Emily Michelle Weiss

Emily Michelle Weiss
Boston University | BU · School of Education

Doctor of Philosophy

About

8
Publications
357
Reads
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6
Citations
Citations since 2017
7 Research Items
6 Citations
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Education
September 2018 - November 2022
University of Pennsylvania The Wharton School
Field of study
  • Statistics
September 2018 - December 2022
University of Pennsylvania Graduate School of Education
Field of study
  • Quantitative Methods and Human Development
September 2015 - May 2018
Portland State University
Field of study
  • Applied Developmental Psychology

Publications

Publications (8)
Article
Behavioral problems are commonly observed in primary school children, yet the educational contexts in which children’s behaviors occur vary across regions of the world. Thus, culturally adapted and context-specific behavioral assessments are needed to successfully identify and support children at risk for severe behavior problems. This study examin...
Article
Problematic behaviors impede young children's ability to succeed in the classroom. Examining individual patterns of behavior problems allows researchers to identify profiles of students most in need of support. This study applied latent profile analysis (LPA) among a national sample (N = 2764) of American prekindergarten children and found six dist...
Article
This research examined growth and co-occurrence of latent developmental patterns of classroom behavior problems among young, economically disadvantaged children. A nationally representative sample (N = 3,827) of children was assessed for overactive and underactive behavior problems through two years of prekindergarten, kindergarten and first grade....
Article
Research Findings: This study provides psychometric validation of the Classroom Engagement Scale (CES), a 14-item, teacher-report, formative assessment of behavioral engagement. It is currently used for all kindergarten children in a large, urban school district where it is embedded in the report card. Multi-level factor analysis revealed two disti...
Article
Full-text available
Social-emotional (SE) skills grow rapidly during the preschool years and support children’s ability to manage stress and form positive relationships. Yet little research exists on how SE skills develop over time, particularly in low- and middle-income countries. We examined the development of prosocial SE skills with four waves of data over three y...
Article
Research Findings: This study examines the development of problem behavior in classroom contexts characterized by peer interaction among a nationally representative sample (N = 3,827) of U.S. low-income children from preschool entry to first grade. Latent growth mixture modeling was employed to identify unobserved subpopulations (latent classes) wi...

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