ASSESSMENT FOR EFFECTIVE INTERVENTION最新文献_第4页

Validating a Brief Student Distress Measure For Schoolwide Wellness Surveillance 验证一个用于学校健康监测的简短学生痛苦测量

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2022-11-23 DOI: 10.1177/15345084221138947

E. Dowdy, M. Furlong, Karen Nylund-Gibson, Dina A N Arch, T. Hinton, D. Carter

{"title":"Validating a Brief Student Distress Measure For Schoolwide Wellness Surveillance","authors":"E. Dowdy, M. Furlong, Karen Nylund-Gibson, Dina A N Arch, T. Hinton, D. Carter","doi":"10.1177/15345084221138947","DOIUrl":"https://doi.org/10.1177/15345084221138947","url":null,"abstract":"The original Social Emotional Distress Survey–Secondary (SEDS-S) assesses adolescents’ past month’s experiences of psychological distress. Given the continued need for and use of brief measures of student social-emotional distress, this study examined a five-item version (SEDS-S-Brief) to evaluate its use for surveillance of adolescents’ wellness in schools. Three samples completed the SEDS-S-Brief. Sample 1 was a cross-sectional sample of 105,771 students from 113 California secondary schools; responses were used to examine validity evidence based on internal structure. Sample 2 consisted of 10,770 secondary students who also completed the Social Emotional Health Survey-Secondary-2020, Mental Health Continuum–Short Form, Multidimensional Student Life Satisfaction Scale, and selected Youth Risk Behavior Surveillance items (chronic sadness and suicidal ideation). Sample 2 responses examined validity evidence based on relations to other variables. Sample 3 consisted of 773 secondary students who completed the SEDS-S-Brief annually for 3 years, providing response stability coefficients. The SEDS-S-Brief was invariant across students based on sex, grade level, and Latinx status, supporting its use across diverse groups in schools. Additional analyses indicated moderate to strong convergent and discriminant validity characteristics and 1- and 2-year temporal stability. The findings advance the field toward comprehensive mental health surveillance practices to inform services for youth in schools.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"159 - 169"},"PeriodicalIF":1.3,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42155197","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

Weekly Versus Intermittent Progress Monitoring in Mathematics: A Conceptual Replication and Pilot Study 数学每周进度监测与间歇进度监测:概念复制与试点研究

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2022-11-03 DOI: 10.1177/15345084221133730

Erica N. Mason, E. Lembke

引用次数: 0

A Comparison of Reading Screeners in Kindergarten: The Texas Primary Reading Inventory and Acadience Reading With English Learners and Monolingual English Speakers 幼儿园阅读筛选器的比较:德州小学阅读量表与英语学习者与单语英语使用者的学术阅读

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2022-11-02 DOI: 10.1177/15345084221133559

Milena A. Keller-Margulis, M. Matta, Lindsey Landry Pierce, Katherine Zopatti, Erin K. Reid, G. T. Schanding

{"title":"A Comparison of Reading Screeners in Kindergarten: The Texas Primary Reading Inventory and Acadience Reading With English Learners and Monolingual English Speakers","authors":"Milena A. Keller-Margulis, M. Matta, Lindsey Landry Pierce, Katherine Zopatti, Erin K. Reid, G. T. Schanding","doi":"10.1177/15345084221133559","DOIUrl":"https://doi.org/10.1177/15345084221133559","url":null,"abstract":"Measuring and identifying risk for reading difficulties at the kindergarten level is necessary for providing intervention as early as possible. The purpose of this study was to examine concurrent validity evidence of two kindergarten reading screeners, Acadience Reading and Texas Primary Reading Inventory (TPRI), as well as diagnostic accuracy at different performance levels on the Woodcock-Johnson IV (WJ IV) Reading Cluster and across (N = 96) emergent bilingual and monolingual English learners in kindergarten. Findings indicated moderate correlations between Acadience Reading and TPRI with the WJ IV. Diagnostic accuracy results showed screening measures were inadequate when predicting WJ IV performance above 90 SS (standard score), but results improved for almost all measures and student groups when the threshold for performance was lowered to 80 SS. Acadience Reading Below Benchmark (AR BB) offered the lowest overall accuracy for emerging bilingual (EB) students. Implications for efficient and accurate use of reading screeners in schools are discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"127 - 137"},"PeriodicalIF":1.3,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43365295","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

Development of a Brief Measure for MTSS Sustainability 制定MTSS可持续性简要措施

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2022-09-02 DOI: 10.1177/15345084221119418

Michael W. Bahr, Mary Edwin, Kara A. Long

引用次数: 1

Measuring Classroom Management in Secondary Settings: Ongoing Validation of the Direct Behavior Rating-Classroom Management 衡量中学课堂管理：直接行为评分课堂管理的持续验证

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2022-08-25 DOI: 10.1177/15345084221118316

Wesley A. Sims, Rondy Yu, Kathleen R King, Danielle Zahn, Nina Mandracchia, Elissa M. Monteiro, Melissa Klaib

{"title":"Measuring Classroom Management in Secondary Settings: Ongoing Validation of the Direct Behavior Rating-Classroom Management","authors":"Wesley A. Sims, Rondy Yu, Kathleen R King, Danielle Zahn, Nina Mandracchia, Elissa M. Monteiro, Melissa Klaib","doi":"10.1177/15345084221118316","DOIUrl":"https://doi.org/10.1177/15345084221118316","url":null,"abstract":"Classroom management (CM) practices have a well-established, intuitive, and empirical connection with student academic, social, emotional, and behavioral outcomes. CM, defined as educator practices used to create supportive classroom environments, may be the implementation factor that is most impactful of the universal Tier I supports. Recognizing the importance of CM and existing deficiencies in pre- and in-service training for teachers, schools are increasingly turning to data-driven professional development activities as a solution. The current study continues the validation process of the Direct Behavior Rating-Classroom Management (DBR-CM), an efficient and flexible measure of teacher CM practices in secondary school settings. Data were collected from 140 U.S. Midwest middle and high school classrooms. Results found DBR-CM scores to be significantly correlated with several scores on concurrently completed measures of CM, including those that rely on systematic direct observation and rating scales. Findings continue the accumulation of validity evidence to address extrapolation, generalization, and theory-based inferences underlying the interpretation and intended uses of the DBR-CM. Results are promising and build on previous DBR-CM validation work. Limitations and implications are discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"149 - 158"},"PeriodicalIF":1.3,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41547591","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 Teachers’ Culturally Responsive Classroom Management Self-Efficacy 教师文化反应课堂管理自我效能感研究

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2022-08-16 DOI: 10.1177/15345084221118090

M. Santiago-Rosario, K. McIntosh, Sara A. Whitcomb

引用次数: 0

A Teacher Self-Assessment of Culturally Relevant Practice to Inform Educator Professional Development Decisions in MTSS Contexts 教师对文化相关实践的自我评估，为MTSS背景下的教育者专业发展决策提供信息

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2022-08-07 DOI: 10.1177/15345084221111338

Lindsay M. Fallon, Sadie C. Cathcart, Austin H. Johnson, T. Minami, Breda V. O’Keeffe, Emily R. DeFouw, G. Sugai

{"title":"A Teacher Self-Assessment of Culturally Relevant Practice to Inform Educator Professional Development Decisions in MTSS Contexts","authors":"Lindsay M. Fallon, Sadie C. Cathcart, Austin H. Johnson, T. Minami, Breda V. O’Keeffe, Emily R. DeFouw, G. Sugai","doi":"10.1177/15345084221111338","DOIUrl":"https://doi.org/10.1177/15345084221111338","url":null,"abstract":"When students require support to improve outcomes in a variety of domains, educators provide youth with school-based intervention. When educators require support to improve their professional practice, school leaders and support personnel (e.g., school psychologists) provide teachers with professional development (PD), consultation, and coaching. This multi-study article describes how the Assessment of Culturally and Contextually Relevant Supports (ACCReS) was developed with the purpose of assessment driving intervention for teachers in need of support to engage in culturally responsive practice. Items for the ACCReS were created via a multi-step process including review by both expert and practitioner panels. Then, results of an exploratory factor analysis with a national sample of U.S. teachers (N = 500) in Study 1 yielded three subscales. A confirmatory factor analysis conducted with a separate sample of teachers (N = 400) in Study 2 produced adequate model fit. In Study 3, analyses with another final sample of teachers (N = 99) indicated preliminary evidence of convergent validity between the ACCReS and two measures of teacher self-efficacy of culturally responsive practice. Data from the ACCReS can shape the content of educator intervention (e.g., PD) and promote more equitable student outcomes for youth.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"100 - 112"},"PeriodicalIF":1.3,"publicationDate":"2022-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43059626","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

Convergence Between Teacher Self-Report and School Administrator Observation Ratings Using the Classroom Strategies Assessment System 基于课堂策略评估系统的教师自我报告与学校管理者观察评分的融合

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2022-07-29 DOI: 10.1177/15345084221112858

Nicole B. Wiggs, L. Reddy, Ryan J. Kettler, Anh N. Hua, C. Dudek, Adam J. Lekwa, B. Bronstein

{"title":"Convergence Between Teacher Self-Report and School Administrator Observation Ratings Using the Classroom Strategies Assessment System","authors":"Nicole B. Wiggs, L. Reddy, Ryan J. Kettler, Anh N. Hua, C. Dudek, Adam J. Lekwa, B. Bronstein","doi":"10.1177/15345084221112858","DOIUrl":"https://doi.org/10.1177/15345084221112858","url":null,"abstract":"The Classroom Strategies Assessment System (CSAS) is a multi-rater, multi-method (direct observation and rating scale methodology) assessment of teachers’ use of research-based instructional and behavior management strategies. The present study investigated the association between teacher self-report and school administrator ratings using the CSAS Teacher (CSAS-T) and Observer (CSAS-O) Forms in 15 high-poverty U.S. charter schools. The CSAS-T and CSAS-O were designed to be used concurrently as a valid formative assessment of teacher practice. Findings include small, but statistically significant correlations between the CSAS-T and CSAS-O. Analysis of a multi-trait–multi-method (MTMM) matrix found teachers and observers to be measuring different constructs. No mean score differences were found between teacher self-reported instruction and behavior management strategy use compared with school administrators’ observed ratings. Furthermore, school administrators and teachers have similar ratings of overall effectiveness, with the majority of teachers in the sample being rated at or above effective. Overall, findings offer support for using the CSAS-O and CSAS-T for guiding professional development conversations.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"113 - 123"},"PeriodicalIF":1.3,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45240107","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

Reliability and Validity of a Teacher Impressions Scale to Assess Social Play of Swedish Children in Inclusive Preschools 教师印象量表评估瑞典儿童在包容性学前教育中的社会游戏的信度和有效性

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2022-07-01 DOI: 10.1177/15345084221100416

Mina Sedem, Eva Siljehag, M. Allodi, S. Odom

{"title":"Reliability and Validity of a Teacher Impressions Scale to Assess Social Play of Swedish Children in Inclusive Preschools","authors":"Mina Sedem, Eva Siljehag, M. Allodi, S. Odom","doi":"10.1177/15345084221100416","DOIUrl":"https://doi.org/10.1177/15345084221100416","url":null,"abstract":"Play and peer interactions are crucial for children’s socioemotional development and growth. However, children with special needs, disabilities, and developmental delays may not participate in play with peers as much as typically developing children. Reliable and valid assessment information of children’s social behavior is necessary to design programs that support the socioemotional development of young children with and without special needs. The Teacher Impression Scale (TIS) is a behavioral rating scale based on systematic observations of children’s social behaviors in play. The study aimed to examine the internal structure evidence and the reliability of the Swedish version of the TIS. A sample of 46 preschool teachers used the TIS to rate the social behavior of 92 children. Teachers observed children with special education needs (SEN) and typically developing children (TD) during a 2-week time to assess the children’s social interactions in different play situations. The results showed that the Swedish version of the TIS, the TIS-S, is reliable and can help teachers to identify the need of support for children in play and social interaction in inclusive preschool environments. Furthermore, the instrument could also be useful for identifying special educational strategies aimed at strengthening the social interaction between children.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"52 - 61"},"PeriodicalIF":1.3,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43303577","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

An Evaluation of the Validity of Growth on Two Computer Adaptive Tests to Predict Performance on End-of-Year Achievement Tests using Quantile Regression 使用分位数回归评估两项计算机自适应测试的增长有效性，以预测年终成就测试的表现

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2022-06-06 DOI: 10.1177/15345084221100421

Ethan R. Van Norman, Emily R. Forcht

引用次数: 1