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Fritz, Ronda; Harn, Beth; Biancarosa, Gina; Lucero, Audrey; Flannery, K. Brigid – Assessment for Effective Intervention, 2019
This study investigated the use of brief observations to measure implementation of small group interventions using the Quality of Intervention Delivery and Receipt (QIDR) tool. Videos of 10-min segments representing the beginning, middle, and end of each 30-min intervention lesson were coded for implementation. Results indicated that (a)…
Descriptors: Intervention, Program Implementation, Efficiency, Observation
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Chaparro, Erin A.; Stoolmiller, Mike; Park, Yonghan; Baker, Scott K.; Basaraba, Deni; Fien, Hank; Smith, Jean L. Mercier – Assessment for Effective Intervention, 2018
Progress monitoring has been adopted as an integral part of multi-tiered support systems. Oral reading fluency (ORF) is the most established assessment for progress-monitoring purposes. To generate valid trend lines or slopes, ORF passages must be of equivalent difficulty. Recently, however, evidence indicates that ORF passages are not equivalent,…
Descriptors: Reading Fluency, Reading Tests, Grade 2, Difficulty Level
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Terry, Nicole P.; Petscher, Yaacov; Rhodes, Katherine T. – Assessment for Effective Intervention, 2017
The purpose of this study was to extend a previous investigation of the psychometrics of the "Diagnostic Evaluation of Language Variation-Screening Test" (DELV-S) to include pre-kindergarten children (primarily African American and from low-income households). The previous study (Petscher, Connor, & Al Otaiba, 2012) included a…
Descriptors: Psychometrics, Diagnostic Tests, Language Variation, Screening Tests
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McKenna, Michael C.; Walpole, Sharon; Jang, Bong Gee – Assessment for Effective Intervention, 2017
This study investigated the reliability and validity of Part 1 of the Informal Decoding Inventory (IDI), a free diagnostic assessment used to plan Tier 2 intervention for first graders with decoding deficits. Part 1 addresses single-syllable words and consists of five subtests that progress in difficulty and that contain real word and pseudoword…
Descriptors: Informal Reading Inventories, Decoding (Reading), Test Validity, Test Reliability
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Stormont, Melissa A.; Thompson, Aaron M.; Herman, Keith C.; Reinke, Wendy M. – Assessment for Effective Intervention, 2017
The purpose of the study was to examine the relations among a single item school readiness screener, social/emotional ratings, and academic performance. A prior study found that single item kindergarten readiness ratings completed in the fall predicted end-of-year academic and behavior outcomes even after controlling for baseline scores. Here, we…
Descriptors: School Readiness, Screening Tests, Academic Achievement, Kindergarten
Miller, Faith G.; Crovello, Nicholas J.; Chafouleas, Sandra M. – Assessment for Effective Intervention, 2017
Direct Behavior Rating-Single Item Scales (DBR-SIS) have been advanced as a promising, systematic, behavioral, progress-monitoring method that is flexible, efficient, and defensible. This study aimed to extend existing literature on the use of DBR-SIS in elementary and secondary settings, and to examine methods of monitoring student progress in…
Descriptors: Response to Intervention, Progress Monitoring, Behavior Rating Scales, Report Cards
Puranik, Cynthia S.; Patchan, Melissa M.; Sears, Mary M.; McMaster, Kristen L. – Assessment for Effective Intervention, 2017
Curriculum-based measures (CBMs) are necessary for educators to quickly assess student skill levels and monitor progress. This study examined the use of the alphabet writing fluency task, a CBM of writing, to assess handwriting fluency--that is, how well children access, retrieve, and write letter forms automatically. In the current study, the…
Descriptors: Kindergarten, Alphabets, Writing Skills, Time on Task
Day, Stephanie L.; Connor, Carol McDonald – Assessment for Effective Intervention, 2017
Children with stronger self-regulation skills generally demonstrate greater overall success in school both academically and socially. However, there are few valid and reliable measures of self-regulation in middle elementary school. Such a measure could help identify whether a child is truly having difficulties. Thus, the Remembering Rules and…
Descriptors: Grade 3, Elementary School Students, Self Control, Scoring
Spencer, Trina D.; Goldstein, Howard; Kelley, Elizabeth Spencer; Sherman, Amber; McCune, Luke – Assessment for Effective Intervention, 2017
Despite research demonstrating the importance of language comprehension to later reading abilities, curriculum-based measures to assess language comprehension abilities in preschoolers remain lacking. The Assessment of Story Comprehension (ASC) features brief, child-relevant stories and a series of literal and inferential questions with a focus on…
Descriptors: Curriculum Based Assessment, Preschool Children, Reading Comprehension, Story Reading
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Ball, Carrie R.; O'Connor, Edward – Assessment for Effective Intervention, 2016
This study examined the predictive validity and classification accuracy of two commonly used universal screening measures relative to a statewide achievement test. Results indicated that second-grade performance on oral reading fluency and the Measures of Academic Progress (MAP), together with special education status, explained 68% of the…
Descriptors: Oral Reading, Reading Fluency, Screening Tests, Achievement Tests
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Burns, Matthew K.; Zaslofsky, Anne F.; Maki, Kathrin E.; Kwong, Elena – Assessment for Effective Intervention, 2016
Incremental rehearsal (IR) has consistently led to effective retention of newly learned material, including math facts. The number of new items taught during one intervention session, called the intervention set, could be used to individualize the intervention. The appropriate amount of information that a student can rehearse and later recall…
Descriptors: Intervention, Multiplication, Grade 3, Grade 4
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Neugebauer, Sabina R.; Chafouleas, Sandra M.; Coyne, Michael D.; McCoach, D. Betsy; Briesch, Amy M. – Assessment for Effective Intervention, 2016
The present study examines an ecological model for intervention use to explain student vocabulary performance in a multi-tiered intervention setting. A teacher self-report measure composed of factors hypothesized to influence intervention use at multiple levels (i.e., individual, intervention, and system level) was administered to 54 teachers and…
Descriptors: Vocabulary, Intervention, Preschool Teachers, Kindergarten
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Laracy, Seth D.; Hojnoski, Robin L.; Dever, Bridget V. – Assessment for Effective Intervention, 2016
Receiver operating characteristic curve (ROC) analysis was used to investigate the ability of early numeracy curriculum-based measures (EN-CBM) administered in preschool to predict performance below the 25th and 40th percentiles on a quantity discrimination measure in kindergarten. Areas under the curve derived from a sample of 279 students ranged…
Descriptors: Numeracy, Kindergarten, Decision Making, Mathematics
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Lane, Kathleen Lynne; Oakes, Wendy Peia; Common, Eric Alan; Zorigian, Kris; Brunsting, Nelson C.; Schatschneider, Christopher – Assessment for Effective Intervention, 2015
We report findings of a validation study comparing two screening tools: the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE, an adapted version of the Student Risk Screening Scale) and the Social Skills Improvement System-Performance Screening Guide (SSiS-PSG). Participants included 458 kindergarten through fifth-grade…
Descriptors: Intervention, Comparative Analysis, Screening Tests, Program Validation
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Fan, Chung-Hau; Hansmann, Paul R. – Assessment for Effective Intervention, 2015
Language in the Individuals With Disabilities Education Improvement Act (IDEIA) allows the use of response-to-intervention (RTI) methodology in the identification of specific learning disabilities. However, there is no consensus on decision rules using curriculum-based measurement of oral reading fluency (CBM-R) for defining responsiveness. The…
Descriptors: Generalizability Theory, Response to Intervention, Progress Monitoring, Decision Making
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