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D. Betsy McCoach

Anne Anastasi Endowed Chair of Psychometrics and Quantitative Psychology

Fordham University

United States

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Professors in United States

Articles (20)

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2026

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Collaborators (14)

Carolyn Callahan

Commonwealth Professor

University of Virginia

UNITED STATES

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Mark Buckman

Assistant Research Professor

University of Kansas

UNITED STATES

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E. Jean Gubbins

Professor

University of Connecticut

UNITED STATES

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David Royer

Assistant Professor

University of Louisville

UNITED STATES

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Carolyn A Greene

Associate Professor

University of Connecticut School of Medicine

UNITED STATES

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Lindsay Lee

Associate Dean of Graduate Studies

East Tennessee State University

UNITED STATES

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Dakota Cintron

Assistant Professor

Claremont Graduate University

UNITED STATES

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Katie Scarlett Lane Pelton

Assistant Professor

University of Florida

UNITED STATES

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Tom Brunzell

Associate Professor

University of Melbourne

AUSTRALIA

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Jung Wun Lee

Assistant Professor

Boston University

UNITED STATES

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Emily Myers

Professor

University of Connecticut

UNITED STATES

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Del Siegle

University of Connecticut

UNITED STATES

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Eric Common

Assistant Professor

University of Michigan - Flint

UNITED STATES

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Sandra Chafouleas

Board of Trustees Distinguished Professor

University of Connecticut

UNITED STATES

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D. Betsy McCoach

Research Interests

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Articles (20)

What Really Happens in Gifted and Talented Education? A Portrait of Three States

How You Identify Determines Who You Identify: The Implications of the Choice of Talent Measures, Norms, Cut-Offs, and Combination Rules on the Academic Profile and Diversity of Students Identified as Gifted

Exploring Estimates of Multilevel Reliability for School-Based Behavioral Measures

Shifting from “What’s Wrong” to “What’s Strong”: Developing a Trauma-Informed Assessment of Student Character Strength Usage

Bayesian Multilevel Latent Class Profile Analysis: Inference and Estimation for Exploring the Diverse Pathways to Academic Proficiency

Classify with caution: An illustrative example using mixture models and machine learning

Mixed Effects Location-Scale Models: Methodological and Substantive Considerations

Ruling out Latent Time-Varying Confounders in Two-Variable Multi-Wave Studies

The Effects of Advanced Phonemic Awareness Instruction in First Grade

r2_mlm: A command for computing R-squared measures for models fit by mixed

Re-examining the Relation Between Social Validity and Treatment Integrity in Ci3T Models

Who Are We Measuring? Teacher Effects in Gifted and Talented Teacher Rating Scales

District administrator perspectives of current and ideal approaches to identifying and supporting student social, emotional, and behavioral needs

Inequality at the Starting Line: Underrepresentation in Gifted Identification and Disparities in Early Achievement

The CASA Criteria for Evaluating Gifted and Talented Identification Systems: Cost, Alignment, Sensitivity, and Access

Testing for intersectional measurement invariance with the alignment method: Evaluation of the 8‐item patient health questionnaire

A Cautionary Note about Having the Right Mixture Model but Classifying the Wrong People

Relationships between native and non-native speech perception.

Bidirectional effects of parental and adolescent symptom change in trauma-focused cognitive behavioral therapy.

Exploring Factors Associated with District Approaches to Identifying and Supporting Student Social, Emotional, and Behavioral Needs

Collaborators (14)

Carolyn Callahan

Mark Buckman

E. Jean Gubbins

David Royer

Carolyn A Greene

Lindsay Lee

Dakota Cintron

Katie Scarlett Lane Pelton

Tom Brunzell

Jung Wun Lee

Emily Myers

Del Siegle

Eric Common

Sandra Chafouleas

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