ASSESSMENT FOR EFFECTIVE INTERVENTION最新文献_第7页

Meta-Analysis of Validity and Review of Alternate Form Reliability and Slope for Curriculum-Based Measurement in Science and Social Studies 科学与社会研究课程测量中替代形式信度和斜率的有效性Meta分析与评价

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-12-14 DOI: 10.1177/1534508420978457

Sarah J. Conoyer, W. Therrien, Kristen K. White

引用次数: 3

Differential Item and Test Functioning of the SRSS-IE12 Across Race, Ethnicity, Gender, and Elementary Level SRSS-IE12在种族、民族、性别和小学水平上的差异项目和测试功能

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-12-04 DOI: 10.1177/1534508420976830

Brian Barger, Emily C. Graybill, Andrew T. Roach, K. Lane

引用次数: 5

Outcome Measurement of School-Based SEL Intervention Follow-Up Studies 基于学校的SEL干预随访研究的结果测量

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-12-01 DOI: 10.1177/1534508419862619

Sarah K. Ura, Sara Castro-Olivo, A. d’Abreu

引用次数: 23

Exploring the Influences of Assessment Method, Intervention Steps, Intervention Sessions, and Observation Timing on Treatment Fidelity Estimates 探讨评估方法、干预步骤、干预疗程及观察时间对治疗保真度估计的影响

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-12-01 DOI: 10.1177/1534508419857228

Melissa A. Collier‐Meek, L. Sanetti, Lindsay M. Fallon, Sandra M. Chafouleas

{"title":"Exploring the Influences of Assessment Method, Intervention Steps, Intervention Sessions, and Observation Timing on Treatment Fidelity Estimates","authors":"Melissa A. Collier‐Meek, L. Sanetti, Lindsay M. Fallon, Sandra M. Chafouleas","doi":"10.1177/1534508419857228","DOIUrl":"https://doi.org/10.1177/1534508419857228","url":null,"abstract":"Treatment fidelity data are critical to evaluate intervention effectiveness, yet there are only general guidelines regarding treatment fidelity measurement. Initial investigations have found treatment fidelity data collected via direct observation to be more reliable than data collected via permanent product or self-report. However, the comparison of assessment methods is complicated by the intervention steps accounted for, observation timing, and intervention sessions accounted for, which may impact treatment fidelity estimates. In this study, we compared direct observation and permanent product data to evaluate these varied assessment and data collection decisions on treatment fidelity data estimates in three classrooms engaged in a group contingency intervention. Findings revealed that treatment fidelity estimates, in addition to being different across assessment method, are, in fact, different depending on the intervention steps assessed, intervention sessions accounted for, and observation timing. Implications for treatment fidelity assessment research, reporting in intervention research broadly, and implementation assessment in practice are described.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"46 1","pages":"3 - 13"},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1534508419857228","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43750273","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: 7

Examining the Technical Adequacy of the Social, Academic, and Emotional Behavior Risk Screener 检查社会，学术和情感行为风险筛查的技术充分性

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-12-01 DOI: 10.1177/1534508419857225

S. Whitley, Yojanna Cuenca-Carlino

{"title":"Examining the Technical Adequacy of the Social, Academic, and Emotional Behavior Risk Screener","authors":"S. Whitley, Yojanna Cuenca-Carlino","doi":"10.1177/1534508419857225","DOIUrl":"https://doi.org/10.1177/1534508419857225","url":null,"abstract":"Many schools attempt to identify and service students at risk for poor mental health outcomes within a multi-tiered system of support (MTSS). Universal screening within a MTSS requires technically adequate tools. The Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) has been put forth as a technically adequate screener. Researchers have examined the factor structure, diagnostic accuracy, criterion validity, and internal consistency of SAEBRS data. However, previous research has not examined its temporal stability or replicated the criterion validity results with a racially/ethnically diverse urban elementary school sample. This study examined the test–retest reliability, convergent validity, and predictive validity of teacher-completed SAEBRS ratings with racially/ethnically diverse group students enrolled in first through fifth grade in an urban elementary school. Reliability analyses resulted in significant test–retest reliability coefficients across four weeks for all SAEBRS scales. Furthermore, nonsignificant paired samples t tests were observed with the exception of the third-grade Emotional subscale. Validity analyses yielded significant concurrent and predictive Pearson correlation coefficients between SAEBRS ratings, oral reading fluency, and office discipline referrals. Limitations and implications of the results are discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"46 1","pages":"67 - 75"},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1534508419857225","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43432366","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

Distinct and Overlapping Dimensions of Reading Motivation in Commonly Used Measures in Schools 学校常用测量方法中阅读动机的不同维度和重叠维度

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-12-01 DOI: 10.1177/1534508418819793

S. Neugebauer, Ken A. Fujimoto

引用次数: 10

Assessing the Effects of Instructional Set Size on Learning 评估教学集大小对学习的影响

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-12-01 DOI: 10.1177/1534508418825304

Sarah J. Miller, G. Noell, Meredith T. Harris, Elise B. McIver, J. Alvarez

引用次数: 2

Is a Picture Worth 1,000 Words? Investigating Fraction Magnitude Knowledge Through Analysis of Student Representations 一张图片抵得上千言万语吗?通过分析学生表征调查分数量级知识

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-12-01 DOI: 10.1177/1534508418820697

Stephanie Morano, P. Riccomini

引用次数: 9

Reconsidering the Psychometrics of the GRS-S: Evidence for Parsimony in Measurement 对GRS-S心理测量学的再思考：测量中的简约性证据

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-12-01 DOI: 10.1177/1534508418824743

Y. Petscher, S. Pfeiffer

{"title":"Reconsidering the Psychometrics of the GRS-S: Evidence for Parsimony in Measurement","authors":"Y. Petscher, S. Pfeiffer","doi":"10.1177/1534508418824743","DOIUrl":"https://doi.org/10.1177/1534508418824743","url":null,"abstract":"The authors evaluated measurement-level, factor-level, item-level, and scale-level revisions to the Gifted Rating Scales–School Form (GRS-S). Measurement-level considerations tested the extent to which treating the Likert-type scale rating as categorical or continuous produced different fit across unidimensional, correlated trait, and bifactor latent factor structures. Item- and scale-level analyses demonstrated that the GRS-S could be reduced from a 72-item assessment on a 9-point rating scale down to a 30-item assessment on a 3-point rating scale. Reliability from the reduced assessment was high (ω > .95). Receiver operating characteristic (ROC) curve comparisons between the original and reduced versions of the GRS-S showed that diagnostic accuracy (i.e., area under the curve) of the scales was comparable when considering cut scores of 120, 125, and 130 on the WISC-IV Full Scale (Wechsler Intelligence Scale for Child–Fourth Edition) and verbal IQ and the WIAT-III (Wechsler Individual Achievement Test–Third Edition) composite score. The findings suggest that a brief form of the GRS-S can be used as a universal or selective screener for giftedness without sacrificing key psychometric considerations.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"46 1","pages":"55 - 66"},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1534508418824743","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49554384","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

Creation and Validation of German Oral Reading Fluency Passages With Immersion Language Learners 浸入式语言学习者德语口语阅读流利通行证的创建与验证

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-11-12 DOI: 10.1177/1534508420972460

Kirsten W. Newell, Jessie M. Kember, G. Zinn

引用次数: 1