Skip to main content

Penn Child Research Center

Early Childhood Measurement

    Use this page to find Penn Child Research articles on early childhood measurement, including the Penn Interactive Peer Play Scale (PIPPS), Preschool Learning Behaviors Scale (PLBS), Learning to Learn Scale (LTLS), Adjustment Scale for Preschool Intervention (ASPI), the Family Involvement Questionnaire (FIQ), the Parent Satisfaction with Educational Experiences Scale (PSEE), the Early Childhood and Education Interview (ECEI), Child Behavior Checklist critique, Dynamic Indicator of Basic Early Literacy (DIBELS) validation, Child Observation Record (COR) validation, and the Learning Express. 

    Bulotsky-Shearer, R. J., Fantuzzo, J. W., & McDermott, P. A. (2008). An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children. Developmental Psychology, 44(1), 139-154. doi:10.1037/0012-1649.44.1.139 

    Bulotsky-Shearer, R., & Fantuzzo, J. (2004). Adjustment scales for preschool intervention: Extending validity and relevance across multiple perspectives. Psychology in the Schools, 41(7), 725-736. doi:10.1002/pits.20018

    Castro, M., Mendez, J. L., & Fantuzzo, J. (2002). A validation study of the Penn interactive peer play scale with urban Hispanic and African American preschool children. School Psychology Quarterly, 17(2), 109-127. doi:10.1521/scpq.17.2.109.20856

    Coolahan, K., Fantuzzo, J., Mendez, J., & McDermott, P. (2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92(3), 458-465. doi:10.1037/0022-0663.92.3.458 

    Coolahan, K., McWayne, C., Fantuzzo, J., & Grim, S. (2002). Validation of multidimensional assessment of parenting styles for low-income African-American families with preschool children. Early Childhood Research Quarterly, 17(3), 356-373. doi:10.1016/S0885-2006(02)00169-2

    Fagan, J., & Fantuzzo, J. W. (1999). Multirater congruence on the social skills rating system: Mother, father, and teacher assessments of urban Head Start children's social competencies. Early Childhood Research Quarterly, 14(2), 229-242. doi:10.1016/S0885-2006(99)00010-1 

    Fantuzzo, J. W., & Hampton, V. R. (2000). Penn interactive peer play scale: A parent and teacher rating system for young children. In K. Gitlin-Weiner, A. Sandgrund & C. Schaefer (Eds.), Play diagnosis and assessment (2nd ed.). (pp. 599-620). Hoboken, NJ, US: John Wiley & Sons Inc.

    Fantuzzo, J. W., McDermott, P. A., Manz, P. H., & Hampton, V. R. (1996). The pictorial scale of perceived competence and social acceptance: Does it work with low-income urban children? Child Development, 67(3), 1071-1084. doi:10.2307/1131880 

    Fantuzzo, J. W., Rohrbeck, C. A., & Hightower, A. D. (1989). A teacher assessment of self-controlling skills and their relationship to self-control and adjustment ratings. Journal of School Psychology, 27(1), 35-45. doi:10.1016/0022-4405(89)90029-0

    Fantuzzo, J. W., Sutton-Smith, B., Coolahan, K. C., & Manz, P. H. (1995). Assessment of preschool play interaction behaviors in young low-income children: Penn interactive peer play scale. Early Childhood Research Quarterly, 10(1), 105-120. doi:10.1016/0885-2006(95)90028-4

    Fantuzzo, J. W., Weiss, A. D., Atkins, M., Meyers, R., & Noone, M. (1998). A contextually relevant assessment of the impact of child maltreatment on the social competencies of low-income urban children. Journal of the American Academy of Child & Adolescent Psychiatry, 37(11), 1201-1208. doi:10.1097/00004583-199811000-00021 

    Fantuzzo, J., Bulotsky-Shearer, R., McDermott, P. A., McWayne, C., Frye, D., & Perlman, S. (2007). Investigation of dimensions of social-emotional classroom behavior and school readiness for low-income urban preschool children. School Psychology Review, 36(1), 44-62.

    Fantuzzo, J., Coolahan, K., Mendez, J., McDermott, P., & Sutton-Smith, B. (1998). Contextually-relevant validation of peer play constructs with African American Head Start children: Penn interactive peer play scale. Early Childhood Research Quarterly, 13(3), 411-431. doi:10.1016/S0885-2006(99)80048-9 

    Fantuzzo, J., & Fusco, R. (2007). Children's direct sensory exposure to substantiated domestic violence crimes. Violence and Victims, 22(2), 158-171. doi:10.1891/088667007780477375

    Fantuzzo, J., Grim, S., Mordell, M., McDermott, P., Miller, L., & Coolahan, K. (2001). A multivariate analysis of the revised Conners' teacher rating scale with low-income, urban preschool children. Journal of Abnormal Child Psychology: An Official Publication of the International Society for Research in Child and Adolescent Psychopathology, 29(2), 141-152. doi:10.1023/A:1005236113655 

    Fantuzzo, J., Hightower, D., Grim, S., & Montes, G. (2002). Generalization of the child observation record: A validity study for diverse samples of urban, low-income preschool children. Early Childhood Research Quarterly, 17(1), 106-125. doi:10.1016/S0885-2006(02)00131-X

    Fantuzzo, J., Manz, P. H., & McDermott, P. (1998). Preschool version of the social skills rating system: An empirical analysis of its use with low-income children. Journal of School Psychology, 36(2), 199-214. doi:10.1016/S0022-4405(98)00005-3 

    Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33(4), 467-480.

    Fantuzzo, J., & McWayne, C. (2002). The relationship between peer-play interactions in the family context and dimensions of school readiness for low-income preschool children. Journal of Educational Psychology, 94(1), 79-87. doi:10.1037/0022-0663.94.1.79 

    Fantuzzo, J., Mendez, J., & Tighe, E. (1998). Parental assessment of peer play: Development and validation of the parent version of the Penn interactive peer play scale. Early Childhood Research Quarterly, 13(4), 659-676. doi:10.1016/S0885-2006(99)80066-0

    Fantuzzo, J., Perry, M. A., & Childs, S. (2006). Parent satisfaction with educational experiences scale: A multivariate examination of parent satisfaction with early childhood education programs. Early Childhood Research Quarterly, 21(2), 142-152. doi:10.1016/j.ecresq.2006.04.002 

    Fantuzzo, J., Perry, M. A., & McDermott, P. (2004). Preschool approaches to learning and their relationship to other relevant classroom competencies for low-income children. School Psychology Quarterly, 19(3), 212-230. doi:10.1521/scpq.19.3.212.40276

    Fantuzzo, J., Sekino, Y., & Cohen, H. L. (2004). An examination of the contributions of interactive peer play to salient classroom competencies for urban Head Start children. Psychology in the Schools, 41(3), 323-336. doi:10.1002/pits.10162 

    Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367-376. doi:10.1037/0022-0663.92.2.367

    Hampton, V. R., & Fantuzzo, J. W. (2003). The validity of the Penn interactive peer play scale with urban, low-income kindergarten children. School Psychology Review, 32(1), 77-91. 

    Lutz, M. N., Fantuzzo, J., & McDermott, P. (2002). Erratum to "multidimensional assessment of emotional and behavioral adjustment problems of low-income preschool children: Development and initial validation". Early Childhood Research Quarterly, 17(4), 596-601. doi:10.1016/S0885-2006(02)00191-6

    Lutz, M. N., Fantuzzo, J., & McDermott, P. (2002). Multidimensional assessment of emotional and behavioral adjustment problems of low-income preschool children: Development and initial validation. Early Childhood Research Quarterly, 17(3), 338-355. doi:10.1016/S0885-2006(02)00168-0 

    Manz, P. H., Fantuzzo, J. W., & McDermott, P. A. (1999). The parent version of the preschool social skills rating scale: An analysis of its use with low-income, ethnic minority children. School Psychology Review.Special Issue: Beginning School Ready to Learn: Parental Involvement and Effective Educational Programs, 28(3), 493-504.

    Manz, P. H., Fantuzzo, J. W., & Power, T. J. (2004). Multidimensional assessment of family involvement among urban elementary students. Journal of School Psychology, 42(6), 461-475. doi:10.1016/j.jsp.2004.08.002 

    McDermott, P. A., Fantuzzo, J. W., & Glutting, J. J. (1990). Just say no to subtest analysis: A critique on Wechsler theory and practice. Journal of Psychoeducational Assessment, 8(3), 290-302.

    McDermott, P. A., Fantuzzo, J. W., Glutting, J. J., & Watkins, M. W. (1992). Illusions of meaning in the ipsative assessment of children's ability. The Journal of Special Education, 25(4), 504-526. doi:10.1177/002246699202500407 

    McDermott, P. A., Fantuzzo, J. W., Waterman, C., Angelo, L. E., Warley, H. P., Gadsden, V. L., & Zhang, X. (2009). Measuring preschool cognitive growth while it's still happening: The Learning Express. Journal of School Psychology, 47(5), 337-366. doi:10.1016/j.jsp.2009.07.002

    Pigott, H. E., Fantuzzo, J. W., & Gorsuch, R. L. (1987). Further generalization technology: Accounting for natural covariation in generalization assessment. Journal of Applied Behavior Analysis, 20(3), 273-278. doi:10.1901/jaba.1987.20-273 

    Rouse, H. L., & Fantuzzo, J. W. (2006). Validity of the dynamic indicators for basic early literacy skills as an indicator of early literacy for urban kindergarten children. School Psychology Review, 35(3), 341-355.

    Sekino, Y., & Fantuzzo, J. (2005). Validity of the child observation record: An investigation of the relationship between COR dimensions and social-emotional and cognitive outcomes for Head Start children. Journal of Psychoeducational Assessment, 23(3), 242-261. doi:10.1177/073428290502300304