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ERIC Number: EJ788198
Record Type: Journal
Publication Date: 2005
Pages: 23
Abstractor: Author
Reference Count: 40
ISSN: ISSN-0279-6015
Quantifying Context in Assessment: Capturing the Effect of Base Rates on Teacher Referral and a Problem-Solving Model of Identification
VanDerHeyden, Amanda M.; Witt, Joseph C.
School Psychology Review, v34 n2 p161-183 2005
The purpose of this article was to examine the effect of base rate occurrence of race, sex, and student achievement on the accuracy of a problem-solving model of assessment and teacher referral. All students in first and second grade (n = 182) at a participating school were exposed to four screening measures. Students who performed poorly on at least one of the screening measures participated in a more thorough assessment process including individual curriculum-based assessment with individual intervention. The predictive accuracy (e.g., sensitivity, specificity) of the problem-solving model and teacher referral was examined using the more thorough assessment process as the standard for comparison. The degree to which the problem-solving model and teacher referral correctly identified male and female children, children of minority and nonminority ethnicity, and children in high-achieving and low-achieving classrooms was specified. Further, the efficiency of the problem-solving model and teacher referral was examined by comparing identification relative to base rate occurrence of problems in the screened population. (Contains 4 tables, 1 figure, and 2 footnotes.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A