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Trends in Methodological Rigor in Intervention Research Published in School Psychology Journals
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Burns, Matthew K.; Klingbeil, David A.; Ysseldyke, James E.; Petersen-Brown, Shawna – Psychology in the Schools, 2012
Methodological rigor in intervention research is important for documenting evidence-based practices and has been a recent focus in legislation, including the No Child Left Behind Act. The current study examined the methodological rigor of intervention research in four school psychology journals since the 1960s. Intervention research has increased…
Descriptors: Evidence, Intervention, School Psychology, Federal Legislation
The Effects of Technology-Enhanced Formative Evaluation on Student Performance on State Accountability Math Tests
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Burns, Matthew K.; Klingbeil, David A.; Ysseldyke, Jim – Psychology in the Schools, 2010
Technology-enhanced formative evaluation (TEFE) could enhance student achievement while diminishing the burden of formative evaluation for educators. The current study examined data from 360 randomly selected schools that either used a TEFE program for 1 year to 4 years 11 months, for 5 or more years, or not at all. Analyses of covariance found a…
Descriptors: Formative Evaluation, Mathematics Tests, Accountability, White Students
A Brief Report of the Diagnostic Accuracy of Oral Reading Fluency and Reading Inventory Levels for Reading Failure Risk among Second- and Third-Grade Students
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Parker, David C.; Zaslofsky, Anne F.; Burns, Matthew K.; Kanive, Rebecca; Hodgson, Jennifer; Scholin, Sarah E.; Klingbeil, David A. – Reading & Writing Quarterly, 2015
The availability of psychometrically sound and usable universal screeners is a key component to successful early identification within a response-to-intervention model. The purpose of this study was to compare the diagnostic accuracy of oral reading fluency (ORF) and an informal reading inventory for identifying students considered at risk for…
Descriptors: Diagnostic Tests, Psychometrics, Elementary School Students, Rural Schools
Interspersal Technique and Behavioral Momentum for Reading Word Lists
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Burns, Matthew K.; Ardoin, Scott P.; Parker, David C.; Hodgson, Jennifer; Klingbeil, David A.; Scholin, Sarah E. – School Psychology Review, 2009
Academic tasks that include easy responses increase the probability that less preferred and/or more challenging tasks will be performed. The current study applied the process of arranging easier stimuli within reading word lists with behavioral momentum and an interspersal technique. We hypothesized that the behavioral momentum condition, which…
Descriptors: Reading Fluency, Word Lists, Educational Strategies, Probability