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Assessing an Instructional Level During Reading Fluency Interventions: A Meta-Analysis of the Effects on Reading Assessment for Effective Intervention Pub Date : 2024-04-18 Matthew K. Burns
The current study meta-analyzed 27 effects from 21 studies to determine the effect assessment of text difficulty had on reading fluency interventions, which resulted in an overall weighted effect size ( ES) = 0.43 (95% CI = [0.25, 0.62], p < .001). Using reading passages that represented an instructional level based on accuracy criteria led to a large weighted effect of ES = 1.03, 95% CI = [0.65, 1
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Re-examining the Relation Between Social Validity and Treatment Integrity in Ci3T Models Assessment for Effective Intervention Pub Date : 2024-04-02 Katie Scarlett Lane Pelton, Kathleen Lynne Lane, Wendy Peia Oakes, Mark Matthew Buckman, Nathan Allen Lane, Grant E. Allen, D. Betsy McCoach, David James Royer, Eric Alan Common
Educators across the United States have designed and implemented Comprehensive, Integrated, Three-tiered (Ci3T) models to meet K-12 students’ academic, behavioral, and social and emotional well-being needs. As part of implementation efforts, educators collect and use social validity and treatment integrity data to capture faculty and staff views of the plan’s goals, procedures, and outcomes and the
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Transition and Future of Assessment for Effective Intervention Assessment for Effective Intervention Pub Date : 2024-03-22 Nathan A. Stevenson, Aarti P. Bellara
By tradition, editors of Assessment for Effective Intervention (AEI) typically serve 3-year terms. As of January 1, 2024, AEI officially transitioned from outgoing editor Dr. Leanne Ketterlin Geller to incoming co-editors Drs. Aarti Bellara and Nathan Stevenson. The following article describes recent history and current state of AEI as a peer-review scientific journal. The new editorial team describes
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Self-Assessment Survey: Evaluation of a Revised Measure Assessing Positive Behavioral Interventions and Supports Assessment for Effective Intervention Pub Date : 2024-03-04 Angus Kittelman, Sara Izzard, Kent McIntosh, Kelsey R. Morris, Timothy J. Lewis
The purpose of this study was to evaluate the psychometric properties of the Self-Assessment Survey (SAS) 4.0, an updated measure assessing implementation fidelity of positive behavioral interventions and supports (PBIS). A total of 627 school personnel from 33 schools in six U.S. states completed the SAS 4.0 during the 2021–2022 school year. We evaluated data demonstrating the measure’s reliability
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The Influence of English Learner Status on Maintenance of Oral Reading Fluency Growth Assessment for Effective Intervention Pub Date : 2024-01-25 Kirsten J. Truman, Ethan R. Van Norman, David A. Klingbeil, Madeline C. Schmitt, Peter M. Nelson, David C. Parker
Relatively little is known regarding post-intervention reading fluency outcomes for English learners (ELs) in comparison with non-EL peers, yet educators must be prepared to sustain growth for all students transitioning to less-intensive tiers of support. The purpose of this study was to investigate whether EL status moderated post-intervention maintenance effects among second- and third-grade students
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Examining the Classroom Impact of the Bounce Back Trauma Intervention: Implications for Selecting Progress Monitoring Tools Assessment for Effective Intervention Pub Date : 2024-01-05 Malena A. Nygaard, Heather E. Ormiston, Hallie Enderle
Limited research has examined the impact of Bounce Back (BB), a trauma-focused intervention for elementary-age students, on student academic engagement and daily classroom behavior. This study utilized both ongoing direct and indirect measures of student functioning to evaluate student progress and inform the implementation of BB. Participants were six students (four male and two female). We employed
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Universally Designed Accommodations on a Reading Comprehension Test: What Do They Accomplish? Assessment for Effective Intervention Pub Date : 2023-04-28 Leah Dembitzer, Ryan J. Kettler
To investigate the impact of universal testing accommodations on a computer-based reading comprehension test, accessibility, reliability, and validity were evaluated. Tests with and without accommo...
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Using Audio Recordings to Reliably and Efficiently Observe Teacher Behavior Related to Explicit Instruction Assessment for Effective Intervention Pub Date : 2023-02-02 Lisa Didion, Marissa J. Filderman, Greg Roberts, Sarah A. Benz, Cassandra L. Olmstead
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 t...
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Predictors of Accessibility Tool Use on a Low-Stakes Computer-Based Math Test Assessment for Effective Intervention Pub Date : 2023-01-29 Sara E. Witmer, Emily C. Bouck
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 uni...
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Validating a Brief Student Distress Measure For Schoolwide Wellness Surveillance Assessment for Effective Intervention Pub Date : 2022-11-23 Erin Dowdy, Michael J. Furlong, Karen Nylund-Gibson, Dina Arch, Tameisha Hinton, Delwin Carter
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 ...
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Weekly Versus Intermittent Progress Monitoring in Mathematics: A Conceptual Replication and Pilot Study Assessment for Effective Intervention Pub Date : 2022-11-03 Erica N. Mason, Erica S. Lembke
Replication studies in special education are necessary to strengthen the foundation upon which instruction and intervention for students with disabilities are built. J. Jenkins et al. (2017) found ...
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A Comparison of Reading Screeners in Kindergarten: The Texas Primary Reading Inventory and Acadience Reading With English Learners and Monolingual English Speakers Assessment for Effective Intervention Pub Date : 2022-11-02 Milena A. Keller-Margulis, Michael Matta, Lindsey Landry Pierce, Katherine Zopatti, Erin K. Reid, G. Thomas Schanding
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 v...
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Development of a Brief Measure for MTSS Sustainability Assessment for Effective Intervention Pub Date : 2022-09-02 Michael W. Bahr, Mary Edwin, Kara A. Long
This study focused on the development of the Multi-Tiered Systems of Support–Sustainability Scale (MTSS-SS). Review of the literature identified factors associated with sustainability for multi-tie...
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Measuring Classroom Management in Secondary Settings: Ongoing Validation of the Direct Behavior Rating-Classroom Management Assessment for Effective Intervention Pub Date : 2022-08-25 Wesley A. Sims, Rondy Yu, Kathleen R. King, Danielle Zahn, Nina Mandracchia, Elissa Monteiro, Melissa Klaib
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...
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Examining Teachers’ Culturally Responsive Classroom Management Self-Efficacy Assessment for Effective Intervention Pub Date : 2022-08-16 María Reina Santiago-Rosario, Kent McIntosh, Sara A. Whitcomb
This study examined teachers’ (N = 33; K-6) self-reports from the Culturally Responsive Classroom Management Self-Efficacy Scale (CRCMSE) in relation to observed classroom management practices (pra...
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A Teacher Self-Assessment of Culturally Relevant Practice to Inform Educator Professional Development Decisions in MTSS Contexts Assessment for Effective Intervention Pub Date : 2022-08-07 Lindsay M. Fallon, Sadie C. Cathcart, Austin H. Johnson, Takuya Minami, Breda V. O’Keeffe, Emily R. DeFouw, George Sugai
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 pract...
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Convergence Between Teacher Self-Report and School Administrator Observation Ratings Using the Classroom Strategies Assessment System Assessment for Effective Intervention Pub Date : 2022-07-29 Nicole B. Wiggs, Linda A. Reddy, Ryan Kettler, Anh Hua, Christopher Dudek, Adam Lekwa, Briana Bronstein
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 be...
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Reliability and Validity of a Teacher Impressions Scale to Assess Social Play of Swedish Children in Inclusive Preschools Assessment for Effective Intervention Pub Date : 2022-07-01 Mina Sedem, Eva Siljehag, Mara Westling Allodi, Samuel L. Odom
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...
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An Evaluation of the Validity of Growth on Two Computer Adaptive Tests to Predict Performance on End-of-Year Achievement Tests using Quantile Regression Assessment for Effective Intervention Pub Date : 2022-06-06 Ethan R. Van Norman, Emily R. Forcht
This study explored the validity of growth on two computer adaptive tests, Star Reading and Star Math, in explaining performance on an end-of-year achievement test for a sample of students in Grade...
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A Comparative Investigation of the Rasch/Guttman Scenario Approach: Measuring Learning Motivation Toward Mathematics in Elementary School Assessment for Effective Intervention Pub Date : 2022-05-19 Parmaksiz Leonid, Tatjana Kanonire
The Rasch/Guttman scenario (RGS) measurement approach is a promising test development methodology. The purpose of this study is to compare the RGS measure of primary school students’ motivation aga...
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Assessing the Factor Structure and Measurement Invariance of the BASC-3 Behavioral and Emotional Screening System Student Form Across Race/Ethnicity and Gender Assessment for Effective Intervention Pub Date : 2022-05-19 Evan J. Basting, Shereen Naser, Elizabeth A. Goncy
The BASC-3 Behavioral and Emotional Screening System Student Form (BESS SF) is the latest iteration of a widely used instrument for identifying students at behavioral and emotional risk. Measuremen...
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Skill Performance Assessment for Kindergarten Reading Screening Measures: Pilot Study Assessment for Effective Intervention Pub Date : 2022-05-03 Breda V. O’Keeffe, Kaitlin Bundock, Kristin Kladis, Kat Nelson
Kindergarten reading screening measures typically identify many students as at-risk who later meet criteria on important outcome measures (i.e., false positives). To address this issue, we evaluate...
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Classification Accuracy of Early Literacy Assessments: Linking Preschool and Kindergarten Performance Assessment for Effective Intervention Pub Date : 2022-03-04 Katherine A. Koller, Robin L. Hojnoski, Ethan R. Van Norman
A strong foundation in early literacy supports children’s academic pursuits and impacts personal, social, and economic outcomes. Therefore, examining the adequacy of early literacy assessments as predictors of future performance on important outcomes is critical for identifying students at risk of reading problems. This study explored the predictive validity of preschoolers’ literacy skills measured
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Initial Development and Validation of the Measures of Stressors and Supports for Teachers (MOST) Assessment for Effective Intervention Pub Date : 2022-03-02 Lia E. Sandilos, James C. DiPerna
The creation of psychometrically sound assessments of teacher well-being is critical given the alarmingly high rates of teacher burnout reported among U.S. educators. The present study sought to address this need by developing the Measures of Stressors and Supports for Teachers (MOST), a teacher-report questionnaire designed to assess ecological and psychological factors that affect teachers’ professional
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A Preliminary Investigation Into the Role of Planning in Early Writing Development Assessment for Effective Intervention Pub Date : 2022-02-03 Amna A. Agha, Adrea J. Truckenmiller, Jodene G. Fine, Megan Perreault
The development of written expression includes transcription, text generation, and executive functions (including planning) interacting within working memory. However, executive functions are not formally measured in school-based written expression tasks although there is an opportunity for examining students’ advance planning—a key manifestation of executive functions. We explore the influence of
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Differentiating Preschoolers With(Out) Social-Emotional and Behavioral Problems: Do We Have a Useful Tool? Assessment for Effective Intervention Pub Date : 2022-01-31 Sofia O. Major, Maria J. Seabra-Santos, Roy P. Martin
The early identification of social-emotional and behavioral problems of preschool children has become an important goal in research and clinical practice. A growing number of studies have been published in this field; however, most focus on behavior problems, or on social skills, but few on both. The present study aims to test the validity of the Portuguese version of the Preschool and Kindergarten
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Development and Initial Validation of the Early Elementary Writing Rubric to Inform Instruction for Kindergarten and First-Grade Students Assessment for Effective Intervention Pub Date : 2021-12-31 Meaghan McKenna, Robert F. Dedrick, Howard Goldstein
This article describes the development of the Early Elementary Writing Rubric (EEWR), an analytic assessment designed to measure kindergarten and first-grade writing and inform educators’ instruction. Crocker and Algina’s (1986) approach to instrument development and validation was used as a guide to create and refine the writing measure. Study 1 describes the development of the 10-item measure (response
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The Dyslexia Marker Test for Children: Development and Validation of a New Test Assessment for Effective Intervention Pub Date : 2021-12-28 Trude Nergård-Nilssen, Oddgeir Friborg
This article describes the development and psychometric properties of a new Dyslexia Marker Test for Children (Dysmate-C). The test was designed to identify Norwegian students who need special instructional attention. The computerized test includes measures of letter knowledge, phoneme awareness, rapid automatized naming, working memory, decoding, and spelling skills. Data were collected data from
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Psychometric Properties of a Norwegian Version of the Social Emotional Assets and Resilience Scales–Child–Short Form Assessment for Effective Intervention Pub Date : 2021-11-08 Børge Strømgren, Kalliu Carvalho Couto
Norwegian schools are obliged to develop students’ social competences. Programs used are School-Wide Positive Behavioral Interventions and Supports (PBIS) or classroom-based aimed to teach students social-emotional (Social and Emotional Learning [SEL]) skills in a broad sense. Some rating scales have been used to assess the effect of SEL programs on SEL skills. We explored the Norwegian version of
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A Comparison of Priors When Using Bayesian Regression to Estimate Oral Reading Fluency Slopes Assessment for Effective Intervention Pub Date : 2021-08-30 Benjamin G. Solomon, Ole J. Forsberg, Monelle Thomas, Brittney Penna, Katherine M. Weisheit
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
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Precision of Single-Skill Mathematics CBM: Group Versus Individual Administration Assessment for Effective Intervention Pub Date : 2021-07-29 Jillian Dawes, Benjamin Solomon, Daniel F. McCleary, Cutler Ruby, Brian C. Poncy
The current availability of research examining the precision of single-skill mathematics (SSM) curriculum-based measurements (CBMs) for progress monitoring is limited. Given the observed variance in administration conditions across current practice and research use, we examined potential differences between student responding and precision of slope when SSM-CBMs were administered individually and in
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The Scale for Assessing Emotional Disturbance–Third Edition: Reliability and Validity of the Screener Assessment for Effective Intervention Pub Date : 2021-07-14 Jacqueline Huscroft-D’Angelo, Jessica Wery, Jodie D. Martin-Gutel, Corey Pierce, Kara Loftin
The Scales for Assessing Emotional Disturbance Screener–Third Edition (SAED-3) is a standardized, norm-referenced measure designed to identify school-aged students at risk of 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
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Exploring the Classification Accuracy of the Early Communication Indicator (ECI) With Dual-Language Learners From Latinx Backgrounds Assessment for Effective Intervention Pub Date : 2021-06-30 Marika King, Anne L. Larson, Jay Buzhardt
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
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Development and Validation of the Secondary Transition Fidelity Assessment Assessment for Effective Intervention Pub Date : 2021-05-25 Allison R. Lombardi, Graham G. Rifenbark, Marcus Poppen, Kyle Reardon, Valerie L. Mazzotti, Mary E. Morningstar, Dawn Rowe, Sheida K. Raley
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 at-risk for or with disabilities, and students from diverse backgrounds. Drawing from evidence-based practices endorsed
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Effects of Providing Teachers With Tools for Implementing Assessment-Based Differentiated Reading Instruction in Second Grade Assessment for Effective Intervention Pub Date : 2021-05-20 Martin T. Peters, Karin Hebbecker, Elmar Souvignier
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
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Why Does Construct Validity Matter in Measuring Implementation Fidelity? A Methodological Case Study Assessment for Effective Intervention Pub Date : 2021-03-15 Wilhelmina van Dijk, A. Corinne Huggins-Manley, Nicholas A. Gage, Holly B. Lane, Michael Coyne
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
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Corrigendum to Psychometric Fundamentals of the Social Skills Improvement System: Social–Emotional Learning Edition Rating Forms Assessment for Effective Intervention Pub Date : 2021-03-12
Gresham, F.M., Elliott, S.N., Metallo, S., Byrd, S., Wilson, E., Erickson, M., Cassidy, K., & Altman, R.A. (2018). Psychometric fundamentals of the Social Skills Improvement System Social Learning Edition Rating Forms. Assessment for Effective Intervention, 45(3) 194–209. https://doi.org/10.1177/1534508418808598
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Erratum to Monster, PI: Validation evidence for an Assessment of Adolescent Language that Assesses Vocabulary Knowledge, Morphological Knowledge, and Syntactical Awareness Assessment for Effective Intervention Pub Date : 2021-03-06
Goodwin, A. P., Petscher, Y., Tock, J. McFadden, S., Reynolds, D., Lantos, T., & Jones, S. (2020). Monster, P.I.: Validation Evidence for an Assessment of Adolescent Language That Assesses Vocabulary Knowledge, Morphological Knowledge, and Syntactical Awareness. Assessment for Effective Intervention. Doi: 10.1177/1534508420966383
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Investigating the Psychometric Properties of the Social-Emotional Learning Scale Assessment for Effective Intervention Pub Date : 2021-01-06 Christopher L. Thomas, Staci M. Zolkoski, Sarah M. Sass
Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the
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Meta-Analysis of Validity and Review of Alternate Form Reliability and Slope for Curriculum-Based Measurement in Science and Social Studies Assessment for Effective Intervention Pub Date : 2020-12-14 Sarah J. Conoyer, William J. Therrien, Kristen K. White
Meta-analysis was used to examine curriculum-based measurement in the content areas of social studies and science. Nineteen studies between the years of 1998 and 2020 were reviewed to determine overall mean correlation for criterion validity and examine alternate-form reliability and slope coefficients. An overall mean correlation of .59 was found for criterion validity; however, there was significant
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Differential Item and Test Functioning of the SRSS-IE12 Across Race, Ethnicity, Gender, and Elementary Level Assessment for Effective Intervention Pub Date : 2020-12-04 Brian Barger, Emily Graybill, Andrew Roach, Kathleen Lane
This study used item response theory (IRT) methods to investigate group differences in responses to the 12-item Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE12) in a sample ...
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Creation and Validation of German Oral Reading Fluency Passages With Immersion Language Learners Assessment for Effective Intervention Pub Date : 2020-11-12 Kirsten W. Newell, Jessie Kember, Gesa Zinn
This brief report summarizes the development and psychometric properties of German reading fluency passages as compared to English reading fluency passages for immersion language learners. Results ...
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Monster, P.I.: Validation Evidence for an Assessment of Adolescent Language That Assesses Vocabulary Knowledge, Morphological Knowledge, and Syntactical Awareness Assessment for Effective Intervention Pub Date : 2020-10-28 Amanda P. Goodwin, Yaacov Petscher, Jamie Tock, Sara McFadden, Dan Reynolds, Tess Lantos, Sara Jones
Assessment of language skills for upper elementary and middle schoolers is important due to the strong link between language and reading comprehension. Yet, currently few practical, reliable, valid...
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Examining Measurement Invariance of a School Climate Survey Across Race and Ethnicity Assessment for Effective Intervention Pub Date : 2020-10-27 Anna Whitehouse, Songtian Zeng, Rebecca Troeger, Amy Cook, Takuya Minami
Positive school climate is a key determinant factor of students’ psychological well-being, safety, and academic achievement. Although researchers have examined the validity of school climate measur...
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Reading Tutors’ Interpretation of Curriculum-Based Measurement Graphs Assessment for Effective Intervention Pub Date : 2020-10-14 Stephanie M. Hammerschmidt-Snidarich, Dana Wagner, David C. Parker, Kyle Wagner
This study examined reading tutors’ interpretation of reading progress-monitoring graphs. A think-aloud procedure was used to evaluate tutors at two points in time, before and after a year of servi...
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Anonymous Versus Self-Identified Response Formats for School Mental Health Screening Assessment for Effective Intervention Pub Date : 2020-09-30 Rhea Wagle, Erin Dowdy, Michael J. Furlong, Karen Nylund-Gibson, Delwin Carter, Tameisha Hinton
Schools are an essential setting for mental health supports and services for students. To support student well-being, schools engage in universal mental health screening to identify students in nee...
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Using Interval Likelihood Ratios in Gated Screening: A Direct Replication Study Assessment for Effective Intervention Pub Date : 2020-09-10 David A. Klingbeil, Ethan R. Van Norman, Peter M. Nelson
This direct replication study compared the use of dichotomized likelihood ratios and interval likelihood ratios, derived using a prior sample of students, for predicting math risk in middle school....
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Aspects of Technical Adequacy of an Early-Writing Measure for English Language Learners in Grades 1 to 3 Assessment for Effective Intervention Pub Date : 2020-08-17 R. Alex Smith, Erica S. Lembke
This study examined the technical adequacy of Picture Word, a type of Writing Curriculum-Based Measurement, with 73 English learners (ELs) with beginning to intermediate English language proficienc...
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Relative Contribution of Verbal Working Memory and Attention to Child Language Assessment for Effective Intervention Pub Date : 2020-08-04 Jason C. Chow, Eric Ekholm, Christine L. Bae
It is common in intervention research to use measures of working memory either as an explanatory or control variable. This study examines the contribution of cognitive abilities, including verbal w...
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A Comparison of Teacher and Student Ratings in a Self-Monitoring Intervention Assessment for Effective Intervention Pub Date : 2020-08-04 Allison Bruhn, Sheila Barron, Bailey Copeland, Sara Estrapala, Ashley Rila, Joseph Wehby
Self-monitoring interventions for students with challenging behavior are often teacher-managed rather than self-managed. Teachers direct these interventions by completing parallel monitoring proced...
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Using Interactive E-Book User Log Variables to Track Reading Processes and Predict Digital Learning Outcomes Assessment for Effective Intervention Pub Date : 2020-07-27 Dandan Yang, Elham Zargar, Ashley Marie Adams, Stephanie L. Day, Carol McDonald Connor
Stealth assessment has been successfully embedded in educational games to measure students’ learning in an unobtrusive and supportive way. This study explored the possibility of applying stealth as...
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Establishing a Reading Mindset Measure: A Validation Study Assessment for Effective Intervention Pub Date : 2020-07-15 Jamie L. Tock, Jamie M. Quinn, Stephanie Al Otaiba, Yaacov Petscher, Jeanne Wanzek
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 growt...
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Development and Validation of the Minnesota Inference Assessment Assessment for Effective Intervention Pub Date : 2020-07-14 Panayiota Kendeou, Kristen L. McMaster, Reese Butterfuss, Jasmine Kim, Susan Slater, Okan Bulut
The overall aim of the current investigation was to develop and validate the initial version of the Minnesota Inference Assessment (MIA). MIA is a web-based measure of inference processes in K–2. M...
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Addressing the Large Standard Error of Traditional CBM-R: Estimating the Conditional Standard Error of a Model-Based Estimate of CBM-R Assessment for Effective Intervention Pub Date : 2020-07-02 Joseph F. T. Nese, Akihito Kamata
Curriculum-based measurement of oral reading fluency (CBM-R) is widely used across the country as a quick measure of reading proficiency that also serves as a good predictor of comprehension and ov...
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SSIS Performance Screening Guide as an Indicator of Behavior and Academics: A Meta-Analysis Assessment for Effective Intervention Pub Date : 2020-06-03 Jeremy R. Sullivan, Victor Villarreal, Evette Flores, Alyssa Gomez, Blaire Warren
This article documents the results of a meta-analysis of available correlational validity evidence for the Social Skills Improvement System Performance Screening Guide (SSIS-PSG), which is a brief ...
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Call for Nominations: Editor(s), Assessment for Effective Intervention Assessment for Effective Intervention Pub Date : 2020-05-19 Peggy Kipping
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Structural Validity and Reliability of Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale Scores: A Replication Study Assessment for Effective Intervention Pub Date : 2020-03-04 Stephen P. Kilgus, Katie Eklund, Nathaniel P. von der Embse, Madison Weist, Alexandra J. Barber, Megan Kaul, Sophia Dodge
The purpose of this study was to evaluate the structural validity, internal consistency, and measurement invariance of scores from the Social, Academic, and Emotional Behavior Risk Screener–Student...
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Does Training Predict Second-Grade Teachers’ Use of Student Data for Decision-Making in Reading and Mathematics? Assessment for Effective Intervention Pub Date : 2020-02-03 Marissa J. Filderman, Jessica R. Toste, North Cooc
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 us...
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Associations Between Teacher Ratings and Direct Assessment of Elementary Students’ Speech and Language Skills Assessment for Effective Intervention Pub Date : 2020-01-20 Jason C. Chow, Jennifer R. Frey, Lauren H. Naples
We investigated the associations between teacher-rated and direct assessments of early elementary students’ speech and language skills to explore whether using teachers as primary screeners yielded...
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Development and Technical Adequacy of Instructionally Relevant Vocabulary Measures for Young Students Assessment for Effective Intervention Pub Date : 2020-01-20 David C. Parker, Lisa H. Stewart, Susan Thomson, Ruth A. Kaminski
Vocabulary skills are important for overall reading competence, but vocabulary assessment approaches that inform instructional decision-making and are sensitive to improvement are limited. This art...