Jacqueline Caemmerer, PhD (Affiliate)

Assistant Professor

Educational Psychology (Affiliate)

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Research Overview

Supporting children’s academic achievement is my overarching research interest. I am interested in the influence of social variables, such as social skills and the influence of families, on youth’s educational outcomes. I have studied the bidirectional relationships between students’ social skills and achievement over time, and the influence of social skills and parent involvement on the transition of youth who are deaf to postsecondary life. I am currently working on projects related to parents’ involvement in home-based learning activities and children’s academic achievement, and the wellbeing of caregivers of children with and without developmental disabilities during the COVID19 pandemic. My other research interest concerns better understanding of what frequently used tests measure and other validity issues. I have studied the predictive validity of children’s cognitive abilities on their math, reading, and writing skills, and developmental and cultural considerations of tests. I often use latent variable and longitudinal modeling to study large-scale datasets. My research interests are informed by my clinical experiences in public and charter schools, juvenile detention centers, and private practice.

Education

PhD, School Psychology University of Texas at Austin 2017
MEd, Quantitative Methods University of Texas at Austin 2015
MEd, School Psychology Teachers College, Columbia University 2010
BA, Psychology – Applied Behavioral Analysis Track Binghamton University 2007

Recent Publications

Hajovsky, D.B., Villeneuve, E.F., Schneider, W.J., & Caemmerer, J.M. (in press). An alternative approach to cognitive and achievement relations research: An introduction to quantile regression. Journal of Pediatric Neuropsychology. Advance online publication https://doi.org/10.1007/s40817-020-00086-3

Caemmerer, J.M., Keith, T.Z., & Reynolds, M.R. (2020). Beyond individual intelligence tests: Application of Cattell-Horn-Carroll theory. Intelligence, 79, 101433. https://doi.org/10.1016/j.intell.2020.101433

Caemmerer, J.M., Maddocks, D.L.S., Keith, T.Z., & Reynolds, M.R. (2018). Effects of cognitive abilities on child and youth academic achievement: Evidence from the WISC-V and WIAT-III. Intelligence, 68, 6-20. https://doi.org/10.1016/j.intell.2018.02.005

Trundt, K.M., Keith, T.Z., Caemmerer, J.M., & Smith, L.V. (2018). Testing for construct bias in the Differential Ability Scales, Second Edition (DAS-II): A comparison among African American, Asian, Hispanic, and White children. Journal of Psychoeducational Assessment, 36, 670-683. https://doi.org/10.1177/0734282917698303

Perry, J. C., Fisher, A.L., Caemmerer, J. M., Keith, T. Z., & Poklar, A. (2018). The role of social support and coping skills in promoting self-regulated learning among urban youth. Youth & Society, 50, 551-570. https://doi.org/10.1177/0044118X15618313

Bond, M., Garberoglio, C.L., Schoffstall, S., Caemmerer, J., & Cawthon, S. (2018). Validating a shortened form of the ARC for special populations. Educational Assessment, 23, 69-84. https://doi.org/10.1080/10627197.2017.1403896

Garberoglio, C.L., Schoffstall, S., Cawthon, S., Bond, M., & Caemmerer, J.M. (2017). The antecedents and outcomes of autonomous behaviors: Modeling the role of autonomy in achieving sustainable employment for deaf young adults. Journal of Developmental and Physical Disabilities, 29, 107-129. https://doi.org/10.1007/s10882-016-9492-2

Caemmerer, J.M., Cawthon, S.W., & Bond M. (2016). Comparison of students’ achievement: Deaf, learning disabled, and deaf with a learning disability. School Psychology Review, 45, 362-371. https://doi.org/10.17105/SPR45-3.362-371

Keith, T.Z., Caemmerer, J.M., & Reynolds, M.R. (2016). Comparison of methods for factor extraction for cognitive test-like data: Which overfactor, which underfactor? Intelligence, 54, 37-54. https://doi.org/10.1016/j.intell.2015.11.003

Caemmerer, J.M. & Keith, T.Z. (2015). Longitudinal reciprocal effects of social skills and achievement from kindergarten through eighth grade. Journal of School Psychology, 53, 265-281. https://doi.org/10.1016/j.jsp.2015.05.001

Cawthon, S., Caemmerer, J.M., Dickson, D., Ocuto, O., Ge, J.J., & Bond, M. (2015). Social skills as a predictor of postsecondary outcomes for individuals who are deaf. Applied Developmental Science, 19, 19-30. https://doi.org/10.1080/10888691.2014.948157

Cawthon, S., Garberoglio, C. L., Caemmerer, J.M., Bond, M., & Wendel, E. (2015). Effect of parent expectations and parent involvement on postschool outcomes for individuals who are deaf or hard of hearing. Exceptionality, 23, 73-99. https://doi.org/10.1080/09362835.2013.865537

Potvin, D., Keith, T.Z., Caemmerer, J.M., & Trundt, K. (2015). Confirmatory factor structure of the Kaufman Assessment Battery for Children – Second Edition with preschool children: Too young for differentiation? Journal of Psychoeducational Assessment, 33, 522-533. https://doi.org/10.1177/0734282914568538

Cawthon, S., Caemmerer, J.M., & the RES team. (2014). Parents’ perspectives on transition and postsecondary outcomes for their children who are D/deaf or hard-of-hearing. American Annals of the Deaf, 159, 7-21. https://doi.org/10.1353/aad.2014.0013

Caemmerer, J., Correll, C., & Maayan, L. (2012). Acute and maintenance effects of non-pharmacologic interventions for antipsychotic associated weight gain and metabolic abnormalities: A meta-analytic comparison of randomized controlled trials. Schizophrenia Research, 140, 159-168. https://doi.org/10.1016/j.schres.2012.03.017