Jamie Fearrington - Department of Psychology

Jamie Yarbrough Fearrington, Ph.D.

Department of Psychology
Appalachian State University
Boone, NC 28608
Phone: (828) 262-2718
E-mail: fearringtonjy@appstate.edu

Education

Ph.D., 2004, The University of Tennessee, Knoxville, School Psychology

M.S., 2001, The University of Tennessee, Knoxville, Mental Health Counseling

B.S., 1998, The University of Georgia, Psychology

Research Interests

My research focuses on the identification of empirically supported reading programs, research-based academic and behavioral interventions in school settings, and prevention of academic failure. I am also interested in issues related to learning disabilities, including diagnostic criteria, identification/ eligibility standards, and assessment practices. In addition, I am interested in factors associated with the Response to Intervention model, such as validity, implementation issues, and attitudes of parents, teachers, and other school personnel. Currently, I am studying curriculum-based assessments, with a focus on measurement issues and gender differences. I am also beginning a project examining teacher attitudes towards system change (specifically, implementation of the AIMSweb benchmarking and progress monitoring system for Response to Intervention) at a local elementary school.

Representative Publications

Parker, T. D., Fearrington, J. Y., Kidder-Ashley, P., McCane-Bowling, S. J., Gagnon, S. G. & Sorrell, C. A. (under review). Gender differences in written expression curriculum-based measurement in third through eighth grade students. School Psychology Review.

Fearrington, J. Y., Kidder-Ashley, P., & Dickerson, L. K. (in press). Best practices in supporting children following industrial and man-made disasters. In S. E. Brock & S. R. Jimerson (Eds.). Best practices in school crisis prevention and intervention, second edition. Bethesda, MD: National Association of School Psychologists.

Yeo, S., Fearrington, J. Y., & Christ, T. J. (in press). Validity of curriculum-based measurement slope in reading: An application of latent growth modeling. Assessement for Effective Intervention.

Yeo, S., Fearrington, J. Y., & Christ, T. J. (2011). An investigation of gender, income, and special education bias on curriculum-based measurement slope in reading. School Psychology Quarterly. 22, 199-130. DOI: 10.1037/a0023021.

Fearrington, J. Y., McCallum, R. S., & Skinner, C. H. (2010). Increasing math assignment completion using solution-focused brief counseling. Education and Treatment of Children, 34,61-80. DOI: 10.1353/etc.2011.0005.

Kirk, E. R, Becker, J. A., Skinner, C. H., Fearrington, J. Y., McCane-Bowling, S. J., Amburn, C., Luna, E., & Grear, C. (2010). Deceasing inappropriate vocalizations using group contingencies and Color Wheel procedures: A component analysis. Psychology in the Schools, 47, 931-943. DOI: 10.l002/pits.20515.

Below, J. L., Skinner, C. H., Fearrington, J. Y., & Sorrell, C. A. (2010). Gender differences in early literacy: An analysis of kindergarten through fifth-grade DIBELS probes. School Psychology Review, 39, 240-257.

Windingstad, S., Skinner, C. H., Rowland, E., Cardin, E., & Fearrington, J. Y. (2009). Extending research on a class-wide, math fluency building intervention: Applying taped-problems in a second-grade classroom. Journal of Applied School Psychology, 25, 1-18.

Kidder-Ashley, P., Deni, J. R., & Fearrington, J. Y. (in press). Running away. In A. S. Canter, S. A. Carroll, L. Paige, & I. Romero (Eds.), Helping Children at Home and School: Handouts From Your School Psychologist (3rd ed.).

Reeder, J. & Fearrington, J. Y. (in press). Classroom transitions: Strategies for increasing instructional time. In A. S. Canter, S. A. Carroll, L. Paige, & I. Romero (Eds.), Helping Children at Home and School: Handouts From Your School Psychologist (3rd ed.).

Choate, S. M., Skinner, C. S., Fearrington, J. Y., & Skolits, G. (2007). Extending the validity of the color wheel: Decreasing out-of-seat behavior in an intact, rural, first grade classroom. Journal of Evidence-Based Practices for Schools, 8(2), 120-133.

Yarbrough, J. L., Skinner, C. H., Lee, Y. J., & Lemmons, C. (2004). Decreasing transition times in a second grade classroom: Scientific support for the timely transitions game. Journal of Applied School Psychology, 20(2), 85-107.

Yarbrough, J. L., Skinner, C. H., Lee, Y. J., & Lemmons, C. (2004). Decreasing transition times in a second grade classroom: Scientific support for the timely transitions game. In C.H. Skinner (Ed.), Single Subject Designs for School Psychologists (pp. 85-107). New York: Hawthorne Press.

Yarbrough, J. L., & Thompson, C. L. (2002). Using single-participant research to assess counseling approaches on children’s off-task behavior. Professional School Counseling, 5, 308-314.

Peer Reviewed Presentations

Fearrington, J. Y., Pierce, L. A., Younger, K., & Smalling, M. (2010, March). Teacher acceptability of implementation of the response to intervention model. Poster session presented at the annual convention of the National Association of School Psychologists, Chicago, IL.

Reynolds, S. B., Fearrington, J. Y., McCane-Bowling, S., & Sorrell, C. A. (2010, March). Predictive validity of mathematics curriculum-based measurement. Poster session presented at the annual convention of the National Association of School Psychologists, Chicago, IL.

Parker, T. D., Fearrington, J. Y., McCane-Bowling, S. J., & Sorrell, C. A. (2009, February). Gender differences in written expression curriculum-based measurement. Poster session presented at the annual convention of the National Association of School Psychologists, Boston, MA.

Below, J. L., Skinner, C. H., & Fearrington, J. Y. (2008, November). Gender differences in reading performance on DIBELS reading probes, kindergarten through fifth grade in a rural school district. Paper session presented at the annual meeting of the Mid-South Educational Research Association, Knoxville, TN.

Below, J. L., Fearrington, J. Y., & Sorrell, C. A. (2008, February). Gender reading differences on the DIBELS, kindergarten through fifth grade. Poster session presented at the annual convention of the National Association of School Psychologists, New Orleans, LA.

Kirk, E. R., Fearrington, J. Y., & McCane-Bowling, S. J. (2008, February). Behavior management with the color wheel and behavioral reward game. Poster session presented at the annual convention of the National Association of School Psychologists, New Orleans, LA.

Fearrington, J. Y. & Sorrell, C. A. (2006, April). Does Fundations impact early literacy skills? A follow-up study. Poster session presented at the annual convention of the National Association of School Psychologists, Anaheim, CA.

Sorrell, C. A. & Yarbrough, J. L. (2005, April). Utilizing Wilson Reading Fundations to improve reading skills. Poster session presented at the annual convention of the National Association of School Psychologists, Atlanta, GA.

Yarbrough, J. L., Hutchins, H. M., McCallum, R. S., & Upson, L. M. (2004, April). Efficacy of solution-focused brief counseling in a school setting. Poster session presented at the annual convention of the National Association of School Psychologists, Dallas, TX.

Yarbrough, J. L., Lee, Y. J., & Skinner, C. H. (2004, April). Using randomized contingencies to decrease transition time after lunch. Poster session presented at the annual convention of the National Association of School Psychologists, Dallas, TX.

Upson, L. M., McCallum, R. S., Bracken, B. A., & Yarbrough, J. L. (2004, August). Does socioeconomic status refinement impact population mean differences on UNIT? Poster session presented at the annual convention of the American Psychological Association, Honolulu, HI.

Sharp, S. R., Yarbrough, J. L., Hutchins, H. M., & Upson, L. M. (2003, April). Effectiveness of an anger management group for middle school students based on rational emotive behavior therapy. Poster session presented at the annual convention of the National Association of School Psychologists, Toronto, Canada.

Yarbrough, J. L. (2000, April). Comparing reality therapy and solution-focused brief counseling in an elementary school. Paper presented at the annual meeting of the Tennessee Counseling Association, Knoxville, TN.

Grant activities

$1,000.00 Funded Fall Semester, 2010Author & Principal Investigator, Fearrington, J. Y., Student Assistant, Mahaffey, J. T. Using the concerns based adoption model to predict teacher acceptability of AIMSweb, Undergraduate Research Assistantship Awards Program, Office of Student Research, Appalachian State University.
$20,000 for 2 years Funded 2010-12Author & Principal Investigator, Fearrington, J. Y., Drowning in data: The relationship between teacher characteristics, acceptability and implementation of AIMSweb, and student achievement, Graduate Research Associate Mentoring (GRAM) Program, Cratis D. Williams Graduate School, Appalachian State University.
$10,000 for 1 year Funded 2009-10Author & Principal Investigator, Fearrington, J. Y., Teacher Acceptability of AIMSweb, Graduate Research Associate Mentoring (GRAM) Program, Cratis D. Williams Graduate School, Appalachian State University.
$35,000 for 1 year Not Funded. Author & Principal Investigator, Fearrington, J. Y., Drowning in data: The relationship between teacher characteristics, acceptability and implementation of AIMSweb, and student achievement. Initiative on Data Use and Educational Improvement, Spencer Foundation.
$1.2 million for 4 years Not Funded. Author & Co-Principal Investigator, Fearrington, J. Y., Drowning in data: The relationship between teacher characteristics, acceptability and implementation of a web-based progress monitoring system, and student achievement in rural Appalachia. Institute for Education Sciences, Goal 1: Exploration under Topic 11: Organization and Management of Schools and Districts (CFDA 84.305A).
$14,943 for 1 year Not FundedAuthor and Principal Investigator, Fearrington, J. Y., The relationship between teacher characteristics, acceptability and implementation of a web-based progress monitoring system, and student achievement. Society for the Study of School Psychology, Early Career Award Program.
$5000.00 for 1 year Not FundedAuthor and Principal Investigator, Fearrington, J. Y. Does the concerns based adoption model predict acceptance of a web-based progress monitoring system? University Research Council Competitive Grants Program, Office of Research and Sponsored Programs, Appalachian State University.

P.O. Box 32109 222 Joyce Lawrence Ln. Boone, NC 28608
Phone: (828) 262-2272 Fax: (828) 262-2974
Department Chair: James C. Denniston dennistonjc@appstate.edu
Administrative Assistant: Carol M. Anderson andersncm@appstate.edu

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