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Psychology

D-Index
57
Citations
17242
World Ranking
3974
National Ranking
2226

Overview

D. Betsy McCoach is affiliated with the University of Connecticut in the United States. Their research spans multiple domains within psychology and social sciences, with a particular focus on education and developmental aspects of giftedness. Over their career, they have contributed significantly to understanding the identification and support of gifted students, as well as aspects surrounding underachievement and behavioral challenges in this population.

The scientist's notable recent publications include:

  • Pay Attention to Inattention: Exploring ADHD Symptoms in a Sample of Underachieving Gifted Students (2020, Gifted Child Quarterly)
  • Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected? (2021, Gifted Child Quarterly)
  • Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward (2020, journal for the education of the gifted)
  • Inequality at the Starting Line: Underrepresentation in Gifted Identification and Disparities in Early Achievement (2023, AERA Open)
  • Do you know what I'm thinking? A comparison of teacher and parent perspectives of underachieving gifted students' attitudes (2020, Psychology in the Schools)

Their frequent coauthors include:

  • Del Siegle
  • E. Jean Gubbins
  • Sandra M. Chafouleas
  • Dakota W. Cintron
  • Carolyn M. Callahan

McCoach has published extensively in several academic venues, with the most frequent being:

  • Gifted Child Quarterly
  • journal for the education of the gifted
  • Multivariate Behavioral Research
  • Psychological Trauma Theory Research Practice and Policy
  • Gifted Child Today

Their research spans key fields of study including psychology and social sciences, with a focus on subfields like education, developmental and educational psychology, experimental and cognitive psychology, clinical psychology, and statistics and probability.

Among the main topics covered in McCoach's work are:

  • Education, Achievement, and Giftedness
  • School Choice and Performance
  • Child and Adolescent Psychosocial and Emotional Development
  • Early Childhood Education and Development
  • Parental Involvement in Education
  • Behavioral and Psychological Studies
  • Reading and Literacy Development

Best Publications

  • The Performance of RMSEA in Models With Small Degrees of Freedom

    David A. Kenny;Burcu Kaniskan;D. Betsy McCoach

  • Effect of the Number of Variables on Measures of Fit in Structural Equation Modeling.

    David A. Kenny;D. Betsy McCoach

  • The underachievement of gifted students: What do we know and where do we go?

    Sally M. Reis;D. Betsy McCoach

  • Factors That Differentiate Underachieving Gifted Students From High-Achieving Gifted Students

    D. Betsy McCoach;Del Siegle

  • VOCABULARY INTERVENTION FOR KINDERGARTEN STUDENTS: COMPARING EXTENDED INSTRUCTION TO EMBEDDED INSTRUCTION AND INCIDENTAL EXPOSURE

    Michael D. Coyne;D. Betsy McCoach;Sharon Kapp

  • The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools

    Sally M. Reis;D. Betsy McCoach;Catherine A. Little;Lisa M. Muller

  • The School Attitude Assessment Survey-Revised: A New Instrument to Identify Academically Able Students Who Underachieve:

    D. Betsy McCoach;Del Siegle

  • Multilevel modeling of educational data

    Ann A. O'Connell;D. Betsy McCoach

  • What Predicts Teachers' Attitudes Toward the Gifted?

    D. Betsy McCoach;Del Siegle

  • Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth

    Michael D. Coyne;D. Betsy McCoach;Susan Loftus;Richard Zipoli

  • Growing readers : A hierarchical linear model of children's reading growth during the first 2 years of school

    D. Betsy McCoach;Ann A. O'Connell;Sally M. Reis;Heather A. Levitt

  • Relationship Between School-Wide Positive Behavior Interventions and Supports and Academic, Attendance, and Behavior Outcomes in High Schools

    Jennifer Freeman;Brandi Simonsen;D. Betsy McCoach;George Sugai

  • Increasing Student Mathematics Self-Efficacy Through Teacher Training

    Del Siegle;D. Betsy McCoach

  • Measuring the Mathematical Attitudes of Elementary Students: The Effects of a 4-Point or 5-Point Likert-Type Scale

    Jill L. Adelson;D. Betsy McCoach

  • Best practices in the identification of gifted students with learning disabilities.

    D. Betsy McCoach;Thomas J. Kehle;Melissa A. Bray;Del Siegle

  • The Differential Impact of Academic Self-Regulatory Methods on Academic Achievement Among University Students With and Without Learning Disabilities

    Lilia M. Ruban;D. Betsy McCoach;Joan M. McGuire;Sally M. Reis

  • A Validation Study of the School Attitude Assessment Survey

    D. Betsy McCoach

  • The structure and function of academic self‐concept in gifted and general education students

    D. Betsy McCoach;Del Siegle

  • A Complex quest: The development and research of underachievement interventions for gifted students

    Lisa Davia Rubenstein;Del Siegle;Sally M. Reis;D. Betsy Mccoach

  • Dealing With Dependence (Part I): Understanding the Effects of Clustered Data

    D. Betsy McCoach;Jill L. Adelson

Frequent Co-Authors

Sandra M. Chafouleas
Sandra M. Chafouleas University of Connecticut
Amy M. Briesch
Amy M. Briesch Northeastern University
T. Chris Riley-Tillman
T. Chris Riley-Tillman University of Missouri
Thomas J. Kehle
Thomas J. Kehle University of Connecticut
Jonathan A. Plucker
Jonathan A. Plucker Johns Hopkins University
Melissa A. Bray
Melissa A. Bray University of Connecticut
Robert H. Horner
Robert H. Horner University of Oregon
George Sugai
George Sugai University of Connecticut
Allen W. Gottfried
Allen W. Gottfried California State University, Fullerton
Gregory A. Fabiano
Gregory A. Fabiano Florida International University

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