ASSESSMENT FOR EFFECTIVE INTERVENTION最新文献_第3页

A Psychometric Analysis of the Early Identification System–Student Report in a Sample of Southwestern U.S. Students 早期识别系统的心理测量学分析——以美国西南部学生为样本

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2023-06-16 DOI: 10.1177/15345084231180224

Steven L. Powell

引用次数: 0

Components of a Successful Classroom: A Factor Analysis for Initial Validation of a Measure Assessing Tier One Classroom Management 成功课堂的组成部分:评估一级课堂管理措施初步验证的因素分析

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2023-06-15 DOI: 10.1177/15345084231180477

Anniette F. Maldonado, A. Fischer, Hannah Michael Wright, Rylee L. Jensen, Ashley Coombs, Sara N. Mathis, Keely M. Lundy, Alyson Funn, Leanne S. Hawken, Keith C. Radley, Lauren Perez

{"title":"Components of a Successful Classroom: A Factor Analysis for Initial Validation of a Measure Assessing Tier One Classroom Management","authors":"Anniette F. Maldonado, A. Fischer, Hannah Michael Wright, Rylee L. Jensen, Ashley Coombs, Sara N. Mathis, Keely M. Lundy, Alyson Funn, Leanne S. Hawken, Keith C. Radley, Lauren Perez","doi":"10.1177/15345084231180477","DOIUrl":"https://doi.org/10.1177/15345084231180477","url":null,"abstract":"The literature has identified the use of data-based, problem-solving as an essential element in the promotion of positive behavior interventions and supports (PBIS) within the classroom. The Components of a Successful Classroom (CSC) tool is an instrument which has undergone initial validation to support its use for measuring critical features of Tier 1. This study provides initial support for the validation of this classroom management observation tool as part of a problem-solving consultation framework by examining the extent to which items on the CSC tool sample the constructs of interest in classroom management. Behavioral consultants utilized the tool to evaluate Tier 1 behavior management strategies implemented by teachers in the classroom. An exploratory factor analysis (EFA) was conducted to determine factor structure of the classroom management observation tool. Findings of the EFA supported a unidimensional construct best measured with three factors (i.e., preventive supports, feedback provision and engagement, and expectations and consequences). Currently, this tool may be useful to practitioners by guiding general education consultation after identifying main concerns in teacher’s implementation of Tier 1 supports and supporting implementation of PBIS practices in the classroom.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42321018","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

Exploring Curriculum-Based Measurement in Elementary Science: Investigating Two Vocabulary-Matching Formats 基础科学课程测量的探索：两种词汇匹配形式的考察

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2023-06-15 DOI: 10.1177/15345084231179442

Sarah J. Conoyer, Kyle Wagner, Kristen K. Janssen, Jeremy D. Jewell, Elizabeth L. W. McKenney

{"title":"Exploring Curriculum-Based Measurement in Elementary Science: Investigating Two Vocabulary-Matching Formats","authors":"Sarah J. Conoyer, Kyle Wagner, Kristen K. Janssen, Jeremy D. Jewell, Elizabeth L. W. McKenney","doi":"10.1177/15345084231179442","DOIUrl":"https://doi.org/10.1177/15345084231179442","url":null,"abstract":"As content literacy intervention is expanded in schools, data-based decision-making practices need to also advance, especially in the areas of science. Vocabulary-matching curriculum-based measures (VM-CBM) may allow educators to identify students needing additional support in science vocabulary to assist with using and comprehending disciplinary language. Typically, VM-CBMs have been given in a one-page format, but there has been little investigation of modified presentation of VM items. Participants were 77 fourth grade students from a U.S. Midwestern rural school district. Students from four different classrooms were administered either typical one-page or multipage VM-CBM forms. Multipage forms produced strong alternate form reliability (r = .92, 95% confidence interval [CI] = [.85, .96]). Typical forms produced a moderate reliability coefficient (r = .58, 95% CI = [.32, .76]). Regarding concurrent validity, multipage forms were also strongly correlated (r = .71, 95% CI = [.50, .84]; r = .72, 95% CI = [.51, .85]) while typical forms were weakly correlated (r = .40, 95% CI = [.10, .64]; r = .47, 95% CI = [.17, .69]) with a standardized state science assessment. The multipage format appears promising; however, further item level analysis is needed to determine the most efficient way to screen and support students in elementary science literacy.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"211 - 216"},"PeriodicalIF":1.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42622029","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 Interventions to Increase Test Access: An Alternative to Accommodations? 使用干预措施增加考试机会:住宿的另一种选择?

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2023-06-12 DOI: 10.1177/15345084231178794

Benjamin J. Lovett, Daniel M. Fienup

引用次数: 1

Assessment for Equity: Exploring How Secondary Educators’ Utilize Classroom Management and Assessment Practices to Sustain Student Identities 公平评估：探索中等教育者如何利用课堂管理和评估实践来维持学生身份

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2023-06-04 DOI: 10.1177/15345084231178788

Lindsay E. Romano

引用次数: 0

A Preliminary Investigation of a Brief Tier 1 Classroom Management Measure 浅谈一级课堂管理措施

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2023-06-03 DOI: 10.1177/15345084231175511

Allison F. Gilmour, J. Wehby, J. Boyle, Howard P. Wills, Paul Caldarella

引用次数: 0

Examining the Psychometric Integrity of the Social Skills Improvement System Teacher Rating Scale Scores for a Sample of Preschool-Age Children 检验学前儿童社会技能改善系统教师评定量表得分的心理测量完整性

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2023-05-22 DOI: 10.1177/15345084231174924

Ke Huang, M. Conroy, Patricia A. Snyder, David I. Miller, K. Sutherland

{"title":"Examining the Psychometric Integrity of the Social Skills Improvement System Teacher Rating Scale Scores for a Sample of Preschool-Age Children","authors":"Ke Huang, M. Conroy, Patricia A. Snyder, David I. Miller, K. Sutherland","doi":"10.1177/15345084231174924","DOIUrl":"https://doi.org/10.1177/15345084231174924","url":null,"abstract":"The Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS) has been widely used to measure the social skills and behaviors of children and adolescents that are challenging. Studies examining the psychometric properties of the SSIS-TRS have been conducted, but the dimensional structure and item properties of the SSIS-TRS have not been extensively examined with samples of preschool-age children at risk for social-emotional and behavioral difficulties. This current study was designed to examine (a) the dimensional structure of the Social Skills scale and Problem Behaviors scale of the SSIS-TRS and (b) the item function of the SSIS-TRS using item response theory analyses with data collected from teachers of a sample of 469 preschool-age children at risk for social–emotional and behavioral difficulties. A four-dimensional structure (i.e., Cooperation, Empathy and Relationship, Engagement and Interaction, and Self-Control) and a three-dimensional structure (i.e., Aggression and Defiance, Disruptiveness and Stereotypy, and Withdrawal) were identified for the Social Skills and Problem Behaviors scales, respectively. Item parameters of the SSIS-TRS were estimated using the generalized partial credit model. Item information curves were plotted for individual items; behavior indicators providing higher information for measuring corresponding social skills and problem behaviors constructs were identified. The limitations and implications for the present study are discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"190 - 200"},"PeriodicalIF":1.3,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41706817","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

Universally Designed Accommodations on a Reading Comprehension Test: What Do They Accomplish? 阅读理解测试中通用设计的辅助工具:它们实现了什么?

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2023-04-28 DOI: 10.1177/15345084231170317

Leah Dembitzer, Ryan J. Kettler

引用次数: 1

Using Audio Recordings to Reliably and Efficiently Observe Teacher Behavior Related to Explicit Instruction 利用录音可靠有效地观察教师显性教学行为

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2023-02-02 DOI: 10.1177/15345084221148202

L. Didion, Marissa J. Filderman, G. Roberts, Sarah A. Benz, Cassandra L. Olmstead

{"title":"Using Audio Recordings to Reliably and Efficiently Observe Teacher Behavior Related to Explicit Instruction","authors":"L. Didion, Marissa J. Filderman, G. Roberts, Sarah A. Benz, Cassandra L. Olmstead","doi":"10.1177/15345084221148202","DOIUrl":"https://doi.org/10.1177/15345084221148202","url":null,"abstract":"Rubric-based observations of pre- and inservice teachers are common practice in schools. Popular observation tools often result in minimal variation in ratings between teachers, require extensive training and time demands for raters, and provide minimal feedback for professional development. Alternatively, direct observation methods are evidenced to effectively measure instructional behaviors. Applying direct observation to audio recordings would produce quantitative scores and provide valuable feedback to teachers about their instruction. As such, the purpose of the present pilot study was to examine the reliability and efficiency of using audio recordings to measure practices related to explicit instruction. Fleiss’s kappa was modeled to determine the reliability of multiple raters. Regression and correlation examined the strength and direction of the relationship between the full length of a teacher’s lesson and the first 20 min of the lesson. Results indicate that using audio recordings is reliable with kappas ranging from .45 to .80. Based on regression analyses, the first 20 min of a teacher’s lesson is predictive of the rates of behaviors observed in a full lesson. Correlations suggest large, positive relationships between rates of behaviors in the first 20 min and the full lesson. Recommendations for future studies of audio-recorded observations and progress monitoring teacher behavior are discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"179 - 189"},"PeriodicalIF":1.3,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48571737","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

Predictors of Accessibility Tool Use on a Low-Stakes Computer-Based Math Test 可访问性工具在低风险计算机数学考试中的使用预测

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2023-01-29 DOI: 10.1177/15345084231152477

S. Witmer, Emily C. Bouck

{"title":"Predictors of Accessibility Tool Use on a Low-Stakes Computer-Based Math Test","authors":"S. Witmer, Emily C. Bouck","doi":"10.1177/15345084231152477","DOIUrl":"https://doi.org/10.1177/15345084231152477","url":null,"abstract":"One perceived advantage of computer-based testing is that accessibility tools can be embedded within the testing format, allowing students with disabilities to use them when necessary to remove unique barriers within testing. However, an important assumption is that students activate and use the tools when needed. Initial data from large-scale computer-based testing suggest many students with disabilities are not using them; information is needed to understand why. Both computer skills and motivation are likely necessary for students to use accessibility tools; therefore, we explored whether prior computer use, math motivation, and test motivation predicted accessibility tool use on a national math test. We further explored the relationship between accessibility tool use and test performance. Accessibility tool use was relatively infrequent. Test motivation was weakly associated with text-to-speech use. Use of eliminate choice and scratchwork tools were weakly associated with performance. When combined with related empirical work, findings suggest a potential need to improve student test motivation and corresponding use of accessibility tools to improve validity of low-stakes test scores. However, given the weak relationships identified between tool use and performance, evidence-based math interventions are anticipated to be more helpful for improving math performance than mere promotion of accessibility tool use.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46286659","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: 1