Fantuzzo, John
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Publication The Classroom Engagement Scale: Validity Evidence and Implications for Use(Penn Child Research Center, 2017-07-01) Barghaus, Katherine; Fantuzzo, John; Coe, Kristen; Brumley, Benjamin; LeBoeuf, WhtineyThis research brief describes the validation of the Classroom Engagement Scale for use in kindergarten based on it current full-scale use in the School District of Philadelphia. It provides the foundation for more meaningful use of the scale by parents and teachers as they work to build social-emotional competencies in kindergarten students.Publication An Investigation of Classroom Situational Dimensions of Emotional and Behavioral Adjustment and Cognitive and Social Outcomes for Head Start Children(2008-01-01) Bulotsky-Shearer, Rebecca J; Fantuzzo, John; McDermott, Paul AThis study employed a developmental-ecological approach to investigate the relationship across the school year between early problems in preschool classroom situations and a comprehensive set of readiness competencies for urban, low-income children. Study I identified three reliable and unique underlying classroom situational dimensions where behavior problems occurred: Structured Learning, Peer Interaction, and Teacher Interaction situations. Boys and younger children evidenced more problematic behavior across all situations. Study II investigated the relationship between early problems in the situations and readiness outcomes. Early situational difficulties uniquely and differentially predicted lower peer social and classroom learning outcomes. In combination, both the type of behavior problem (what) and the situational problem (where) explained greater variance in the prediction of readiness outcomes, contributing to a more comprehensive understanding of developmental trajectories.Publication Using Integrated Data to Understand Early Childhood Risks and Access to Quality Early Childhood Education(2017-04-01) Barghaus, Katherine; Fantuzzo, John; Coe, Kristen; Henderson, Cassandra; LeBoeuf, WhitneyThese slides were presented at the 2017 Annual Meeting of the American Educational Research Association in San Antonio, Texas. The session was titled "Data-Driven Decision Making: Not the Usual Contexts."Publication Multiple Dimensions of Family Involvement and Their Relations to Behavioral and Learning Competencies for Urban, Low-Income Children(2004-01-01) Fantuzzo, John; McWayne, Christine Michele; Perry, Marlo A; Childs, StephanieRelations between multiple dimensions of family involvement in early childhood education and classroom outcomes were examined. Participants included 144 urban, Head Start children. Parental report of family involvement was gathered in late fall using a multidimensional assessment. Relations between family involvement dimensions and end of the year outcomes of approaches to learning, conduct problems, and receptive vocabulary were investigated. Results revealed that Home-Based family involvement emerged as the strongest predictor of child outcomes. This dimension associated significantly with children's motivation to learn, attention, task persistence, receptive vocabulary skills, and low conduct problems. The School-Based Involvement dimension was significantly related to low conduct problems in the classroom when combined with the influence of Home- Based Involvement. The School-Based Involvement and Home-School Conferencing dimensions did not predict later child outcomes when considered simultaneously with Home-Based Involvement.Publication Connecting the Dots: The Promise of Integrated Data Systems for Policy Analysis and Systems Reform(2010-03-22) Culhane, Dennis P; Fantuzzo, John; Rouse, Heather L; Tam, Vicky; Lukens, JonathanThis article explores the use of integrated administrative data systems in support of policy reform through interagency collaboration and research. The legal, ethical, scientific and economic challenges of interagency data sharing are examined. A survey of eight integrated data systems, including states, local governments and university-based efforts, explores how the developers have addressed these challenges. Some exemplary uses of the systems are provided to illustrate the range, usefulness and import of these systems for policy and program reform. Recommendations are offered for the broader adoption of these systems and for their expanded use by various stakeholders.Publication Children’s Direct Exposure to Types of Domestic Violence Crime: A Population-based Investigation(2007-07-10) Fantuzzo, John; Fusco, RachelPolice officers served as public health sentinels to collect data on children exposed to domestic violence across an entire municipality for one year. This study extended research by investigating a typology of domestic violence crimes and children's direct sensory exposure to these types. Police officers used a standard, validated protocol to collect data on all substantiated domestic violence. Findings revealed that almost half of all events had children present, and 81% of these children were directly exposed to the violence. Children under the age of 6 years old were at greater risk of exposure. Identified domestic violence households with children were more likely to be low-income, non-White, and headed by a single female, compared to households at large. Cluster analysis revealed seven domestic violence event profiles. Typology showed that children were disproportionately exposed to the most unstable and dangerous profiles including weapon use, mutual assault, and substance abuse.Publication Employing community data to investigate social and structural dimensions of urban neighborhoods: An early childhood education example(2007-03-01) McWayne, Christine P; Fantuzzo, John; McDermott, Paul A; Culhane, Dennis P.The present study sought to define neighborhood context by examining relationships among data from city-level administrative databases at the level of the census block group. The present neighborhood investigation included 1,801 block groups comprising a large, northeastern metropolitan area. Common factor analyses and multistage, hierarchical cluster analyses yielded two dimensions (i.e., Social Stress, Structural Danger) and two typologies (i.e., Racial Composition, Property Structure Composition) of neighborhood context. Simultaneous multiple regression analyses revealed small but statistically significant associations between neighborhood variables and academic outcomes for public school kindergarten children.Publication Validity of the Dynamic Indicators for Basic Early Literacy Skills as an Indicator of Early Literacy for Urban Kindergarten Children(2006-01-01) Rouse, Heather L; Fantuzzo, JohnThe validity of three subtests of the Dynamic Indicators for Basic Early Literacy Skills (DIBELS) was investigated for kindergarten children in a large urban school district. A stratified, random sample of 330 participants was drawn from an entire cohort of kindergarten children. Letter Naming Fluency, Phoneme Segmentation Fluency, and Nonsense Word Fluency evidenced significant concurrent and predictive validity when compared to general reading ability measured by teacher report, individual assessments, and group-administered nationally standardized tests. Evidence for convergent and discriminant validity was also found when comparing these subtests to measures of specific literacy, cognitive, and social-behavioral constructs.Publication Prevalence and Effects of Child Exposure to Domestic Violence(1999) Fantuzzo, John; Mohr, Wendy KIn recent years, researchers have focused attention on children who are exposed to domestic violence. Although presently there are no scientifically credible estimates of the national prevalence of children exposed to domestic violence, existing data suggest that large numbers of American children are affected. This article discusses the limitations of current databases and describes a promising model for the collection of reliable and valid prevalence data, the Spousal Assault Replication Program, which uses data collected through collaboration between police and university researchers. Research examining the effects of childhood exposure to domestic violence is also limited by a range of methodological problems. Despite this, however, sufficient evidence from the body of studies exists to conclude that such exposure has adverse effects. The specific effects may differ depending on a host of variables, such as the children’s ages, the nature and severity of the violence, the existence of other risk factors in the children’s lives (for example, poverty, parental substance abuse), and whether the children are also directly physically abused. In general, childhood exposure to domestic violence can be associated with increased display of aggressive behavior, increased emotional problems such as depression and/or anxiety, lower levels of social competence, and poorer academic functioning. A scientifically credible body of research on the prevalence and effects of childhood exposure to domestic violence is necessary to promote the development of effective interventions and to permit the proper channeling of public and private funds. This article identifies some of the steps that can be taken to build the research capacity necessary to obtain the needed data.Publication A Comprehensive Examination of the School District of Philadelphia’s Kindergarten Classroom Engagement Scale (CES): Validation Report(Penn Child Research Center, 2017-11-01) Barghaus, Katherine; Fantuzzo, John; Brumley, Benjamin; Coe, Kristen; LeBoeuf, WhitneyThe Penn Child Research Center and School District of Philadelphia (SDP) have partnered to foster the classroom engagement skills of students entering public school kindergarten. To do so, a three-phase, evidence-based, plan was developed. The first phase was to establish the scientific validity and reliability of the District’s measure of classroom engagement currently used at-scale with all kindergarteners–the Classroom Engagement Scale (CES). This measure consists of 14 items and it appears on the kindergarten report card which is sent home quarterly. This report contains the findings from the validation study.