Timothy Konold - Publications

University of Virginia, Charlottesville, VA 
Tests and Measurements Education, Statistics, Psychometrics Psychology

61 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any innacuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2016 Konold T, Cornell D, Shukla K, Huang F. Racial/Ethnic Differences in Perceptions of School Climate and Its Association with Student Engagement and Peer Aggression. Journal of Youth and Adolescence. PMID 27663576 DOI: 10.1007/s10964-016-0576-1  1
2016 Shukla K, Konold T, Cornell D. Profiles of Student Perceptions of School Climate: Relations with Risk Behaviors and Academic Outcomes. American Journal of Community Psychology. PMID 27216025 DOI: 10.1002/ajcp.12044  1
2015 Jia Y, Konold TR, Cornell D. Authoritative School Climate and High School Dropout Rates. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. PMID 26641957 DOI: 10.1037/spq0000139  1
2015 Konold TR, Cornell D. Measurement and structural relations of an authoritative school climate model: A multi-level latent variable investigation. Journal of School Psychology. 53: 447-61. PMID 26563598 DOI: 10.1016/j.jsp.2015.09.001  1
2015 Huang FL, Cornell DG, Konold T, Meyer JP, Lacey A, Nekvasil EK, Heilbrun A, Shukla KD. Multilevel Factor Structure and Concurrent Validity of the Teacher Version of the Authoritative School Climate Survey. The Journal of School Health. 85: 843-51. PMID 26522173 DOI: 10.1111/josh.12340  1
2015 Konold T, Cornell D. Multilevel multitrait-multimethod latent analysis of structurally different and interchangeable raters of school climate. Psychological Assessment. 27: 1097-109. PMID 25751606 DOI: 10.1037/pas0000098  1
2015 Huang FL, Cornell DG, Konold TR. Aggressive Attitudes in Middle Schools: A Factor Structure and Criterion-Related Validity Study. Assessment. 22: 497-512. PMID 25225231 DOI: 10.1177/1073191114551016  1
2015 Cornell D, Shukla K, Konold T. Peer Victimization and Authoritative School Climate: A Multilevel Approach Journal of Educational Psychology. DOI: 10.1037/edu0000038  1
2014 Konold T, Cornell D, Huang F, Meyer P, Lacey A, Nekvasil E, Heilbrun A, Shukla K. Multilevel multi-informant structure of the authoritative school climate survey. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. 29: 238-55. PMID 24884448 DOI: 10.1037/spq0000062  1
2014 Huang FL, Konold TR. A latent variable investigation of the Phonological Awareness Literacy Screening-Kindergarten assessment: Construct identification and multigroup comparisons between Spanish-speaking English-language learners (ELLs) and non-ELL students Language Testing. 31: 205-221. DOI: 10.1177/0265532213496773  1
2014 Ottmar ER, Konold TR, Berry RQ, Grissmer DW, Cameron CE. Evaluating the structure of the Mathematics Teacher Questionnaire: A measure of exposure to mathematics instructional practices and content Learning Environments Research. 17: 127-138. DOI: 10.1007/s10984-013-9147-5  1
2014 Konold TR, Shukla KD. Informant effects on behavioral and academic associations: A latent variable longitudinal examination Psychology in the Schools. 51: 554-566. DOI: 10.1002/pits.21771  1
2013 Cassidy MA, Lawrence EC, Vierbuchen CG, Konold T. Family Inventory of Resources and Stressors: Further Examination of the Psychometric Properties Marriage and Family Review. 49: 191-211. DOI: 10.1080/01494929.2012.762441  1
2013 Cabell SQ, Justice LM, Logan JAR, Konold TR. Emergent literacy profiles among prekindergarten children from low-SES backgrounds: Longitudinal considerations Early Childhood Research Quarterly. 28: 608-620. DOI: 10.1016/j.ecresq.2013.03.007  1
2013 Ford KL, Cabell SQ, Konold TR, Invernizzi M, Gartland LB. Diversity among Spanish-speaking English language learners: Profiles of early literacy skills in kindergarten Reading and Writing. 26: 889-912. DOI: 10.1007/s11145-012-9397-0  1
2013 Konold TR, Townsend M. Multi-group latent growth curve modeling: The influence of school readiness profiles on student achievement growth Intelligence Quotient: Testing, Role of Genetics and the Environment and Social Outcomes. 87-110.  1
2012 Klein J, Cornell D, Konold T. Relationships between bullying, school climate, and student risk behaviors. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. 27: 154-69. PMID 22889138 DOI: 10.1037/a0029350  1
2012 Macarthur C, Konold TR, Glutting JJ, Alamprese JA. Subgroups of Adult Basic Education Learners with Different Profiles of Reading Skills. Reading and Writing. 25: 587-609. PMID 22518070 DOI: 10.1007/s11145-010-9287-2  1
2012 Cornell D, Klein J, Konold T, Huang F. Effects of validity screening items on adolescent survey data. Psychological Assessment. 24: 21-35. PMID 21823800 DOI: 10.1037/a0024824  1
2011 Sun S, Konold TR, Fan X. Effects of latent variable nonnormality and model misspecification on testing structural equation modeling interactions Journal of Experimental Education. 79: 231-256. DOI: 10.1080/00220973.2010.481683  1
2011 Cabell SQ, Justice LM, Konold TR, McGinty AS. Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties Early Childhood Research Quarterly. 26: 1-14. DOI: 10.1016/j.ecresq.2010.05.003  1
2010 MacArthur CA, Konold TR, Glutting JJ, Alamprese JA. Reading component skills of learners in adult basic education. Journal of Learning Disabilities. 43: 108-21. PMID 20179306 DOI: 10.1177/0022219409359342  1
2010 Townsend M, Konold TR. Measuring early literacy skills: A latent variable investigation of the phonological awareness literacy screening for preschool Journal of Psychoeducational Assessment. 28: 115-128. DOI: 10.1177/0734282909336277  1
2010 Konold TR, Canivez GL. Differential relationships between WISC-IV and WIAT-II scales: An evaluation of potentially moderating child demographics Educational and Psychological Measurement. 70: 613-627. DOI: 10.1177/0013164409355686  1
2010 Konold TR, Jamison KR, Stanton-Chapman TL, Rimm-Kaufman SE. Relationships among informant based measures of social skills and student achievement: A longitudinal examination of differential effects by sex Applied Developmental Science. 14: 18-34. DOI: 10.1080/10888690903510307  1
2010 Fan X, Konold TR. Statistical significance versus effect size International Encyclopedia of Education. 444-450. DOI: 10.1016/B978-0-08-044894-7.01368-3  1
2010 Konold TR, Fan X. Hypothesis testing and confidence intervals International Encyclopedia of Education. 216-222. DOI: 10.1016/B978-0-08-044894-7.01337-3  1
2009 Grimm KJ, Pianta RC, Konold T. Longitudinal Multitrait-Multimethod Models for Developmental Research. Multivariate Behavioral Research. 44: 233-58. PMID 26754267 DOI: 10.1080/00273170902794230  1
2009 Lane HB, Pullen PC, Hudson RF, Konold TR. Identifying essential instructional components of literacy tutoring for struggling beginning readers Literacy Research and Instruction. 48: 277-297. DOI: 10.1080/19388070902875173  1
2009 Curby TW, LoCasale-Crouch J, Konold TR, Pianta RC, Howes C, Burchinal M, Bryant D, Clifford R, Early D, Barbarin O. The relations of observed pre-K classroom quality profiles to children's achievement and social competence Early Education and Development. 20: 346-372. DOI: 10.1080/10409280802581284  1
2009 Canivez GL, Konold TR, Collins JM, Wilson G. Construct Validity of the Wechsler Abbreviated Scale of Intelligence and Wide Range Intelligence Test: Convergent and Structural Validity School Psychology Quarterly. 24: 252-265. DOI: 10.1037/a0018030  1
2008 Konold TR, Glutting JJ. ADHD and method variance: a latent variable approach applied to a nationally representative sample of college freshmen. Journal of Learning Disabilities. 41: 405-16. PMID 18768773 DOI: 10.1177/0022219408321111  1
2008 Atkinson TM, Konold TR, Glutting JJ. Patterns of memory: a normative taxonomy of the Wide Range Assessment of Memory and Learning-Second Edition (WRAML-2). Journal of the International Neuropsychological Society : Jins. 14: 869-77. PMID 18764982 DOI: 10.1017/S1355617708081137  1
2008 Konold T, Jablonski B, Nottingham A, Kessler L, Byrd S, Imig S, Berry R, McNergney R. Adding value to public schools: Investigating teacher education, teaching, and pupil learning Journal of Teacher Education. 59: 300-312. DOI: 10.1177/0022487108321378  1
2008 Rudasill KM, Konold TR. Contributions of children's temperament to teachers' judgments of social competence from kindergarten through second grade Early Education and Development. 19: 643-666. DOI: 10.1080/10409280802231096  1
2008 Curby TW, Rudasill KM, Rimm-Kaufman SE, Konold TR. The role of social competence in predicting gifted enrollment Psychology in the Schools. 45: 729-744. DOI: 10.1002/pits.20338  1
2007 Konold TR, Pianta RC. The influence of informants on ratings of children's behavioral functioning: A latent variable approach Journal of Psychoeducational Assessment. 25: 222-236. DOI: 10.1177/0734282906297784  1
2007 Henry GT, Mashburn AJ, Konold T. Developing and evaluating a measure of young children's attitudes toward school and learning Journal of Psychoeducational Assessment. 25: 271-284. DOI: 10.1177/0734282906297531  1
2007 LoCasale-Crouch J, Konold T, Pianta R, Howes C, Burchinal M, Bryant D, Clifford R, Early D, Barbarin O. Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics Early Childhood Research Quarterly. 22: 3-17. DOI: 10.1016/j.ecresq.2006.05.001  1
2006 Glutting JJ, Watkins MW, Konold TR, McDermott PA. 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 Journal of Special Education. 40: 103-114. DOI: 10.1177/00224669060400020101  1
2005 Walthall JC, Konold TR, Pianta RC. Factor structure of the social skills rating system across child gender and ethnicity Journal of Psychoeducational Assessment. 23: 201-215.  1
2004 Yen CJ, Konold TR, McDermott PA. Does learning behavior augment cognitive ability as an indicator of academic achievement? Journal of School Psychology. 42: 157-169. DOI: 10.1016/j.jsp.2003.12.001  1
2004 Shields J, Konold TR, Glutting JJ. Validity of the wide range intelligence test: Differential effects across race/ethnicity, gender, and education level Journal of Psychoeducational Assessment. 22: 287-303.  1
2004 Akos P, Konold T, Niles SG. A career readiness typology and typal membership in middle school Career Development Quarterly. 53: 53-66.  1
2004 Konold TR, Walthall JC, Planta RC. The behavior of child behavior ratings: Measurement structure of the child behavior checklist across time, informants, and child gender Behavioral Disorders. 29: 372-383.  1
2003 Konold TR, Hamre BK, Pianta RC. Measuring problem behaviors in young children Behavioral Disorders. 28: 111-123.  1
2003 Konold TR, Juel C, McKinnon M, Deffes R. A multivariate model of early reading acquisition Applied Psycholinguistics. 24: 89-112.  1
2001 Putzke JD, Williams MA, Glutting JJ, Konold TR, Boll TJ. Developmental memory performance: inter-task consistency and base-rate variability on the WRAML. Journal of Clinical and Experimental Neuropsychology. 23: 253-64. PMID 11404804 DOI: 10.1076/jcen.  1
2001 Konold TR, Abidin RR. Parenting alliance: A multifactor perspective Assessment. 8: 47-65. PMID 11310726  1
2001 Canivez GL, Konold TR. Assessing differential prediction bias in the Developing Cognitive Abilities Test across gender, race/ethnicity, and socioeconomic groups Educational and Psychological Measurement. 61: 159-171. DOI: 10.1177/00131640121971022  1
1999 Konold TR. Evaluating discrepancy analyses with the WISC-III and WIAT Journal of Psychoeducational Assessment. 17: 24-35.  1
1999 Glutting JJ, McDermott PA, Kush JC, Watkins MM, Konold TR. Structure and diagnostic benefits of a normative subtest taxonomy developed from the WISC-III standardization sample Journal of School Psychology. 37: 29-48.  1
1998 Konold TR, Maller SJ, Glutting JJ. Measurement and Non-Measurement Influences of Test-Session Behavior on Individually Administered Measures of Intelligence Journal of School Psychology. 36: 417-432.  1
1998 Glutting JJ, Konold TR, McDermott PA, Snelbaker AJ, Watkins MW. More ups and downs of subtest analysis: Criterion validity of the DAS with an unselected cohort School Psychology Review. 27: 599-612.  1
1998 Maller SJ, Konold TR, Glutting JJ. WISC-III factor invariance across samples of children exhibiting appropriate and inappropriate test-session behaviors Educational and Psychological Measurement. 58: 467-474.  1
1997 Konold TR, Kush JC, Canivez GL. Factor replication of the WICS-III in three independent samples of children receiving special education Journal of Psychoeducational Assessment. 15: 123-137.  1
1997 Glutting JJ, Watkins MM, McDermott PA, Kush JC, Konold TR. The Base Rate Problem and Its Consequences for Interpreting Children's Ability Profiles School Psychology Review. 26: 176-188.  1
1997 Konold TR, Glutting JJ, McDermott PA. The development and applied utility of a normative aptitude-achievement taxonomy for the Woodcock-Johnson psycho-educational battery-revised Journal of Special Education. 31: 212-232.  1
1996 Munz DC, Huelsman TJ, Konold TR, McKinney JJ. Are there methodological and substantive roles for affectivity in job diagnostic survey relationships? Journal of Applied Psychology. 81: 795-805. DOI: 10.1037//0021-9010.81.6.795  1
1995 Konold TR, Glutting JJ, Oakland T, O'donnell L. Congruence of Test-Behavior Dimensions among Child Groups that Vary in Gender, Race-Ethnicity, and Ses Journal of Psychoeducational Assessment. 13: 111-119. DOI: 10.1177/073428299501300201  1
1994 Glutting JJ, Oakland T, Konold TR. Criterion-related bias with the guide to the assessment of test-session behavior for the WISC-III and WIAT: Possible race/ethnicity, gender, and SES effects Journal of School Psychology. 32: 355-369. DOI: 10.1016/0022-4405(94)90033-7  1
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