ASSESSMENT FOR EFFECTIVE INTERVENTION最新文献_第6页

Psychometric Properties of a Norwegian Version of the Social Emotional Assets and Resilience Scales–Child–Short Form 挪威版社会情感资产和复原力量表的心理测量特性——儿童简表

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2021-11-08 DOI: 10.1177/15345084211055473

B. Strømgren, K. Couto

引用次数: 1

Establishing a Reading Mindset Measure: A Validation Study. 建立阅读心态测量:一项验证研究。

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2021-09-01 Epub Date: 2020-07-15 DOI: 10.1177/1534508420936753

Jamie L Tock, Jamie M Quinn, Stephanie Al Otaiba, Yaacov Petscher, Jeanne Wanzek

{"title":"Establishing a Reading Mindset Measure: A Validation Study.","authors":"Jamie L Tock, Jamie M Quinn, Stephanie Al Otaiba, Yaacov Petscher, Jeanne Wanzek","doi":"10.1177/1534508420936753","DOIUrl":"https://doi.org/10.1177/1534508420936753","url":null,"abstract":"<p><p>Much attention has been given to the development and validation of measures of growth mindset and its impact on learning, but the previous work has largely been focused on general measures of growth mindset. The present research was focused on establishing the psychometric properties of a Reading Mindset (RM) measure among a sample of upper elementary school students and validating the measure via its relations with standardized measures of word reading and comprehension. The RM measure was developed to capture student beliefs about their ability, learning goals, and effort during reading. Item Response Theory (IRT) was used to select items that optimally measured the RM measure from a pool of existing items from previous research (Petscher et al., 2017). The final five-item RM measure predicted reading comprehension outcomes above and beyond the effects of word reading, indicating that this measure may be an important tool for diagnosing non-cognitive areas of improvement for developing readers. The implications, limitations, and future directions for expanding upon the measure were discussed.</p>","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"46 4","pages":"281-291"},"PeriodicalIF":1.3,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1534508420936753","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39592209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

A Comparison of Priors When Using Bayesian Regression to Estimate Oral Reading Fluency Slopes 应用贝叶斯回归估计口语阅读流利度斜率的先验比较

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2021-08-30 DOI: 10.1177/15345084211040219

Benjamin G. Solomon, O. Forsberg, Monelle Thomas, Brittney Penna, Katherine M. Weisheit

{"title":"A Comparison of Priors When Using Bayesian Regression to Estimate Oral Reading Fluency Slopes","authors":"Benjamin G. Solomon, O. Forsberg, Monelle Thomas, Brittney Penna, Katherine M. Weisheit","doi":"10.1177/15345084211040219","DOIUrl":"https://doi.org/10.1177/15345084211040219","url":null,"abstract":"Bayesian regression has emerged as a viable alternative for the estimation of curriculum-based measurement (CBM) growth slopes. Preliminary findings suggest such methods may yield improved efficiency relative to other linear estimators and can be embedded into data management programs for high-frequency use. However, additional research is needed, as Bayesian estimators require multiple specifications of the prior distributions. The current study evaluates the accuracy of several combinations of prior values, including three distributions of the residuals, two values of the expected growth rate, and three possible values for the precision of slope when using Bayesian simple linear regression to estimate fluency growth slopes for reading CBM. We also included traditional ordinary least squares (OLS) as a baseline contrast. Findings suggest that the prior specification for the residual distribution had, on average, a trivial effect on the accuracy of the slope. However, specifications for growth rate and precision of slope were influential, and virtually all variants of Bayesian regression evaluated were superior to OLS. Converging evidence from both simulated and observed data now suggests Bayesian methods outperform OLS for estimating CBM growth slopes and should be strongly considered in research and practice.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"47 1","pages":"234 - 244"},"PeriodicalIF":1.3,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46204797","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

Precision of Single-Skill Mathematics CBM: Group Versus Individual Administration 单技能数学CBM的精度:群体与个人管理

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2021-07-29 DOI: 10.1177/15345084211035055

Jillian M. Dawes, Benjamin G. Solomon, Daniel F. McCleary, Cutler Ruby, Brian C. Poncy

引用次数: 1

The Scales for Assessing Emotional Disturbance–Third Edition: Reliability and Validity of the Screener 情绪障碍评估量表——第三版：筛查者的信度和有效性

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2021-07-14 DOI: 10.1177/15345084211030840

Jacqueline Huscroft-D’Angelo, Jessica Wery, Jodie D. Martin-Gutel, Corey D. Pierce, Kara Loftin

{"title":"The Scales for Assessing Emotional Disturbance–Third Edition: Reliability and Validity of the Screener","authors":"Jacqueline Huscroft-D’Angelo, Jessica Wery, Jodie D. Martin-Gutel, Corey D. Pierce, Kara Loftin","doi":"10.1177/15345084211030840","DOIUrl":"https://doi.org/10.1177/15345084211030840","url":null,"abstract":"The Scales for Assessing Emotional Disturbance Screener–Third Edition (SAED-3) is a standardized, norm-referenced measure designed to identify school-age students at risk for emotional and behavioral problems. Four studies are reported to address the psychometric status of the SAED-3 Screener. Study 1 examined the internal consistency of the Screener using a sample of 1,430 students. Study 2 investigated the interrater reliability of the Screener results across 123 pairs of teachers who had worked with the student for at least 2 months. Study 3 assessed the extent to which the results from the Screener are consistent over time by examining test–retest reliability. Study 4 examined convergent validity by comparing the Screener to the Strength and Difficulties Questionnaire (SDQ). Across all studies, samples were drawn from populations of students included in the nationally representative normative sample. The averaged coefficient alpha for the Screener was .88. Interrater reliability coefficient for the composite was .83. Test–retest reliability of the composite was .83. Correlations with the SDQ subscales ranged from .74 to .99, and the correlation of the Screener to the SDQ composite was .99. Limitations and implications for use of the Screener are discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"47 1","pages":"137 - 146"},"PeriodicalIF":1.3,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15345084211030840","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43579773","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 the Classification Accuracy of the Early Communication Indicator (ECI) With Dual-Language Learners From Latinx Backgrounds 从拉丁裔背景探讨双语学习者早期沟通指标（ECI）的分类准确性

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2021-06-30 DOI: 10.1177/15345084211027138

Marika R. King, Anne L. Larson, J. Buzhardt

{"title":"Exploring the Classification Accuracy of the Early Communication Indicator (ECI) With Dual-Language Learners From Latinx Backgrounds","authors":"Marika R. King, Anne L. Larson, J. Buzhardt","doi":"10.1177/15345084211027138","DOIUrl":"https://doi.org/10.1177/15345084211027138","url":null,"abstract":"Few, if any, reliable and valid screening tools exist to identify language delay in young Spanish–English speaking dual-language learners (DLLs). The early communication indicator (ECI) is a brief, naturalistic measure of expressive communication development designed to inform intervention decision-making and progress monitoring for infants and toddlers at-risk for language delays. We assessed the accuracy of the ECI as a language-screening tool for DLLs from Latinx backgrounds by completing classification accuracy analysis on 39 participants who completed the ECI and a widely used standardized reference, the Preschool Language Scales, Fifth Edition–Spanish, (PLS-5 Spanish). Sensitivity of the ECI was high, but the specificity was low, resulting in low classification accuracy overall. Given the limitations of using standalone assessments as a reference for DLLs, a subset of participants (n = 22) completed additional parent-report measures related to identification of language delay. Combining the ECI with parent-report data, the specificity of the ECI remained high, and the sensitivity improved. Findings show preliminary support for the ECI as a language-screening tool, especially when combined with other information sources, and highlight the need for validated language assessment for DLLs from Latinx backgrounds.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"47 1","pages":"209 - 219"},"PeriodicalIF":1.3,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15345084211027138","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48274691","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

Corrigendum to Psychometric Fundamentals of the Social Skills Improvement System: Social–Emotional Learning Edition Rating Forms 社会技能改进系统的心理测量基础:社会情绪学习版评定表的勘误表

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2021-06-01 DOI: 10.1177/15345084211000563

引用次数: 0

Development and Validation of the Secondary Transition Fidelity Assessment 二次过渡保真度评估的发展与验证

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2021-05-25 DOI: 10.1177/15345084211014942

Allison R. Lombardi, Graham G. Rifenbark, Marcus I. Poppen, Kyle Reardon, Valerie L. Mazzotti, Mary E. Morningstar, D. Rowe, Sheida K. Raley

{"title":"Development and Validation of the Secondary Transition Fidelity Assessment","authors":"Allison R. Lombardi, Graham G. Rifenbark, Marcus I. Poppen, Kyle Reardon, Valerie L. Mazzotti, Mary E. Morningstar, D. Rowe, Sheida K. Raley","doi":"10.1177/15345084211014942","DOIUrl":"https://doi.org/10.1177/15345084211014942","url":null,"abstract":"In this study, we examined the structural validity of the Secondary Transition Fidelity Assessment (STFA), a measure of secondary schools’ use of programs and practices demonstrated by research to lead to meaningful college and career outcomes for all students, including students atrisk for or with disabilities, and students from diverse backgrounds. Drawing from evidence-based practices endorsed by the National Technical Assistance Center for Transition and the Council for Exceptional Children’s Division on Career Development and Transition, the instrument development and refinement process was iterative and involved collecting stakeholder feedback and pilot testing. Responses from a national sample of educators (N = 1,515) were subject to an exploratory factor analysis resulting in five measurable factors: (a) Adolescent Engagement, (b) Inclusive and Tiered Instruction, (c) School-Family Collaboration, (d) District-Community Collaboration, and (e) Professional Capacity. The 5-factor model was subject to a confirmatory factor analysis that resulted in good model fit. Invariance testing on the basis of geographical region strengthened validity evidence and showed a high level of variability with regard to implementing evidence-based transition services. Findings highlight the need for consistent and regular use of a robust, self-assessment fidelity measure of transition service implementation to support all students’ transition to college and career.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"47 1","pages":"147 - 156"},"PeriodicalIF":1.3,"publicationDate":"2021-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15345084211014942","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42590181","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

Effects of Providing Teachers With Tools for Implementing Assessment-Based Differentiated Reading Instruction in Second Grade 为二年级教师提供工具实施基于评估的差异化阅读教学的效果

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2021-05-20 DOI: 10.1177/15345084211014926

Martin T. Peters, Karin Hebbecker, Elmar Souvignier

{"title":"Effects of Providing Teachers With Tools for Implementing Assessment-Based Differentiated Reading Instruction in Second Grade","authors":"Martin T. Peters, Karin Hebbecker, Elmar Souvignier","doi":"10.1177/15345084211014926","DOIUrl":"https://doi.org/10.1177/15345084211014926","url":null,"abstract":"Monitoring learning progress enables teachers to address students’ interindividual differences and to adapt instruction to students’ needs. We investigated whether using learning progress assessment (LPA) or using a combination of LPA and prepared material to help teachers implement assessment-based differentiated instruction resulted in improved reading skills for students. The study was conducted in second-grade classrooms in general primary education, and participants (N = 33 teachers and N = 619 students) were assigned to one of three conditions: a control group (CG); a first intervention group (LPA), which received LPA only; or a second intervention group (LPA-RS), which received a combination of LPA and material for differentiated reading instruction (the “reading sportsman”). At the beginning and the end of one school year, students’ reading fluency and reading comprehension were assessed. Compared with business-as-usual reading instruction (the CG), providing teachers with LPA or both LPA and prepared material did not lead to higher gains in reading competence. Furthermore, no significant differences between the LPA and LPA-RS conditions were found. Corresponding analyses for lower- and higher-achieving students also revealed no differences between the treatment groups. Results are discussed regarding the implementation of LPA and reading instruction in general education.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"47 1","pages":"157 - 169"},"PeriodicalIF":1.3,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15345084211014926","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47190712","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

Why Does Construct Validity Matter in Measuring Implementation Fidelity? A Methodological Case Study 为什么结构有效性在衡量实现保真度中很重要？方法论案例研究

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2021-03-15 DOI: 10.1177/1534508421998772

W. van Dijk, A. Huggins-Manley, Nicholas A. Gage, Holly B. Lane, Michael D. Coyne

{"title":"Why Does Construct Validity Matter in Measuring Implementation Fidelity? A Methodological Case Study","authors":"W. van Dijk, A. Huggins-Manley, Nicholas A. Gage, Holly B. Lane, Michael D. Coyne","doi":"10.1177/1534508421998772","DOIUrl":"https://doi.org/10.1177/1534508421998772","url":null,"abstract":"In reading intervention research, implementation fidelity is assumed to be positively related to student outcomes, but the methods used to measure fidelity are often treated as an afterthought. Fidelity has been conceptualized and measured in many different ways, suggesting a lack of construct validity. One aspect of construct validity is the fidelity index of a measure. This methodological case study examined how different decisions in fidelity indices influence relative rank ordering of individuals on the construct of interest and influence our perception of the relation between the construct and intervention outcomes. Data for this study came from a large state-funded project to implement multi-tiered systems of support for early reading instruction. Analyses were conducted to determine whether the different fidelity indices are stable in relative rank ordering participants and if fidelity indices of dosage and adherence data influence researcher decisions on model building within a multilevel modeling framework. Results indicated that the fidelity indices resulted in different relations to outcomes with the most commonly used fidelity indices for both dosage and adherence being the worst performing. The choice of index to use should receive considerable thought during the design phase of an intervention study.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"47 1","pages":"67 - 78"},"PeriodicalIF":1.3,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1534508421998772","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46447335","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