@article{shum_barry_kiefer_fefer_suldo_mahony-atallah_ferron_blass_dileo_lothrop_et al._2024, title={Adapting a Positive Psychology Intervention using the Ecological Validity Model: Process and Lessons Learned}, url={http://dx.doi.org/10.1007/s40688-024-00505-8}, DOI={10.1007/s40688-024-00505-8}, journal={Contemporary School Psychology}, author={Shum, Kai Zhuang and Barry, Emily and Kiefer, Sarah M. and Fefer, Sarah and Suldo, Shannon M. and Mahony-Atallah, Kristen E. and Ferron, John and Blass, Jacqueline and DiLeo, Letty L. and Lothrop, Hallie and et al.}, year={2024}, month={Jul} }
 @article{meidl_vanorsdale_mahony_ritter_2023, title={Examining how power is used in instructor feedback to preservice teachers to encourage asset-based thinking}, url={https://doi.org/10.1016/j.tate.2022.104007}, DOI={10.1016/j.tate.2022.104007}, abstractNote={Teacher preparation coursework globally includes courses designed to develop intercultural competence in preservice teachers (PTs). This Self-Study of Teaching and Teacher Education Practices (S-STTEP) applied critical pedagogy to analyze power embedded in the feedback provided to 27 (26 female, 1 male) PTs from an online learning platform at US university. The instructor's feedback was the main source of data. Findings were framed within Bizzell's (1991) framework of power positioned as coercive, authority, or persuasive and Giroux's spectrum of power. The eight categories of feedback (asserting, affirming, challenging, evaluating, advising, personalizing, extending, and eliciting) were then ranked in levels of power.}, journal={Teaching and Teacher Education}, author={Meidl, Christopher and Vanorsdale, Christie and Mahony, Kristen and Ritter, Jason}, year={2023}, month={Mar} }
 @article{mccallum_schmitt_aspiranti_mahony_honaker_christy_2022, title={A virtual adaptation of the taped problems intervention for increasing math fact fluency.}, url={https://doi.org/10.1037/spq0000510}, DOI={10.1037/spq0000510}, abstractNote={In response to restrictions on visitors within school buildings during the COVID-19 pandemic, the evidence-based math fact fluency procedure known as the taped problems intervention was adapted for use in a virtual setting. The present study used a multiple-probe across participants design to evaluate the effects of the adapted intervention on the subtraction fact fluency of three elementary school students with varying degrees of math difficulties. Researchers also measured whether fluency gains would generalize to subtraction fact family problems that were not targeted within the study procedures. Visual analysis of results indicated math fluency improvements across all students, regardless of initial performance level, but no evidence of generalization effects for any participant. Additionally, to further investigate intervention effects, two effect size measures were calculated (WC-SMD and NAP) and each participant's rate of improvement was measured in two ways. Slopes (digits correct per minute [DCM] gains per session) of baseline and intervention phases were compared, and DCM gains per intervention time were investigated. Discussion focuses on implications for providing academic interventions in virtual learning environments, the importance of direct instruction for subtraction fact fluency, as well as future directions for researchers. (PsycInfo Database Record (c) 2022 APA, all rights reserved).}, journal={School Psychology}, author={McCallum, Elizabeth and Schmitt, Ara J. and Aspiranti, Kathleen B. and Mahony, Kristen E. and Honaker, Alyson C. and Christy, Laurie A.}, year={2022}, month={Sep} }
 @article{hier_mahony_2018, title={The contribution of mastery experiences, performance feedback, and task effort to elementary-aged students’ self-efficacy in writing.}, url={http://dx.doi.org/10.1037/spq0000226}, DOI={10.1037/spq0000226}, abstractNote={Although intervention procedures exist for improving elementary-aged students' writing fluency skills, less is known about how their writing self-efficacy develops upon participating in these procedures. In this study, 117 second grade students participated in an evidence-based performance feedback writing intervention. Students reported higher levels of self-efficacy in their writing abilities after participating in the intervention than they did at baseline. Although their experiences with task mastery and positive feedback did not impact their writing self-efficacy, the effort they put forth during the intervention was a significant predictor. These results may provide initial guidance for the development of students' self-efficacy in the context of school-based interventions, and they have specific implications for how the performance feedback intervention procedures may be refined to more systematically target students' task effort in future research. (PsycINFO Database Record}, journal={School Psychology Quarterly}, author={Hier, Bridget O. and Mahony, Kristen E.}, year={2018}, month={Sep} }