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Psychology

D-Index
55
Citations
9058
World Ranking
4462
National Ranking
2477

Overview

Paul A. McDermott is affiliated with the University of Pennsylvania in the United States. Their research primarily spans the social sciences and psychology, with a focus on education and developmental psychology.

Their work addresses multiple topics, including child and adolescent psychosocial and emotional development, early childhood education and development, parental involvement in education, behavioral and psychological studies, neuroendocrine regulation and behavior, Alzheimer's disease research and treatments, and computational drug discovery methods.

Frequently publishing in journals such as the Journal of Applied Developmental Psychology, School Psychology Review, Social Development, Journal of School Psychology, and Early Education and Development, McDermott has contributed extensively to the understanding of behaviors and interventions in early education settings.

Recent papers authored or co-authored by McDermott include:

  • "Trajectories of social-emotional development across pre-primary and early primary school," 2021, Journal of Applied Developmental Psychology
  • "Latent profile analysis of classroom behavior problems in an American national sample of prekindergarten children," 2022, Social Development
  • "Forecasting Accuracy of Earliest Assessment Versus Transitional Change in Early Education Classroom Problem Behavior Among Children at Risk," 2020, School Psychology Review
  • "Development and initial validation of the Spanish form of the adjustment scales for preschool intervention (ASPI)," 2021, Journal of School Psychology
  • "Latent Growth Trajectories of Peer Context Behavior Problems across Preschool, Kindergarten and First Grade," 2021, Early Education and Development

McDermott frequently collaborates with several scholars, including Michael J. Rovine, Emily M. Weiss, Clara-Christina Gerstner, Roland S. Reyes, and Marley W. Watkins. These collaborations likely contribute to the breadth of McDermott's research in early education and developmental psychology.

Best Publications

  • Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct.

    Kathleen Coolahan;John Fantuzzo;Julia Mendez;Paul McDermott

  • Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children

    John Fantuzzo;Rebecca Bulotsky-Shearer;Paul A. McDermott;Christine McWayne

  • Preschool competency in context: an investigation of the unique contribution of child competencies to early academic success.

    Christine M. McWayne;John W. Fantuzzo;Paul A. McDermott

  • Just Say No to Subtest Analysis: A Critique on Wechsler Theory and Practice:

    Paul A. McDermott;John W. Fantuzzo;Joseph J. Glutting

  • Development and validation of the Preschool Learning Behaviors Scale.

    Paul A. McDermott;Nanette M. Leigh;Marlo A. Perry

  • Contextually –relevant validation of peer play constructs with African American Head Start children: Penn Interactive Peer Play Scale

    John W. Fantuzzo;Kathleen Coolahan;Julia Mendez;Paul McDermott

  • Preschool Approaches to Learning and Their Relationship to Other Relevant Classroom Competencies for Low-Income Children.

    John Fantuzzo;Marlo A. Perry;Paul McDermott

  • Does Learning Behavior Augment Cognitive Ability as an Indicator of Academic Achievement

    Cherng-Jyh Yen;Timothy R Konold;Paul A McDermott

  • A Multivariate Analysis of Emotional and Behavioral Adjustment and Preschool Educational Outcomes

    John Fantuzzo;Rebecca Bulotsky;Paul McDermott;Samuel Mosca

  • Illusions of Meaning in the Ipsative Assessment of Children's Ability:

    Paul A. McDermott;John W. Fantuzzo;Joseph J. Glutting;Marley W. Watkins

  • Identifying and promoting social competence with African American preschool children: Developmental and contextual considerations

    Julia L. Mendez;Paul McDermott;John Fantuzzo

  • Distinctions Without a Difference The Utility of Observed Versus Latent Factors From the WISC-IV in Estimating Reading and Math Achievement on the WIAT-II

    Joseph J. Glutting;Marley W. Watkins;Timothy R. Konold;Paul A. McDermott

  • National standardization of uniform multisituational measures of child and adolescent behavior pathology.

    Paul A. McDermott

  • Construct refinement and confirmation for the Addiction Severity Index.

    Paul A. McDermott;Arthur I. Alterman;Lawrence Brown;Arturo Zaballero

  • An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children.

    Rebecca J. Bulotsky-Shearer;John W. Fantuzzo;Paul A. McDermott

  • The Pictorial Scale of Perceived Competence and Social Acceptance : Does it work with low-income urban children ?

    John W. Fantuzzo;Paul A. McDermott;Patricia Holliday Manz;Virginia R. Hampton

  • The organization of student performance in American schools: Discipline, motivation, verbal learning, nonverbal learning.

    Paul A. McDermott;Melissa Mordell;Jill C. Stoltzfus

  • Multidimensional assessment of emotional and behavioral adjustment problems of low-income preschool children: development and initial validation

    Megan Noone Lutz;John W. Fantuzzo;Paul McDermott

  • Preschool Version of the Social Skills Rating System: An Empirical Analysis of its Use with Low-Income Children

    John Fantuzzo;Patricia Holliday Manz;Paul McDermott

  • The matter of assessor variance in early childhood education—Or whose score is it anyway?

    Clare Waterman;Paul A. McDermott;John W. Fantuzzo;Vivian L. Gadsden

Frequent Co-Authors

John W. Fantuzzo
John W. Fantuzzo University of Pennsylvania
Marley W. Watkins
Marley W. Watkins Baylor University
Joseph J. Glutting
Joseph J. Glutting University of Delaware
John S. Cacciola
John S. Cacciola University of Pennsylvania
Arthur I. Alterman
Arthur I. Alterman University of Pennsylvania
Megan J. Rutherford
Megan J. Rutherford University of Washington
Timothy R. Konold
Timothy R. Konold University of Virginia
Frank C. Worrell
Frank C. Worrell University of California, Berkeley
James R. McKay
James R. McKay University of Pennsylvania
Julian C. Stanley
Julian C. Stanley Johns Hopkins University

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