@article{dawes_starrett_norwalk_hamm_farmer_2023, title={Student, classroom, and teacher factors associated with teachers' attunement to bullies and victims}, ISSN={["1467-9507"]}, DOI={10.1111/sode.12669}, abstractNote={AbstractTeachers are instrumental in antibullying efforts given their position of authority in the classroom context, yet teachers can only be effective at reducing victimization and bullying in their classrooms if they are aware of who is involved. Consequently, teachers’ attunement to bullies and victims is a critical component of social dynamics management and antibullying practices. Given the importance of teacher attunement, there is a pressing need to identify relevant factors related to the degree to which teachers are attuned to bullies and victims. The major objective of the current investigation was to examine student‐ (gender, popularity status), classroom‐ (average bullying, norm salience of bullying, popularity hierarchy, class size), and teacher‐level (gender, teaching experience) factors associated with teachers’ attunement to bullies and victims. Using a sample of students in 5th‐grade classrooms, we analyzed the likelihood of teachers being attuned to 267 bullies (76.8% boys) nested in 112 classrooms and 343 victims (55.1% boys) nested in 120 classrooms using multilevel mixed‐effects generalized linear models. Results indicated that teachers were more likely to be attuned to boy bullies and victims but less likely to be attuned to bullies and victims with higher popularity status. No classroom or teacher level factors related significantly to the likelihood of teachers’ attunement. Implications for social dynamics management and bullying intervention efforts are discussed.}, journal={SOCIAL DEVELOPMENT}, author={Dawes, Molly and Starrett, Angela and Norwalk, Kate and Hamm, Jill and Farmer, Thomas}, year={2023}, month={Feb} }
 @article{brasileiro_widman_norwalk_mccrimmon_mullins_2022, title={National trends and disparate access to formal and informal sex education among youth involved with the child welfare system in the USA}, volume={10}, ISSN={1468-1811 1472-0825}, url={http://dx.doi.org/10.1080/14681811.2022.2134102}, DOI={10.1080/14681811.2022.2134102}, abstractNote={ABSTRACT This study investigated whether youth involved with the child welfare system in the USA are receiving formal and informal sex education. Data come from the Second National Survey of Child and Adolescent Wellbeing, a nationally representative sample of children and adolescents in contact with child protective services. Participants included young people (n = 1093, aged 11–21) involved with the child welfare system. Participants reported whether they had received formal sex education about a) abstinence only; b) contraceptives/condoms only; c) abstinence and contraceptives/condoms; or d) none. They also reported whether they knew where to access family planning services. We examined the prevalence of sex education experiences and differences in sex education access and knowledge based on participants’ pregnancy history and sociodemographic characteristics. Only half (49%) of participants had received any form of formal sex education. Pregnant youth were less likely to have received any sex education compared to non-pregnant youth . 72% of adolescents who had received sex education about contraceptives/condoms reported knowing where to access family planning services compared to only 46% of adolescents who had not received this sex education . There is a pressing need for comprehensive sex education among youth involved with the child welfare system.}, journal={Sex Education}, publisher={Informa UK Limited}, author={Brasileiro, Julia and Widman, Laura and Norwalk, Kate and Mccrimmon, Jordyn and Mullins, Lily}, year={2022}, month={Oct}, pages={1–17} }
 @article{finster_norwalk_2021, title={Characteristics, experiences, and mental health of children who re-enter foster care}, volume={129}, ISSN={["1873-7765"]}, DOI={10.1016/j.childyouth.2021.106165}, abstractNote={Permanent placements that are safe and stable promote well-being of children leaving foster care; however, placement disruptions and reentry into the welfare system following placements that were intended to be permanent are common (Konijn et al., 2019). What is not known is whether disruptions during foster care stays are particularly risky for children’s emotional health if they occur in the context of more than one removal of the child from their parents or guardians (i.e., from home). Using the most current data available through the nationally mandated Adoption and Foster Care Analysis Reporting System (AFCARS), we explored characteristics and removal reasons of children who re-enter foster care and used hierarchical, binomial logistic regression to analyze the moderating effect of multiple removals from home on the link between placement disruptions during stays in foster care and emotional disturbance (ED). The sample consisted of 659,105 children served by the U.S. foster care system during Fiscal Year (FY) 2018. Findings suggest that children who re-enter foster care are more likely to be older, and disproportionately more were children of color. Children who re-enter foster care tend to experience more placement disruptions in subsequent removal episodes than children who have been removed from their home only once. Finally, we identified an interaction effect for placement disruptions and multiple removals on the likelihood of a child in foster care having ED. This study discusses implications for targeted permanency and post-permanency services.}, journal={CHILDREN AND YOUTH SERVICES REVIEW}, author={Finster, Heather P. and Norwalk, Kate E.}, year={2021}, month={Oct} }
 @article{haskett_neal_norwalk_2021, title={Exploring Variability in Social and Behavioral Adjustment Among Children in Head Start Experiencing Homelessness}, volume={26}, ISSN={["1532-7671"]}, DOI={10.1080/10824669.2020.1869554}, abstractNote={Abstract A large body of literature demonstrates that children who experience unstable housing and homelessness are at risk for developmental delays and social–emotional challenges. However, there is also evidence of variability in the functioning of these children. Our primary aims were to identify unique profiles among preschool-aged children who were unstably housed and determine whether family-level and classroom-level factors predicted children’s profiles. Participants, drawn from the national Head Start CARES study, were 314 4-year-old children in one of 107 Head Start centers. Teachers’ reports of children’s behavior and social skills were entered into a latent profile analysis that revealed a four-profile structure with four subgroups of unstably housed children that were distinct in their functioning. Potential predictors of profiles included parent self-reports of their own psychological distress and education, teacher reports of the quality of relationships with the children, and observed teacher emotional support of students. Multinomial regression analyses revealed that the quality of the student–teacher relationship was a significant predictor of children’s profile membership. We provide practice and policy implications, study limitations, and suggestions for future investigations.}, number={4}, journal={JOURNAL OF EDUCATION FOR STUDENTS PLACED AT RISK}, author={Haskett, Mary E. and Neal, Sarah C. and Norwalk, Kate E.}, year={2021}, month={Oct}, pages={337–351} }
 @article{norwalk_milojevich_dawes_hamm_farmer_2021, title={Heterogeneity of Social Marginalization in Early Adolescence: Longitudinal Associations with Behavioral and Social Adjustment}, ISSN={["1573-6601"]}, DOI={10.1007/s10964-021-01457-5}, abstractNote={Integration into formal and informal peer groups is a key developmental task during early adolescence. As youth begin to place greater value on attaining acceptance and popularity among peers, social status among one's peer group becomes an important marker of social functioning during this developmental period. Whereas much empirical research has been devoted to understanding heterogeneity among youth holding high status positions, similar distinctions have largely not been examined among socially marginalized youth. The present study sought to address this gap in the research by examining the extent to which two aspects of social marginalization, peer rejection and social network isolation, were differentially associated with trajectories of social and behavioral adjustment across two school years in early adolescence. Peer nominations were used to assess rejection, isolation, and the behavioral outcomes of interest (i.e., aggression, internalizing behaviors, and victimization), and participants self-reported the extent to which peers would come to their aid in bullying situations (i.e., peer protection from bullying). Using a longitudinal sample of early adolescents (n = 1075; 53.0% female; 47.2% White; 27.1% African American; 12.7% Hispanic) in grades 5 through 7, preliminary analyses revealed little overlap between rejection and isolation at each time point. Moreover, a series of multilevel models revealed that rejection and isolation were associated with somewhat distinct behavioral and social adjustment trajectories. Peer rejection was positively associated with peer-nominated aggression, both within and across time points, and negatively associated with prosocial behaviors. Conversely, isolation was positively associated with peer-nominated internalizing behaviors, both within and across time points. Rejection and isolation were each positively associated with peer nominations of victimization; however, only isolation was related to lower perceptions of peer protection from bullying. In general, support was found for assessing rejection and isolation as two distinct forms of social marginalization in early adolescence.}, journal={JOURNAL OF YOUTH AND ADOLESCENCE}, author={Norwalk, Kate E. and Milojevich, Helen M. and Dawes, Molly and Hamm, Jill V. and Farmer, Thomas W.}, year={2021}, month={Jun} }
 @article{brasileiro_widman_spiva_norwalk_2021, title={Identifying gaps in training on sexual health for caregivers of adolescents in foster care}, volume={17}, ISSN={1745-0128 1745-0136}, url={http://dx.doi.org/10.1080/17450128.2021.1975859}, DOI={10.1080/17450128.2021.1975859}, abstractNote={ABSTRACT Youth in foster care are a vulnerable group of adolescents that experience worse sexual health outcomes, including higher rates of STIs, HIV, and early and repeat pregnancy, compared to youth not in foster care. Caregivers of youth in foster care may play a critical role in improving the sexual health of youth in their care. However, many caregivers of youth in foster care do not talk to youth about sexual health, and few studies have directly asked caregivers about the trainings they may need to provide better sex education to youth. This exploratory study examined the training needs of caregivers of youth in foster care. Participants were a state-wide sample of 347 caregivers of youth in foster care in North Carolina, United States, who completed an online survey that asked about training needs. Almost half (49.0%) of participants state that they do not feel fully prepared to parent youth in foster care. Seventy-two percent of participants indicated they would like to receive more training on at least one of the three topics relevant to adolescent relationships and sexual health. By topic, the percentage of participants who desired more information included: peer pressure and friendships (48.1%); sexuality and sexual risk reduction (e.g. healthy relationships, pregnancy, STIs) (43.8%); and puberty and physical development (40.3%). Another area that most participants expressed a desire for more training was adolescent technology use (56.2%) – which is relevant to adolescent relationships and sexuality given a rise in the use of technology-based platforms to meet relationship partners, look at pornography, and share sexual messages and photos. Many caregivers desire additional training on how to engage with youth about sexuality and sexual risk reduction. Training caregivers of youth in foster care may be an effective strategy for improving the sexual health outcomes of this vulnerable population of youth.}, number={2}, journal={Vulnerable Children and Youth Studies}, publisher={Informa UK Limited}, author={Brasileiro, Julia and Widman, Laura and Spiva, Sunshine and Norwalk, Kate}, year={2021}, month={Sep}, pages={119–129} }
 @misc{farmer_sterrett_norwalk_chen_dawes_hamm_lee_farmer_2021, title={Supporting the Inclusion of Socially Vulnerable Early Adolescents: Theory and Illustrations of the BASE Model}, volume={5}, ISSN={["2504-284X"]}, DOI={10.3389/feduc.2020.587174}, abstractNote={We focus on the inclusion of socially vulnerable early adolescents including students with special education needs (SEN). Building from multiple intervention and randomized control trials of a professional development model aimed at supporting teachers' management of the classroom social context, we provide an overview of the Behavioral, Academic, and Social Engagement (BASE) Model as a framework to foster social inclusion. We briefly review the conceptual foundations of this model and we present the delivery (i.e., directed consultation, the scouting report process) and content (i.e., Academic Engagement Enhancement, Competence Enhancement Behavior Management, Social Dynamics Management) components of BASE. We then briefly discuss the intervention support needs of subtypes of socially vulnerable youth and how these needs can be differentially addressed within the BASE framework.}, journal={FRONTIERS IN EDUCATION}, author={Farmer, Thomas W. and Sterrett, Brittany I. and Norwalk, Kate E. and Chen, Chen-Chih and Dawes, Molly and Hamm, Jill V. and Lee, David L. and Farmer, Adaline G.}, year={2021}, month={Jan} }
 @article{dawes_sterrett_norwalk_farmer_hamm_2021, title={Teachers' perceptions of middle schoolers' social concerns: strategies and barriers to supporting students' social success}, volume={24}, ISSN={["1573-1928"]}, DOI={10.1007/s11218-021-09622-1}, number={2}, journal={SOCIAL PSYCHOLOGY OF EDUCATION}, author={Dawes, Molly and Sterrett, Brittany I. and Norwalk, Kate E. and Farmer, Thomas W. and Hamm, Jill V.}, year={2021}, month={Apr}, pages={465–488} }
 @article{norwalk_dawes_hamm_farmer_2021, title={Improving Middle School Teachers' Self-reported Use of Social Dynamics Management Practices}, volume={37}, ISSN={["1537-7911"]}, DOI={10.1080/15377903.2020.1799129}, abstractNote={Abstract The purpose of the present study was to assess the effects of a professional development program on sixth grade teachers’ use of social dynamics management (SDM) practices. SDM practices represent teachers’ active attempts to incorporate classroom social dynamics into everyday instructional and behavior management strategies. Sixth grade teachers (n = 17) from two middle schools were randomly assigned to receive the Supporting Early Adolescent Learning and Social Success (SEALS) or to a business-as-usual control condition. Teachers who received the training and consultation provided by SEALS reported more frequent use of SDM practices aimed at managing the general social dynamics of their students and supporting youth who are socially isolated. The latter effect was maintained at a post-intervention follow-up. These results build on a growing body of research on the role of teachers in shaping their students’ peer relationships.}, number={2}, journal={JOURNAL OF APPLIED SCHOOL PSYCHOLOGY}, author={Norwalk, Kate E. and Dawes, Molly and Hamm, Jill V and Farmer, Thomas W.}, year={2021}, pages={109–126} }
 @article{sandilos_sims_norwalk_reddy_2019, title={Converging on quality: Examining multiple measures of teaching effectiveness}, volume={74}, ISSN={["1873-3506"]}, DOI={10.1016/j.jsp.2019.05.004}, abstractNote={The present study explores the convergent and predictive validity for several widely used measures of teaching quality from the Measures of Effective Teaching Project (Bill and Melinda Gates Foundation, 2009-2011). Specifically, the Classroom Assessment Scoring System (CLASS; Pianta, Hamre, & Mintz, 2012), the Framework for Teaching (FFT; Danielson Group, 2013), and the Tripod Student Perceptions Scale (Tripod; Ferguson, 2008) were examined. Correlations among measures were assessed by developmental level and content area (elementary mathematics N = 70; elementary English language arts N = 101; middle school mathematics N = 291, middle school English language arts N = 280). Both average scores and score variability (i.e., coefficient of variation) for the CLASS, FFT, and Tripod were used to predict value-added models (VAM), a high-stakes measure of students' academic growth. For elementary mathematics and ELA, findings indicated the CLASS and FFT exhibited moderate convergent validity while divergent validity was found between the Tripod and the CLASS and FFT. Across content areas in middle school grades, the CLASS, FFT, and Tripod exhibited moderate to high-moderate convergent validity. Average student and observer scores were positively related to VAM scores, whereas variability in scores demonstrated negative relations to VAM scores. Implications of findings for teacher evaluation and professional development are discussed.}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={Sandilos, Lia E. and Sims, Wesley A. and Norwalk, Kate E. and Reddy, Linda A.}, year={2019}, month={Jun}, pages={10–28} }
 @article{milojevich_norwalk_sheridan_2019, title={Deprivation and threat, emotion dysregulation, and psychopathology: Concurrent and longitudinal associations}, volume={31}, ISSN={["1469-2198"]}, DOI={10.1017/S0954579419000294}, abstractNote={AbstractMaltreatment increases risk for psychopathology in childhood and adulthood, thus identifying mechanisms that influence these associations is necessary for future prevention and intervention. Emotion dysregulation resulting from maltreatment is one potentially powerful mechanism explaining risk for psychopathology. This study tests a conceptual model that distinguishesdeprivationandthreatas distinct forms of exposure with different pathways to psychopathology. Here we operationalize threat as exposure to physical and/or sexual abuse and deprivation as exposure to neglect. We test the hypothesis that threat and deprivation differentially predict use of avoidant strategies and total regulation. Data were drawn from the Longitudinal Studies on Child Abuse and Neglect (LONGSCAN study;N= 866), which followed high-risk children from age 4 to 18. At age 6, children and their parents reported on adversity exposure. Case records documented exposure to abuse and neglect. At 18, adolescents reported on regulation strategies and psychopathology. Regression analyses indicated that greater exposure to threat, but not deprivation, predicted greater use of avoidant strategies in adolescence. Moreover, avoidance partially mediated the longitudinal association between exposure to threat in early childhood and symptoms of internalizing psychopathology in adolescence. Results suggest that abuse and neglect differentially predict regulation strategy use and that regulation strategy use predicts psychopathology.}, number={3}, journal={DEVELOPMENT AND PSYCHOPATHOLOGY}, author={Milojevich, Helen M. and Norwalk, Kate E. and Sheridan, Margaret A.}, year={2019}, month={Aug}, pages={847–857} }
 @article{chen_farmer_hamm_brooks_lee_norwalk_lambert_dawes_sterrett_rizzo_2020, title={Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology}, volume={28}, ISSN={["1538-4799"]}, DOI={10.1177/1063426619866829}, abstractNote={ Perceptions of the ecology and middle school transition are examined in relation to interpersonal competence patterns (ICPs) of approximately 3,000 sixth graders (46.2% boys) including 415 students with disabilities from 26 metropolitan schools. Teacher ratings of students’ academic competence, externalizing and internalizing behavior, popularity, physical attractiveness/athletic ability, and friendliness are used to determine students’ ICPs. Using latent profile analyses, distinct ICPs are identified, including Model (high adaptive), Average, Tough (popular-aggressive), Passive (shy, withdrawn), and Troubled (low adaptive) for boys and girls, respectively. Although students with disabilities are overrepresented in Passive and Troubled ICPs and underrepresented in the Model ICP, 804 students without disabilities (367 boys) were identified in risk ICPs (i.e., Passive, Tough, Troubled) compared with 197 students with disabilities (128 boys). Risk ICPs are differentially associated with students’ perceptions of the school ecology and the transition experience of students with disabilities. Implications for Multitiered Systems of Support and the tailoring of interventions are considered. }, number={3}, journal={JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS}, author={Chen, Chin-Chih and Farmer, Thomas W. and Hamm, Jill V. and Brooks, Debbie S. and Lee, David and Norwalk, Kate and Lambert, Kerrylin and Dawes, Molly and Sterrett, Brittany and Rizzo, Karen}, year={2020}, month={Sep}, pages={180–192} }
 @article{owens_haskett_norwalk_2019, title={Peer Assisted Supervision and Support and Providers' Use of Triple P- Positive Parenting Program}, volume={28}, ISBN={1573-2843}, DOI={10.1007/s10826-019-01385-w}, number={6}, journal={JOURNAL OF CHILD AND FAMILY STUDIES}, author={Owens, Caitlyn R. and Haskett, Mary E. and Norwalk, Kate}, year={2019}, month={Jun}, pages={1664–1672} }
 @article{dawes_norwalk_chen_hamm_farmer_2019, title={Teachers' Perceptions of Self- and Peer-Identified Victims}, volume={11}, ISSN={["1866-2633"]}, DOI={10.1007/s12310-019-09329-x}, number={4}, journal={SCHOOL MENTAL HEALTH}, author={Dawes, Molly and Norwalk, Kate E. and Chen, Chin-Chih and Hamm, Jill V. and Farmer, Thomas W.}, year={2019}, month={Dec}, pages={819–832} }
 @article{begeny_levy_hida_norwalk_field_suzuki_soriano-ferrer_scheunemann_guerrant_clinton_et al._2018, title={Geographically representative scholarship and internationalization in school and educational psychology: A bibliometric analysis of eight journals from 2002-2016}, volume={70}, ISSN={["1873-3506"]}, DOI={10.1016/j.jsp.2018.07.001}, abstractNote={Although the discipline of school and educational psychology is arguably international (e.g., relevant research and practice is evident in more than 80 countries), there has been limited research examining the international scholarship published in school and educational psychology journals. Such an assessment is important because it provides one important metric for better understanding the field's level of internationalization. The purpose of this study was to evaluate every article (N = 4456) published from 2002 to 2016 across eight school and educational psychology journals that publish international scholarship. Each article's authorship and participant data were coded and reported in terms of respective country and geographical region. Research questions examined, for example, how the published scholarship aligns with international employment data for school psychologists and whether particular journals published a geographically wider breadth of articles. Overall findings indicated that although the field of school psychology is present in more than 80 countries, the overall scholarship in the reviewed journals predominantly features participants living in, and authors working in, North America or Western Europe. However, one journal (School Psychology International) published relatively more articles with participants from outside of these geographic regions. Also, journals affiliated with a national professional organization largely differed in their percentage of "within-nation" publications (e.g., articles with participants living in the same nation that sponsors the respective journal). Explanations of the data are discussed and several recommendations are made that, if followed, could improve the internationalization and geographical representation of scholarship in school and educational psychology.}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={Begeny, John C. and Levy, Rebecca A. and Hida, Rahma and Norwalk, Kate and Field, Stacey and Suzuki, Haruna and Soriano-Ferrer, Manuel and Scheunemann, Ann and Guerrant, Mary and Clinton, Amanda and et al.}, year={2018}, month={Oct}, pages={44–63} }
 @article{vess_begeny_norwalk_ankney_2018, title={Tier 2 Reading Fluency Interventions With Middle School Students: A Comparison of the HELPS-SG Program and a Teacher-Directed Evidence-Based Intervention}, volume={34}, ISSN={1537-7903 1537-7911}, url={http://dx.doi.org/10.1080/15377903.2018.1443985}, DOI={10.1080/15377903.2018.1443985}, abstractNote={ABSTRACT This randomized study evaluated two evidence-based reading interventions with 121 middle school students who presented with reading fluency deficits. One intervention was teacher-directed and utilized numerous evidence-based strategies; the other intervention, the Helping Early Literacy with Practice Strategies for Small Groups Program, provided a structured implementation protocol of evidence-based strategies and specific intervention materials. Students in both groups demonstrated statistically significant growth on standardized measures of reading fluency and comprehension, but there were no differences between intervention conditions for any of the dependent measures. Practical implications for using oral reading fluency interventions at the middle school level are discussed.}, number={4}, journal={Journal of Applied School Psychology}, publisher={Informa UK Limited}, author={Vess, Sarah F. and Begeny, John C. and Norwalk, Kate E. and Ankney, Robyn N.}, year={2018}, month={Mar}, pages={316–337} }
 @article{begeny_levy_hida_norwalk_2018, title={Experimental research in school psychology internationally: An assessment of journal publications and implications for internationalization}, volume={55}, ISSN={["1520-6807"]}, DOI={10.1002/pits.22070}, abstractNote={AbstractPast studies have examined the contents of journal articles in school psychology, and more recently there has been increased interest in examining the frequency and characteristics of experimental studies appearing in school psychology journals. However, no prior studies have examined the international representation of experimental and intervention studies. This study evaluated every article published from 2002 to 2016 across eight school psychology journals that publish international scholarship. Several research questions were addressed (e.g., what is the frequency of experimental research internationally, what are the characteristics of those studies, and is the scholarship consistent with the global geography of school psychology?). Overall, findings revealed that although the field of school psychology is arguably international, the experimental research reflected in the eight journals selected for review does not adequately represent the global geography of the field, thereby also suggesting that the degree of internationalization in school psychology is relatively poor. The importance of these and related findings is discussed, and recommendations are provided that may help to improve the geographical representation of experimental research in school psychology as well as its overall internationalization.}, number={2}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Begeny, John C. and Levy, Rebecca A. and Hida, Rahma and Norwalk, Kate}, year={2018}, month={Feb}, pages={120–136} }
 @article{farmer_sutherland_talbott_brooks_norwalk_huneke_2016, title={Special Educators as Intervention Specialists: Dynamic Systems and the Complexity of Intensifying Intervention for Students With Emotional and Behavioral Disorders}, volume={24}, ISSN={["1538-4799"]}, DOI={10.1177/1063426616650166}, abstractNote={We present a dynamic systems perspective for the intensification of interventions for students with emotional and behavioral disorders (EBD). With this framework, we suggest behavior involves the contributions of multiple factors and reflects the interplay between the characteristics of the student and the ecologies in which he or she is embedded. Building from a discussion of the application of dynamic systems theory to ecological intervention, we propose four types of data are needed to guide intervention intensification: universal/probabilistic knowledge and strategies, implementation science practice elements, person-oriented developmental analysis, and person-in-context interactional analyses. We discuss practice implications and propose two types of specialists: intervention specialists who provide direct services and have expertise adapting interventions across the academic, behavioral, and social domains and intervention specialist coordinators who direct intervention intensification activities across service sectors and design and monitor long-term intervention plans focused on developmentally relevant outcomes. Finally, we consider implications for research and professional development.}, number={3}, journal={JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS}, author={Farmer, Thomas W. and Sutherland, Kevin S. and Talbott, Elizabeth and Brooks, Debbie S. and Norwalk, Kate and Huneke, Michelle}, year={2016}, month={Sep}, pages={173–186} }
 @article{norwalk_diperna_lei_2014, title={Confirmatory factor analysis of the Early Arithmetic, Reading, and Learning Indicators (EARLI)}, volume={52}, ISSN={0022-4405}, url={http://dx.doi.org/10.1016/J.JSP.2013.11.006}, DOI={10.1016/J.JSP.2013.11.006}, abstractNote={Despite growing interest in early intervention, there are few measures available to monitor the progress of early academic skills in preschoolers. The Early Arithmetic, Reading, and Learning Indicators (EARLI; DiPerna, Morgan, & Lei, 2007) were developed as brief assessments of critical early literacy and numeracy skills. The purpose of the current study was to examine the factor structure of the EARLI probes via confirmatory factor analysis (CFA) in a sample of Head Start preschoolers (N = 289). A two-factor model with correlated error terms and a bifactor model provided comparable fit to the data, although there were some structural problems with the latter model. The utility of the bifactor model for explaining the structure of early academic skills as well as the utility of the EARLI probes as measures of literacy and numeracy skills in preschool are discussed.}, number={1}, journal={Journal of School Psychology}, publisher={Elsevier BV}, author={Norwalk, Kate E. and DiPerna, James Clyde and Lei, Pui-Wa}, year={2014}, month={Feb}, pages={83–96} }
 @article{norwalk_diperna_lei_wu_2012, title={Examining early literacy skill differences among children in head start via latent profile analysis.}, volume={27}, ISSN={1939-1560 1045-3830}, url={http://dx.doi.org/10.1037/spq0000003}, DOI={10.1037/spq0000003}, abstractNote={The purpose of the present study was to determine whether there are systematic differences in literacy skills among children from less-advantaged households, using latent profile analysis. Early reading skills were measured using the Early Arithmetic, Reading, and Learning Indicators (EARLI; DiPerna, Morgan, & Lei, 2007) literacy tasks. Participants (N = 166) were 4-year-old children enrolled in Head Start. Results revealed three classifications of children: Profile 1 had the lowest overall literacy skill levels, with relative strength in expressive vocabulary and weaknesses in skills related to letter knowledge (i.e., Alphabet Recitation, Letter Naming); Profile 2 had the highest overall level of literacy skills and a relative strength on the Segmenting task; and Profile 3 showed the greatest variability across the EARLI probe scores, with a relative strength in Alphabet Recitation and weaknesses on tasks measuring phonemic and phonological awareness (i.e., Letter Sounds, Sound Deletion, and Segmenting). Repeated measures ANOVA revealed that, although students in each profile demonstrated skill growth over a 6-month period, significant skill differences still remained between profiles at the end of the preschool year.}, number={3}, journal={School Psychology Quarterly}, publisher={American Psychological Association (APA)}, author={Norwalk, Kate E. and DiPerna, James C. and Lei, Pui-wa and Wu, Qiong}, year={2012}, month={Sep}, pages={170–183} }
 @article{norwalk_vandiver_white_englar-carlson_2011, title={Factor structure of the gender role conflict scale in African American and European American men.}, volume={12}, ISSN={1939-151X 1524-9220}, url={http://dx.doi.org/10.1037/a0022799}, DOI={10.1037/a0022799}, number={2}, journal={Psychology of Men & Masculinity}, publisher={American Psychological Association (APA)}, author={Norwalk, Kate E. and Vandiver, Beverly J. and White, Angela M. and Englar-Carlson, Matt}, year={2011}, month={Apr}, pages={128–143} }