilience in children ages 1 month to 14 years. In S. Prince-Embury & D. Saklofske (Eds.). Resilience in Children, Adolescents, and Adults: Translating Research into Practice (pp. 45-59). New York: Springer. View Abstract.
Naglieri, J., LeBuffe, P., & Ross, K., (2013). Measuring Resilience in Children: From Theory to Practice. In S. Goldstein & R. Brookes (Eds.), Handbook of resilience in children, (pp. 241-259), New York, NY: Spring-Verlag. View Abstract.
Naglieri, J.A., LeBuffe, P.A., & Shapiro, V.B. (2011). Universal screening for social-emotional competencies: A study of the reliability and validity of the DESSA-mini. Psychology in the Schools – Special Issue on Resilience in the Schools, 48(7), 660-671. View Abstract.
LeBuffe, P.A., Robison, S., & Chamberlin-Elliott, D.J. (2010). Residential treatment centers for children and adolescents with conduct disorders. In R. C. Muirrihy, A. D. Kidman, & T. H. Ollendick (Eds.) Clinical handbook of assessing and treating conduct problems in youth. (pp. 333-364). New York, NY: Springer. View Abstract.
Naglieri, J., Goldstein, S., & LeBuffe, P. (2010). Resilience and impairment: An exploratory study of resilience factors and situational impairment. Journal of Psychoeducational Assessment, 28(4) 349-356. View Abstract.
LeBuffe, P.A. & Shapiro, V.B. (2008). Supporting parent-professional collaboration through strength-based assessment. In C. Newman, C. Liberton, K. Kutash, & R. Friedman (Eds.). A System of Care for Children’s Mental Health: Expanding the Research Base, 20, 263-266. View Abstract.
Shapiro, V.B. & LeBuffe, P.A. (2007). Strengths that matter: An empirical investigation of elementary school student success. In C. Newman, C. Liberton, K. Kutash, & R. Friedman (Eds.). A System of Care for Children’s Mental Health: Expanding the Research Base, 19, 107-110. View Abstract.
Shapiro, V.B. & LeBuffe, P.A. (2006). Using protective factors in practice: Lessons learned about resilience from a study of children aged five to thirteen. In B.M. Lester, A.S. Masten, & B. McEwen (Eds.). Resilience in Children. Annals of the New York Academy of the Sciences, 1094, 350-353. View Abstract.
Nickerson, A.B., Brosof, A.M., & Shapiro, V.B. (2004). Predicting positive outcomes for students with emotional disturbance. The California School Psychologist, 9, 39-49. View Abstract.
Externally Authored DESSA Research and Evaluation
Jones, S., Brush, K., Bailey, R., Brion-Meisels, G., McIntyre, J., Kahn, J., Nelson, B., & Stickle, L. (2017). Navigating SEL from the inside out: Looking inside & across 25 leading SEL programs-A practical resource for schools and OST providers. Cambridge, MA: Harvard Graduate School of Education. Retrieved from: http://www.wallacefoundation.org/knowledge-center/Documents/Navigating-Social-and-Emotional-Learning-from-the-Inside-Out.pdf
Doromal, J.B., Cottone, E.A., & Kim, H. (2017). Preliminary validation of the teacher-rated DESSA in a low-income, kindergarten sample.Journal of Pyschoeducational Assessment (Online first). https://doi.org/10.1177/0734282917731460
Melnick, H., Cook-Harvey, C. M., & Darling-Hammond, L. (2017). Encouraging social and emotional learning in the context of new accountability. Palo Alto, CA: Learning Policy Institute. This report can be found online at http://learningpolicyinstitute.org/product/sel-new-accountability.
McNeeley, J.T. (2016). An evaluation of the Second Step social emotional learning program in a public charter elementary school (Doctoral dissertation). Retrieved from ProQuest Dissertations Publishing. View Abstract.
Anderson, R.E. (2015). Focusing on family: Parent-child relationships and school readiness among economically impoverished black children. The Journal of Negro Education, 84(3), 442-456. View Abstract.
Bacal, E.B. (2015). The relationship between placement and social skills in gifted students (Doctoral dissertation). Retrieved from ASU electronic dissertations and theses. View Abstract.
Braden, J.P. (2013). Psychological assessment in school settings. In I.B. Weiner, J.R. Graham & J.A. Naglieri. Handbook of psychology, assessment psychology (pp.291-314). Hoboken, NJ: Wiley. View Book Synopsis. View Chapter Excerpt.
Denham, S.A. (2015). Assessment of SEL in educational contexts. In J.A. Durlak, C.E., Domitrovich, R.P. Weissberg, & T.P. Gullotta (Eds.), Handbook of Social and Emotional Learning: Research and Practice (pp. 285-300). View Book Synopsis.
Edwards, C.M. (2015). A Family Visitation Program For Families Involved In The Child Welfare System: A grant proposal. (Master’s thesis). Available from PQDT Open. Retrieved from: http://pqdtopen.proquest.com/doc/1688700190.html?FMT=ABS View Abstract.
Jenson, J., & Peña S.L. (2013). Research brief number 29: Participation in Second Step Program improves social and emotional skills in 2012-2013. The Bridge Project. The Graduate School of Social Work University of Denver, Denver, Co. View Research Brief. Learn about The Bridge Project.
Kong, T. (2013). Socioemotional competencies, cognitive ability, and achievement in gifted students (Doctoral dissertation). Retrieved from ASU electronic dissertations and theses. View Abstract.
Low, S., Cook. C.R., Smolkowski, K. & Buntain-Ricklefs, J.B. (2015). Promoting social-emotional competence: An evaluation of the elementary version of Second Step®. Journal of School Psychology, 53, 463-477. View Abstract.
Maras, M.A., Thompson A.M., Lewis, C. Thornburg, K., & Hawks, J. (2015). Developing a tiered response model for social-emotional learning through interdisciplinary collaboration. Journal of Educational and Psychological Consultation, 25, 1-26. View Abstract.
Nickerson, A.B., & Fishman, C. (2009). Convergent and divergent validity of the Devereux Student Strengths Assessment. School Psychology Quarterly, 24(1), 48-59. View Abstract.
Nickerson, A.B., & Fishman, C. (2013). Promoting mental health and resilience through strength-based assessment in US schools. Educational and Child Psychology, 30(4), 7-17. View Journal.
Pendry, P., & Roeter, S. (2012). Experimental trial demonstrates positive effects of equine facilitated learning on child social competence. Human-Animal Interaction, 1(1), 1-19. Sign Up for Free Access to this Article.
Perham, H.J. (2012). Interpersonal skills of gifted students: Risk versus resilience. (Doctoral dissertation). Retrieved from ASU electronic dissertations and theses. View Abstract.
Rossi, Jessica. (2015). Teacher Child Interaction Training as a Universal Prevention Program in Preschool and Kindergarten Classrooms. Dissertations 2014 -. Paper 11. View Dissertation.
Tsang, K.L.V., Wong, P.Y.H., & Lo, S.K. (2012). Assessing psychosocial well-being of adolescents: A systematic review of measurement instruments. Child: Care, Health and Development, 38(35), 629-646. View Abstract.
Williams, T., Gomez, E., Hill, E., Milliken, T., Goff, J., & Gregory, N. (2013). The resiliency and attitudes skills profile: An assessment of factor structure. Illuminare: A Student Journal in Recreation, Parks and Leisure Studies, 11(1), 16-30. View Abstract. View Article.
Woodland, S., Porter, R.E., & LeBuffe, P.A. (2011). Assessing strengths in residential treatment: Looking at the whole child. Residential Treatment for Children and Youth, 28(4), 283-302. View Abstract.
Ysseldyke, J., Lekwa, A.J., Klingbeil, D.A., & Cormier, D.C. (2012). Journal of Educational and Psychological Consultation, 22, 21-43. View Abstract.