ASSESSMENT FOR EFFECTIVE INTERVENTION最新文献_第10页

Does Training Predict Second-Grade Teachers’ Use of Student Data for Decision-Making in Reading and Mathematics? 训练能预测二年级教师在阅读和数学决策中使用学生数据吗？

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-02-03 DOI: 10.1177/1534508420902523

Marissa J. Filderman, Jessica R. Toste, North Cooc

{"title":"Does Training Predict Second-Grade Teachers’ Use of Student Data for Decision-Making in Reading and Mathematics?","authors":"Marissa J. Filderman, Jessica R. Toste, North Cooc","doi":"10.1177/1534508420902523","DOIUrl":"https://doi.org/10.1177/1534508420902523","url":null,"abstract":"Although national legislation and policy call for the use of student assessment data to support instruction, evidence suggests that teachers lack the knowledge and skills required to effectively use data. Previous studies have demonstrated the potential of training for increasing immediate teacher outcomes (i.e., knowledge, skills, and beliefs), yet research is still needed that investigates whether these immediate learning outcomes correspond to improved practices in reading and math instruction. Using the Early Childhood Longitudinal Survey: Kindergarten (2011), the present study sought to investigate whether data-focused training predicted teacher use of data for four prevalent decision-making outcomes: monitor progress on specific skills, identify skill deficits, monitor overall progress of students performing below benchmark, and determine placement in instructional tiers. Results indicate that professional development to use data to identify struggling learners and coursework focused on the use of assessment to select interventions and supports significantly predicted teachers’ frequent use of data across key decision-making dimensions in reading instruction. Results for math instruction differ in that more frequent data use was not consistent across outcomes, more training sessions were needed, and professional development to use data to guide instruction significantly predicted use of data to monitor students who performed below benchmark.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"46 1","pages":"247 - 258"},"PeriodicalIF":1.3,"publicationDate":"2020-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1534508420902523","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46800201","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: 2

Development and Technical Adequacy of Instructionally Relevant Vocabulary Measures for Young Students 青年学生教学相关词汇测量的发展与技术成熟度

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-01-20 DOI: 10.1177/1534508419897997

David C. Parker, Lisa H. Stewart, S. Thomson, Ruth A. Kaminski

引用次数: 2

Associations Between Teacher Ratings and Direct Assessment of Elementary Students’ Speech and Language Skills 教师评分与小学生言语技能直接评价的关系

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-01-20 DOI: 10.1177/1534508419900546

Jason C. Chow, Jennifer R. Frey, Lauren Hunter Naples

引用次数: 1

Brief Experimental Analysis of Math Interventions: A Synthesis of Evidence 数学干预的实验分析——证据综合

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2019-12-31 DOI: 10.1177/1534508419883937

Nicole M. McKevett, Robin S. Codding

引用次数: 3

Construction and Examination of Math Subskill Mastery Measures 数学亚技能掌握量表的构建与考核

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2019-12-31 DOI: 10.1177/1534508419883947

A. Vanderheyden, C. Broussard

引用次数: 6

Inclusive Instruction for Students Receiving Special Education Services for Emotional Disturbance: A Survey Development Study 情绪障碍特殊教育服务学生的全纳辅导:一项调查发展研究

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2019-12-23 DOI: 10.1177/1534508419895085

J. McKenna, Xiaoxia Newton, E. Bergman

{"title":"Inclusive Instruction for Students Receiving Special Education Services for Emotional Disturbance: A Survey Development Study","authors":"J. McKenna, Xiaoxia Newton, E. Bergman","doi":"10.1177/1534508419895085","DOIUrl":"https://doi.org/10.1177/1534508419895085","url":null,"abstract":"Although the majority of students receiving special education services for emotional disturbance (ED) receive a significant amount of instruction in general education classrooms, evidence-based practices for educating students with ED in these settings have yet to be identified. As a result, school-based practitioners must primarily rely on professional recommendations and values when planning and delivering inclusive instruction for this student population. This study investigated the internal consistency and factor structure of a survey measure designed to obtain information on practitioner knowledge, use, and perceived effectiveness of recommended classroom-based practices for the inclusive instruction of students with ED. Results indicate adequate internal consistency. An exploratory factor analysis (EFA) revealed a four-factor structure: Behavior Support, Classroom Management, Differentiation, and Instructional Practices. Study limitations include a low response rate for the electronic survey and reliance on responses from practitioners from one geographic area. Future investigations are necessary to refine the survey instrument and to obtain data from teachers from other geographic areas.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"46 1","pages":"207 - 216"},"PeriodicalIF":1.3,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1534508419895085","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46361073","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: 3

The Factor Structure of Child Behavior Checklist Scores With Elementary School Students Referred to Counseling Within Low-Income Communities 低收入社区小学生心理咨询儿童行为量表得分的因素结构

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2019-12-23 DOI: 10.1177/1534508419895094

Saundra M. Tabet, Mary K. Perleoni, Dalena Dillman Taylor, Viki P. Kelchner, Glenn W. Lambie

{"title":"The Factor Structure of Child Behavior Checklist Scores With Elementary School Students Referred to Counseling Within Low-Income Communities","authors":"Saundra M. Tabet, Mary K. Perleoni, Dalena Dillman Taylor, Viki P. Kelchner, Glenn W. Lambie","doi":"10.1177/1534508419895094","DOIUrl":"https://doi.org/10.1177/1534508419895094","url":null,"abstract":"The Child Behavior Checklist (CBCL) is one of the most frequently used assessments of social, emotional, and behavioral functioning; however, previous research has noted inconsistency in the factor structure and items included on the Child Behavior Checklist for Ages 6 to 18 Years (CBCL/6-18) when tested with diverse samples of client populations. Thus, the purpose of our investigation was to examine the factor structure of CBCL/6-18 scores (N = 459) with diverse American children referred to receive school-based mental health counseling enrolled in five Title I elementary schools in the Southeastern United States. We performed confirmatory factor analysis (CFA) and principal component analysis (PCA) on CBCL/6-18 scores to examine the factor structure and internal consistency reliability of the data. Results demonstrated an inadequate fit for model and further data analyses resulted in a three-factor, 32-item model (41.40% of the variance explained). Implications of the findings support a new conceptual framework of the CBCL/6-18 to provide a more parsimonious model when working with diverse populations, specifically children from low-income families.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"46 1","pages":"197 - 206"},"PeriodicalIF":1.3,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1534508419895094","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44822872","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

Comparing Teacher and Student Report of Behavioral Risk in Predicting Elementary Student Math Outcomes 师生行为风险报告预测小学生数学成绩之比较

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2019-12-12 DOI: 10.1177/1534508419885016

Nathaniel P. von der Embse, Andrew Jenkins, Geoffrey West, Katie Eklund, Stephen P. Kilgus, Myesha M. Morgan

引用次数: 1

Screening for Math in Early Grades: Is Reading Enough? 早期数学筛查：阅读够了吗？

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2019-12-01 DOI: 10.1177/1534508418766410

Allyson J. Kiss, Theodore J. Christ

{"title":"Screening for Math in Early Grades: Is Reading Enough?","authors":"Allyson J. Kiss, Theodore J. Christ","doi":"10.1177/1534508418766410","DOIUrl":"https://doi.org/10.1177/1534508418766410","url":null,"abstract":"Difficulties in reading and math are more likely to occur simultaneously than difficulties in either area alone; however, the research on that comorbidity is relatively sparse. The purpose of this study was to examine the relation between early reading skills as predictors of math achievement. A group of 102 kindergarten and 65 first-grade students were assessed with curriculum-based measures of early reading and early math, and a measure of broad math achievement. The results of multiple regression analyses indicated that when early numeracy was controlled for, the measures of early reading did not explain unique variance in math achievement among students. Interestingly, screening with only measures of early reading skills yielded acceptable area under the curve (AUC) values but did not yield accurate identification of students at risk for math difficulties (MD) when misclassification and specificity were taken into account. Results suggest that early math measures are most accurate in identifying students at risk for MD in early grades. Findings provide further insight into the relation between math and reading skills at the start of formal schooling. Authors provide recommendations for a combination of reading and math screeners to predict broad math achievement.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"45 1","pages":"38 - 50"},"PeriodicalIF":1.3,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1534508418766410","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46277010","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: 4

Classification Agreement for Gated Screening in Mathematics: Subskill Mastery Measurement and Classwide Intervention 数学门控筛选的分类一致性:子技能掌握测量与班级干预

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2019-10-21 DOI: 10.1177/1534508419882484

A. Vanderheyden, C. Broussard, M. Burns

{"title":"Classification Agreement for Gated Screening in Mathematics: Subskill Mastery Measurement and Classwide Intervention","authors":"A. Vanderheyden, C. Broussard, M. Burns","doi":"10.1177/1534508419882484","DOIUrl":"https://doi.org/10.1177/1534508419882484","url":null,"abstract":"This study examined the classification accuracy for subskill mastery measures administered in mathematics for students in kindergarten and Grades 1, 3, 5, and 7 at fall (n = 564) and winter (n = 602) screening. In addition, response to classwide math intervention was examined as another layer of screening for students in kindergarten and Grades 1, 3, and 5 (n = 387). Criterion measures were the year-end accountability measure for math in Grades 3, 5, and 7. For kindergarten and Grade 1 a researcher-constructed composite measure was used. For all measures (screening and criterion), 20th percentile performance was the risk criterion. Authors hypothesized that classwide intervention response would provide more accurate identification of risk than fall or winter screening. Receiver operating characteristic (ROC)–generated sensitivities and specificities supported this hypothesis. Data indicated that intervention dosage was adequate and did reduce the base rate of risk in each screening group. Posttest probabilities indicated that subskill mastery measures and response to classwide intervention could be used to accurately indicate math risk and the need for more intensive intervention for students in a multitier system of supports (MTSS) model.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"46 1","pages":"270 - 280"},"PeriodicalIF":1.3,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1534508419882484","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46775046","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: 6