Tashia Abry

Research Assistant Professor
Faculty
TEMPE Campus
Mailcode
3701

Biography

An assistant research professor, Tashia Abry joined Arizona State University's T. Denny School of Social and Family Dynamics in 2012 after completing master's and doctoral degrees in educational psychology at the University of Virginia. Prior to pursuing her graduate degrees, Abry worked as a prevention coordinator in rural Virginia where she coordinated, supervised, and implemented school-based character development and substance abuse prevention programming. It was within this position that Abry solidified her interest in schools and classrooms as contexts for positive child and youth development.    

Abry's research centers on the identification and promotion of mechanisms to enhance learning environments in support of teachers and the social, emotional, and academic development of children and youth. This focus is illustrated in two complementary lines of applied and basic research. Abry’s applied research involves the evaluation of school-based programming with the embedded goal of pinpointing critical program elements to advance understanding of and access to effective practice. Abry’s basic research focuses on the identification of malleable factors that can be leveraged as supports or mitigated as challenges to optimize teaching, learning and development, and ultimately inform innovation in school-based intervention, teacher preparation, and teacher professional development. Areas of focus have included classroom student composition, (mis)alignment within and between learning contexts, and teacher mental health. 

Education

  • Ph.D. Educational Psychology, University of Virginia 2012
  • M.Ed. Educational Psychology, University of Virginia 2008
  • B.A. Psychology, Prescott College 2005

 

 

Publications

Abry, T., *Granger, K. L., *Bryce, C. I., Taylor, M., Swanson, J., & Bradley, R. H. (in press). First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning. Manuscript accepted for publication in School Psychology Quarterly.

Impact factor: 3.256; 5-year impact factor: 3.317

 

*McLean, L., Abry, T., Herrera, M. J., Taylor, M., & *Granger K. L. (in press). Mental health struggles across the transition from preservice to early-career teaching. Manuscript accepted for publication in Teaching and Teacher Education.

Impact factor: 1.823; 5-year impact factor: 2.198

 

*Gaias, L. M., Jimenez, M., Abry, T., *Granger, K., & Taylor, M. (in press).  Kindergarten teachers’ instructional priorities misalignment and job satisfaction: A mixed methods analysis. Manuscript accepted for publication in Teachers College Record.

Impact factor: .746; 5-year impact factor: 1.254

 

Abry, T., Rimm-Kaufman, S. E., & Curby, T. W. (2017). Are all program components created equal? Relations between specific social and emotional learning components and teacher-student classroom interaction quality. Prevention Science, 18, 193-203. doi: 10.1007/s11121-016-0743-3

Impact factor: 2.926; 5-year impact factor: 3.588

 

Abry, T., *Bryce, C., Swanson, J., Bradley, R. H., Fabes, R. A., & Corwyn, R. (2017). Classroom-level adversity: Associations with children’s internalizing and externalizing behaviors across elementary school. Developmental Psychology, 53, 497-510. doi: 10.1037/dev0000268

Impact factor: 3.116; 5-year impact factor: 4.289

 

Duggan, M. A., Carlson, D. L., Jordan, M. E., *Gaias, L., Abry, T., & *Granger, K. (2017). "Dear Diary:" A qualitative examination of the phases of first-year teaching. Teacher Education and Practice, 30, 16-37.

 

*Gaias, L. M., Abry, T., Swanson, J., & Fabes, R. A. (2016). Considering child effortful control in the context of teacher effortful control: Implications for kindergarten success. Learning and Individual Differences, 45, 199-207. doi: 10.1016/j.lindif.2015.11.016

Impact factor: 1.631; 5-year impact factor: 2.220

 

Swanson, J., Valiente, C., Bradley, R. H., Lemery-Chalfant, K., & Abry, T. (2016). Teachers’ effortful control and student functioning: Mediating and moderating processes. Social Development, 25, 623-645. doi: 10.1111/sode.12165

Impact factor: 1.800; 5-year impact factor: 2.596

 

Abry, T., *Latham, S., Bassok, D., & LoCasale-Crouch, J. (2015). Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for children’s kindergarten adjustment. Early Childhood Research Quarterly, 31, 78-88. doi:10.1016/j.ecresq.2015.01.001.

Impact factor: 1.671; 5-year impact factor: 2.784

 

Abry, T., Hulleman, C. S., & Rimm-Kaufman, S. E. (2015). Using indices of fidelity to intervention core components to identify program active ingredients. American Journal of Evaluation, 36, 320-338. doi: 10.1177/1098214014557009

Impact factor: 1.804; 5-year impact factor: 2.358

 

Wanless, S. B., Rimm-Kaufman, S. E., Abry, T., Larsen, R. A., & Patton, C. S. (2015). Engagement in training as a mechanism to understanding fidelity of implementation of the Responsive Classroom approach. Prevention Science, 16, 1107-1116. doi: 10.1007/s11121-014-0519-6

Impact factor: 3.153; 5-year impact Factor: 3.724

 

Rimm-Kaufman, S. E., Baroody, A. E., Larsen, R. A., Curby, T. W., & Abry, T. (2015). To what extent do teacher-student interaction quality and student gender contribute to fifth graders’ engagement in mathematics? Journal of Educational Psychology, 107, 170-185. doi: 10.1037/a0037252

Impact factor: 3.518; 5-year impact Factor: 5.305

 

Rimm-Kaufman, S. E., Larsen, R. A., Baroody, A. A., Curby, T. W., Ko, M., Thomas, J., Merritt, E., Abry, T., & DeCoster, J. (2014). Efficacy of the Responsive Classroom approach: Results from a three-year longitudinal randomized controlled trial. American Educational Research Journal, 51, 567-603, doi: 10.3102/0002831214523821

Impact factor: 2.157; 5-year impact Factor: 3.511

 

Abry, T., Rimm-Kaufman, S. E., Larsen, R. A., & Brewer, A. J. (2013). The influence of implementation fidelity on teacher-student interactions in the context of a randomized controlled trial of the Responsive Classroom approach. Journal of School Psychology, 51, 437-453. doi: 10.1016/j.jsp.2013.03.001

Impact factor: 2.262; 5-year impact Factor: 3.405; Finalist for 2013 JSP Article of the Year

 

Curby, T. W., Rimm-Kaufman, S. E., & Abry, T. (2013). Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction? Journal of School Psychology, 51, 557-569. doi: http://dx.doi.org/10.1016/j.jsp.2013.06.001

Impact factor: 2.262; 5-year impact Factor: 3.405

Research Activity

Courses

Spring 2018
Course Number Course Title
CDE 232 Human Development
FAS 390 Supervised Research Experience
Fall 2017
Course Number Course Title
SOC 390 Social Statistics I
Spring 2017
Course Number Course Title
CDE 232 Human Development
Fall 2016
Course Number Course Title
SOC 390 Social Statistics I
Fall 2015
Course Number Course Title
SOC 390 Social Statistics I
Spring 2015
Course Number Course Title
SOC 390 Social Statistics I
Fall 2014
Course Number Course Title
SOC 390 Social Statistics I
Spring 2014
Course Number Course Title
FAS 390 Supervised Research Experience
SOC 390 Social Statistics I
FAS 499 Individualized Instruction
Fall 2013
Course Number Course Title
FAS 390 Supervised Research Experience
SOC 390 Social Statistics I
FAS 499 Individualized Instruction

Presentations

(Selected Presentations from 2012-Present)

Abry, T., Swanson, J., *Bryce, C. I., Taylor, M., & Bradley, R. H. (2015, March). Classroom-level adversity, externalizing behavior, and achievement: Direct and indirect associations in first grade. Presented at the biennial meeting of Society for Research in Child Development, Philadelphia, PA.

Abry, T., *Bryce, C. I., Bradley, R. H., Swanson, J., Corwyn, R. F., & Fabes, R. A. (2015, March). Classroom-level adversity: Concurrent, longitudinal, and differential relations with socially adaptive and maladaptive behaviors in elementary school. Presented at the biennial meeting of the Society for Research in Child Development, Philadelphia, PA.

*Bryce, C. I., Abry, T., & Bradley, R. H. (2015, March). Classroom instructional and emotional support: Examining thresholds of classroom quality across the elementary years. Presented at the biennial meeting of Society for Research in Child Development, Philadelphia, PA.

Swanson, J., Valiente, C., Abry, T., & Lemery-Chalfant, K. (2015, March). Parents reactions to childrens negative emotions and social-emotional classroom functioning in the early grades. In V. L. Castro and A. G. Halberstadt (Chairs), Parents reactions to childrens negative emotions and childrens social-emotional development: Developmental shifts across childhood. Presented at the  biennial meeting of the Society for Research in Child Development, Philadelphia, PA.

Abry, T., Cash, A. H., & Bradshaw, C. P. (2014, September). Using generalizability theory to examine sources of variance in observed behaviors within high school classrooms. Paper presented at the semi-annual meeting of the Society for Research on Educational Effectiveness, Washington D.C.

Abry, T., Swanson, J., Bradley, R. H., & Fabes, R. A. (2014, April). Classroom-level adversity: The influence of collective child characteristics on first graders social skills and problem behaviors. Paper presented at the 2014 annual meeting of the American Education Research Assoc., Philadelphia, PA.

Duggan, M. A., Carlson, D. L., *Indorf, A. F., *Gaias, L. M., Abry, T., Jordan, M. E. (2014, April). "Dear Diary:" A qualitative examination of the phases of first year teaching. Paper presented at the 2014 annual meeting of the American Educational Research Assoc., Philadelphia, PA.

*Gaias, L. M., Swanson, J., Abry, T., Bradley, R. H., & Fabes, R. A. (2014, April). Student-teacher temperament differentials: Implications for academic performance and school liking in kindergarten. Paper presented at the 2014 annual meeting of the American Educational Research Assoc., Philadelphia, PA.

*Indorf, A. F., Abry, T., *Gaias, L. M., & Fabes, R. A. (2014, April). Teacher efficacy with individual students: Mediation the link between behavioral engagement and student-teacher relationships. Paper presented at the 2014 annual meeting of the American Educational Assoc., Philadelphia, PA.  

Abry, T., Rimm-Kaufman, S. E., & Thomas, J. B. (2013, April). Teacher efficacy: A predictor and outcome of the use of child-centered practices associated with the Responsive Classroom approach. Poster presented at the biennial meeting of the Society for Research in Child Development, Seattle, WA.

Curby, T. W., Rimm-Kaufman, S. E., & Abry, T. (2013, March). Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction? Poster presented at the semi-annual meeting of the Society for Research on Educational Effectiveness, Washington D.C.

*Gaias, L. M., Swanson, J. M., *Bryce, C. I., Abry, T., Bradley, R. H., Duggan, M. A., Fabes, R. A., *Indorf, A. L. F., & Raymer, C. N. (2013, January). Moderated relations among daily hassles, temperament, and empathy in pre-service teachers. Poster presented at the Occasional Temperament Conference, Salt Lake City, UT.

Abry, T., Rimm-Kaufman, S. E., & Larsen, R. A. (2012, April). The effects of the Responsive Classroom approach on teacher-student interactions: The importance of implementation fidelity. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC, Canada.

Rimm-Kaufman, S. E., Curby, T. W., & Abry, T. (2012, April). Do specific practices from the Responsive Classroom approach predict the quality of teacher-student interactions? Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC, Canada.

Abry, T., Rimm-Kaufman, S. E., Hulleman, C. S., Thomas, J. B., & Ko, M. (2012, March). The how and for whom of program effectiveness: Dissecting the Responsive Classroom approach in relation to academic achievement. Paper presented at the semi-annual meeting of the Society for Research on Educational Effectiveness, Washington D.C.

Professional Associations

<p>American Education Research Association (AERA)</p> <p>American Psychological Association (APA), Division 15  Educational Psychology</p> <p>Society for Research in Child Development (SRCD)</p>

Service

  • American Education Research Association, Social and Emotional Learning Special Interest Group, Secretary/Treasurer Elect (2013 - 2017)
  • American Education Research Association, Social and Emotional Learning Special Interest Group, Acting Secretary/Treasurer (2013 - 2016)
  • American Education Research Association, Social and Emotional Learning Special Interest Group, Nominations Committee Chair (2014 - 2015)

Consulting

Alliance for Education Quality Project for Nicaragua, The World Bank, Washington D.C., 2017-2018

Maryland’s Safe and Supportive Schools (MDS3), Johns Hopkins University, 2012-2015