Selected Publications
McDermott, P. A., Rovine, M. J., Watkins, M. W., Rikoon, S. H., Irwin, C. W., Reyes, R., & Chao, J. L. (in press). Emergent growth patterns of early education self-control problems among children from underresourced American families. Early Childhood Research Quarterly.
Chao, J. L., McDermott, P. A., Watkins, M. W., Rovine, M. J., Drogalis, A. R., Worrell, F. C., & Hall, T .E. (in press). Standardization of parental assessments of child adjustment in Trinidad and Tobago using exploratory multidimensional IRT. Caribbean Journal of Psychology: Special Issue on Measurement and Methods.
Scruggs, R., McDermott, P. A., & Quao, X. (in press). A nationwide study on research publication impact of faculty in American higher education doctoral programs. Innovative Higher Education.
McDermott, P. A., Rovine, M. J., Buek, K., Reyes, R., Chao, J. L., & Watkins, M. W. (2018). Initial assessment versus gradual change in childhood behavior problems―Which better foretells the future? Psychology in the Schools, 55, 1071–1085.
Chao, J. L., McDermott, P. A., Watkins, M. W., Drogalis, A. R., Worrell, F. C., & Hall, T. E. (2018). The Learning Behaviors Scale: National standardization in Trinidad and Tobago. International Journal of School and Educational Psychology, 6, 35–49.
McDermott, P. A., Rovine, M. J., Reyes, R., Chao, J. L., Scruggs, R., Buek, K., & Fantuzzo, J. W. (2018). Trajectories of early childhood learning behaviors among children at risk: A growth mixture modeling approach. Psychology in the Schools, 55, 1–19.
Rovine, M. J., & McDermott, P. A. (2018). Latent growth curve and repeated measures ANOVA contrasts: What the models are telling you. Multivariate Behavioral Research, 53, 90–101.
McDermott, P. A., Rovine, M. J., Watkins, M. W., Chao, J. L., Irwin, C. W., & Reyes, R. (2017). Latent national subpopulations of early education classroom disengagement of children from underresourced families. Journal of School Psychology, 65, 69–82.
McDermott, P. A., Watkins, M. W., Rhoad, A. M., Chao, J. L., Worrell, F. C., & Hall, T. E. (2016). Classroom context as a framework for assessing social and emotional adjustment: A national study in Trinidad and Tobago. Psychology in the Schools, 53, 626–640.
McDermott, P. A., Rikoon, S. H., & Fantuzzo, J. W. (2016). Transition and protective agency of early childhood learning behaviors as portents of later school attendance and adjustment. Journal of School Psychology, 52, 59–75.
McDermott, P. A., Watkins, M. W., Rhoad, A. M., Chao, J. L., Worrell, F. C., & Hall, T. E. (2015). Trinidad and Tobago national standardization of the Adjustment Scales for Children and Adolescents. International Journal of School and Educational Psychology, 3, 278–292.
McDermott, P. A., Watkins, M. W., Rovine, M. J., & Rikoon, S. H. (2014). Informing context and change in young children's sociobehavioral development ―The national Adjustment Scales for Early Transition in Schooling (ASETS). Early Childhood Research Quarterly, 29, 255–267.
McDermott, P. A., Rikoon, S. H., & Fantuzzo, J. W. (2014). Tracing children's approaches to learning through Head Start, kindergarten, and first grade―Different pathways to different outcomes. Journal of Educational Psychology, 106, 200–213.
Penderi, E., Petrogiannis, K., & McDermott, P. A. (2014). Psychometric properties and factor structure of the Greek version of the Preschool Learning Behavior Scale. International Journal of School and Educational Psychology, 2, 271–282.
McDermott, P. A., Watkins, M. W., & Rhoad, A. (2014). Whose IQ is it?―Assessor bias variance in high-stakes psychological assessment. Psychological Assessment, 26, 207–214.
Zhang, X., McDermott, P. A., Fantuzzo, J. W., & Gadsden, V. L. (2013). Longitudinal stability of IRT and equivalent-groups linear and equipercentile equating. Psychological Reports: Measures and Statistics, 113, 1303–1325.
Rikoon, S. H., McDermott, P. A., & Fantuzzo, J. W. (2012). Approaches to learning among Head Start alumni: Structure and validity of the Learning Behaviors Scale. School Psychology Review, 41, 272–294.
McDermott, P. A., Rikoon, S. H., Waterman, C., & Fantuzzo, J.. (2012). The Preschool Learning Behaviors Scale: Dimensionality and external validity in Head Start. School Psychology Review, 41, 66–81.
Waterman, C., McDermott, P. A., Fantuzzo, J. W., & Gadsden, V. L. (2012). The matter of assessor variance in early childhood education―Or whose score is it anyway? Early Childhood Research Quarterly, 27, 46–54.
George, S., McDermott, P. A., Watkins, M. W., Worrell, F., & Hall, T. E. (2012). The assessment of youth psychopathology in Trinidad and Tobago: A cross-cultural construct validity study of the Adjustment Scales for Children and Adolescents (ASCA). International Journal of Educational and Psychological Assessment, 10, 159–178.
McDermott, P. A., Fantuzzo, J. W., Warley, H. P. Waterman, C., Angelo, L. E., Sekino, S., & Gadsden, V. L. (2011). Multidimensionality of teachers’ graded responses for preschoolers’ stylistic learning behavior: The Learning-To-Learn Scales. Educational and Psychological Measurement, 71, 148–169.