ASSESSMENT FOR EFFECTIVE INTERVENTION最新文献

Reliability of Ratings of an English Language Arts Curriculum With the Curriculum Evaluation Guidelines 根据《课程评价指南》对英语语言艺术课程评分的可靠性

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2024-08-19 DOI: 10.1177/15345084241271926

Matthew K. Burns, Heba Z. Abdelnaby, Jonie B. Welland, Katherine A. Graves, Kari Kurto

引用次数: 0

Universal Screening for Student Mental Health: Selection of Norming Group 学生心理健康普遍筛查：选择标准组

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2024-07-26 DOI: 10.1177/15345084241265632

Meagan Z. Plant, Kelly N. Clark

{"title":"Universal Screening for Student Mental Health: Selection of Norming Group","authors":"Meagan Z. Plant, Kelly N. Clark","doi":"10.1177/15345084241265632","DOIUrl":"https://doi.org/10.1177/15345084241265632","url":null,"abstract":"The prevalence of student mental health concerns has increased the need for universal mental health screening to promote access to services. Some screeners determine risk status by comparing student scores to norming samples based on age (i.e., combined-gender) or on age and gender (i.e., separate-gender). This study examined scores on the Behavior Assessment System for Children–Third Edition, Behavioral and Emotional Screening System (BASC-3 BESS) using combined-gender and separate-gender norms for high school students ( N = 594). There were no statistically significant differences in adolescents’ self-reported BASC-3 BESS raw scores or risk status classification across genders. These findings suggest that school teams are likely to identify students’ mental health status similarly, regardless of whether they use BESS separate-gender or combined-gender norms, although some students’ risk status is expected to vary. These findings have the potential to inform best practice recommendations for school-wide screenings of mental health and identification of students at risk. Additional implications, limitations, and future directions are discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"47 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141773037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What Is Important to Measure in Sentence-Level Language Comprehension? 衡量句子语言理解能力的重要标准是什么？

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2024-07-26 DOI: 10.1177/15345084241265620

Cherish M. Sarmiento, Adrea J. Truckenmiller

引用次数: 0

Validation of the Youth Internalizing Problem Screener in Singapore 在新加坡验证青少年内化问题筛选器

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2024-04-28 DOI: 10.1177/15345084241247062

Minglee Yong

{"title":"Validation of the Youth Internalizing Problem Screener in Singapore","authors":"Minglee Yong","doi":"10.1177/15345084241247062","DOIUrl":"https://doi.org/10.1177/15345084241247062","url":null,"abstract":"The use of a screening tool for school-wide screening of internalizing symptoms is an important strategy for early identification and prevention of more serious and impairing emotional and behavioral health problems in adolescents. However, threshold cut-off scores determined for screening tools may not be suitable for all populations. Using a sample of 237 Singaporean secondary school students, this study validated the Youth Internalizing Problems Screener (YIPS) for local use. Results of confirmatory factor analyses supported a one-factor solution for the construct. A threshold cut-off score of 27 was found to show good classification accuracy based on receiver operating characteristics (ROC) analyses. Correlational and path analyses provided evidence of convergent and predictive validity for using YIPS to indicate at-risk status. The YIPS status was uniquely associated with girls’ sense of school well-being over and above the nature of their interpersonal relationships and their sense of inadequacy. Overall, YIPS demonstrated comparable sensitivity and specificity rates even though a different cut-off score was used for this study sample. The use of YIPS as a screening tool in a multitier system of support and directions for future development were discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"16 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140810642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using Empirical Information to Prioritize Early Literacy Assessment and Instruction in Preschool and Kindergarten 利用经验信息确定学前和幼儿园早期识字评估和教学的优先次序

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2024-04-26 DOI: 10.1177/15345084241247059

Alisha Wackerle-Hollman, Robin Hojnoski, Kristen Missall, Mohammed A. A. Abuela, Kristin Running

{"title":"Using Empirical Information to Prioritize Early Literacy Assessment and Instruction in Preschool and Kindergarten","authors":"Alisha Wackerle-Hollman, Robin Hojnoski, Kristen Missall, Mohammed A. A. Abuela, Kristin Running","doi":"10.1177/15345084241247059","DOIUrl":"https://doi.org/10.1177/15345084241247059","url":null,"abstract":"Early literacy skill development predicts later reading success, and development of skills in specific domains during the preschool years has been established as both a prerequisite and precursory for reading. Early literacy assessments typically include measures of separate skills across domains, and results can assist with determining where instructions may be most needed. When multiple areas of need are identified, understanding which skills to prioritize can be a challenge. Therefore, empirically identifying the relative contribution of each skill measured in preschool to subsequent reading success can promote more efficient systems of assessment. This study, conducted in the United States, examined the predictive validity of early literacy skills measured in preschool compared to skills measured in kindergarten, with a specific practical focus on identifying the most efficient predictive model for understanding reading readiness. Participants were 119 preschoolers (mean age = 66 months) who mostly spoke English as their primary language (79%). Results indicated early literacy and language skills in preschool are highly predictive of early reading in kindergarten, accounting for 59% of the variance in a reading composite score. The most parsimonious model indicated that first sounds, letter sounds, early comprehension, and expressive vocabulary measures adequately explained 52% of the variance in children’s kindergarten reading performance.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"53 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140805164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing an Instructional Level During Reading Fluency Interventions: A Meta-Analysis of the Effects on Reading 在阅读流畅性干预过程中评估教学水平：阅读效果的元分析

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2024-04-18 DOI: 10.1177/15345084241247064

Matthew K. Burns

{"title":"Assessing an Instructional Level During Reading Fluency Interventions: A Meta-Analysis of the Effects on Reading","authors":"Matthew K. Burns","doi":"10.1177/15345084241247064","DOIUrl":"https://doi.org/10.1177/15345084241247064","url":null,"abstract":"The current study meta-analyzed 27 effects from 21 studies to determine the effect assessment of text difficulty had on reading fluency interventions, which resulted in an overall weighted effect size ( ES) = 0.43 (95% CI = [0.25, 0.62], p < .001). Using reading passages that represented an instructional level based on accuracy criteria led to a large weighted effect of ES = 1.03, 95% CI = [0.65, 1.40], p < .01), which was reliably larger ( p < .05) than that for reading fluency interventions that used reading passages with an instructional level based on rate criteria (weighted ES = 0.29, 95% CI = [0.07, 0.50], p < .01). Using reading passages based on leveling systems or those written at the students’ current grade level resulted in small weighted effects. The approach to determining difficulty for reading passages used in reading fluency interventions accounted for 11% of the variance in the effect ( p < .05) beyond student group (no risk, at-risk, disability) and type of fluency intervention. The largest weighted effect was found for students with reading disabilities ( ES = 1.14, 95% CI = [0.64, 1.65], p < .01).","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"100 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140627368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Re-examining the Relation Between Social Validity and Treatment Integrity in Ci3T Models 重新审视 Ci3T 模型中社会有效性与治疗完整性之间的关系

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2024-04-02 DOI: 10.1177/15345084241239302

Katie Scarlett Lane Pelton, Kathleen Lynne Lane, Wendy Peia Oakes, Mark Matthew Buckman, Nathan Allen Lane, Grant E. Allen, D. Betsy McCoach, David James Royer, Eric Alan Common

{"title":"Re-examining the Relation Between Social Validity and Treatment Integrity in Ci3T Models","authors":"Katie Scarlett Lane Pelton, Kathleen Lynne Lane, Wendy Peia Oakes, Mark Matthew Buckman, Nathan Allen Lane, Grant E. Allen, D. Betsy McCoach, David James Royer, Eric Alan Common","doi":"10.1177/15345084241239302","DOIUrl":"https://doi.org/10.1177/15345084241239302","url":null,"abstract":"Educators across the United States have designed and implemented Comprehensive, Integrated, Three-tiered (Ci3T) models to meet K-12 students’ academic, behavioral, and social and emotional well-being needs. As part of implementation efforts, educators collect and use social validity and treatment integrity data to capture faculty and staff views of the plan’s goals, procedures, and outcomes and the degree to which the plan is implemented as designed (e.g., procedures for teaching, reinforcing, and monitoring). In this study, we re-examined the relation between social validity and treatment integrity utilizing hierarchical linear modeling with extant data from a research partnership across 27 schools in five midwestern districts. Findings suggested an educator’s fall and spring social validity score on the Primary Intervention Rating Scale (PIRS) predicted their treatment integrity scores on the Ci3T Treatment Integrity: Teacher Self-Report (CI3T TI: TSR) in the same timepoint. Schoolwide average fall PIRS scores also statistically significantly predicted spring Ci3T TI: TSR scores. Results suggested schoolwide context is important for sustained implementation of Tier 1 procedures during the first year. Findings demonstrate the complex nature of implementing a schoolwide plan, involving each individual’s behavior while also relying on others to facilitate implementation. We discuss limitations and future directions.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"3 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140572708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transition and Future of Assessment for Effective Intervention 有效干预评估的过渡与未来

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2024-03-22 DOI: 10.1177/15345084241240403

Nathan A. Stevenson, Aarti P. Bellara

引用次数: 0

Self-Assessment Survey: Evaluation of a Revised Measure Assessing Positive Behavioral Interventions and Supports 自我评估调查：评估积极行为干预和支持的修订措施

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2024-03-04 DOI: 10.1177/15345084241235226

Angus Kittelman, Sara Izzard, Kent McIntosh, Kelsey R. Morris, Timothy J. Lewis

{"title":"Self-Assessment Survey: Evaluation of a Revised Measure Assessing Positive Behavioral Interventions and Supports","authors":"Angus Kittelman, Sara Izzard, Kent McIntosh, Kelsey R. Morris, Timothy J. Lewis","doi":"10.1177/15345084241235226","DOIUrl":"https://doi.org/10.1177/15345084241235226","url":null,"abstract":"The purpose of this study was to evaluate the psychometric properties of the Self-Assessment Survey (SAS) 4.0, an updated measure assessing implementation fidelity of positive behavioral interventions and supports (PBIS). A total of 627 school personnel from 33 schools in six U.S. states completed the SAS 4.0 during the 2021–2022 school year. We evaluated data demonstrating the measure’s reliability (internal consistency, interrater reliability between PBIS team and non-team members), internal structure, and convergent validity for assessing implementation of Tier 1, 2, and 3 systems. We found strong internal consistency (overall and across subscales) and evidence regarding the internal structure as a four-factor measure. In addition, we found the SAS 4.0 (overall score and subscales) to be statistically significantly correlated with another widely used and empirically evaluated PBIS fidelity measure, the Tiered Fidelity Inventory (TFI). We found a statistically significant correlation between the SAS 4.0 and the SAS 3.0 for the Schoolwide Systems subscale but not other subscales. We discuss limitations given the current sample and describe implications for how PBIS teams can use the measure for school improvement and decision making.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"16 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140032664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining the Classroom Impact of the Bounce Back Trauma Intervention: Implications for Selecting Progress Monitoring Tools 研究 "反弹创伤干预 "对课堂的影响：选择进度监测工具的意义

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2024-01-05 DOI: 10.1177/15345084231218614

Malena A. Nygaard, Heather E. Ormiston, Hallie Enderle

{"title":"Examining the Classroom Impact of the Bounce Back Trauma Intervention: Implications for Selecting Progress Monitoring Tools","authors":"Malena A. Nygaard, Heather E. Ormiston, Hallie Enderle","doi":"10.1177/15345084231218614","DOIUrl":"https://doi.org/10.1177/15345084231218614","url":null,"abstract":"Limited research has examined the impact of Bounce Back (BB), a trauma-focused intervention for elementary-age students, on student academic engagement and daily classroom behavior. This study utilized both ongoing direct and indirect measures of student functioning to evaluate student progress and inform the implementation of BB. Participants were six students (four male and two female). We employed an AB single-subject design across cases with follow-up, and we collected data via the Direct Behavior Rating-Single Item Scale (DBR). We also employed a quasi-experimental pretest–posttest design using the Strengths and Difficulties Questionnaire (SDQ), Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), and mySAEBRS across raters before/after intervention implementation. We found either direct or indirect assessment could be used to monitor intervention effectiveness for youth who presented with some internalizing and externalizing problems, whereas indirect measures (i.e., rating scales) showed the primary effect for youth with solely internalizing problems, and direct assessment (i.e., DBR) showed the primary effect for youth with predominantly externalizing behaviors. Selecting progress-monitoring tools based on presenting concerns is important to adequately monitor the effectiveness of school-based mental health interventions. Implications for practice are discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"2 12","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139449966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0