The purpose of this research was to examine the relationship between pre-kindergarten student test scores on a kindergarten readiness assessment, the Developmental Indicators for Assessment of Learning (DIAL-3), and test scores for the same students four years later on the mathematics and reading sections of the Ohio Fourth Grade State Achievement Test. Determining if the DIAL-3 readiness assessment had long-range predictive validity was the goal of this dissertation study. The design of the study was correlational. The researcher used historical data from at least 48 students from each of three district types (rural, suburban, and urban) as the sample for this study. Utilizing a sampling method of stratified-cluster, 208 students were randomly selected for inclusion in this study. In addition, the researcher analyzed and discussed influential variables, which affected the results. Age, ethnicity, gender, district type, half-day programs were among the variables analyzed. The targeted population was diverse in socio-economic status, race, and gender and consisted of students in Northwestern Ohio. To address the premise of this study, three research questions were developed and analyzed. Utilizing a Pearson Correlation Coefficient to calculate the relationship between the variables, the researcher was able to identify practical significance in many analyses. Although a low correlation existed in regards to the White, rural population, an increase in relationship existed among urban, children of color. Additionally, gender was analyzed to influence the correlation between the DIAL-3 and the OAT in Reading and Math. This study revealed large variances between district type, gender, and ethnicity in regards to correlational patterns. Close examination confirms that the variables in this study significantly influence one another and provide an opportunity to predict future achievement. Specifically, according to this research data, educators in urban districts can use th (open full item for complete abstract)

Academic achievement cannot be addressed without considering the underlying neurocognitive constructs foundational to learning. Early identification and interventions can keep disabilities from manifesting (Balikci et al., 2020), however, there is little research or consistency in practice relative to using kindergarten screening assessments, and linking interventions to specific foundational weaknesses. This study aims to provide information regarding current practices of identifying neurocognitive constructs and developmental weaknesses for developing prescriptive interventions. This descriptive research study utilized a sequential mixed-methods design. An electronic survey was disseminated through three professional educator groups (n = 58). Data analysis included descriptive analysis, Chi-square cross-tabbing, and inductive coding. Results indicate only one neurocognitive construct is assessed by more than half of the respondents, and 5 of the neuroconstructs are assessed by less than 25% of the respondents. In spite of 95% - 100% of respondents being familiar with research-based interventions, less than 10% of respondents design interventions for neurocognitive areas they assess. The results of this study show huge discrepancies between knowledge and application in kindergarten screening. Recommendations include utilizing a standardized kindergarten screening assessment to identify foundational weaknesses necessary for learning in order to design prescriptive interventions.

The majority of youth in need of mental health services do not receive intervention as many are not identified as having a problem or their families experience practical or attitudinal barriers that interfere with service utilization. The school environment provides a unique point of access to reach all children, yet this setting has been neglected as a means to both identify children in need of services and develop interventions to reduce barriers and engage families in service use. Presently, only 2% of schools screen for mental health problems, and most engagement interventions are conducted in clinics or developed for families already enrolled in treatment. Thus, engagement interventions developed in schools for families of at-risk children in the early stages of help-seeking have not been previously explored. This study examined the effects of an engagement intervention on parent adherence to recommendations among children screened for social, emotional, behavioral, and adaptive problems in the context of Kindergarten entry. The engagement strategy was a feedback session designed to reduce barriers to service initiation. The study aims were to (1) obtain a demographic profile of at-risk, rural Kindergarteners and barriers to mental health services reported by their parents; (2) evaluate the impact of an enhanced feedback session on parents' adherence to recommendations, compared to a standard feedback session; and (3) examine predictors of adherence to recommendations provided in the feedback session. Results showed that of 597 children screened using parent and teacher report of the Behavior Assessment System for Children, Second Edition (BASC-2), 306 (51%) were identified as at-risk. The profile of these youth indicated that the majority had parents who did not report a problem and who had high perceived barriers scores. Parents interested in obtaining feedback were randomized to standard and enhanced feedback conditions. At follow up, results provided prelim (open full item for complete abstract)