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Kilgus, Stephen P.; Riley-Tillman, T. Chris; Stichter, Janine P.; Schoemann, Alexander M.; Owens, Sarah – Assessment for Effective Intervention, 2019
A line of research has supported the development and validation of Direct Behavior Rating--Single Item Scales (DBR-SIS) for use in progress monitoring. Yet, this research was largely conducted within the general education setting with typically developing children. It is unknown whether the tool may be defensibly used with students exhibiting more…
Descriptors: Behavior Rating Scales, Interpersonal Competence, Middle School Students, Intervention
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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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Van Norman, Ethan R.; Parker, David C. – Assessment for Effective Intervention, 2018
Recent simulations suggest that trend line decision rules applied to curriculum-based measurement of reading progress monitoring data may lead to inaccurate interpretations unless data are collected for upward of 3 months. The authors of those studies did not manipulate goal line slope or account for a student's level of initial performance when…
Descriptors: Comparative Analysis, Curriculum Based Assessment, Reading Tests, Progress Monitoring
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Burns, Matthew K.; Davidson, Katherine; Zaslofsky, Anne F.; Parker, David C.; Maki, Kathrin E. – Assessment for Effective Intervention, 2018
The amount of information that students successfully learn and later recall from each intervention session is limited and is called the acquisition rate (AR). Research has consistently supported the effects of modifying intervention set sizes with AR data, but research with AR is in its infancy. The current study compared the relationship between…
Descriptors: Short Term Memory, Reading Skills, Language Acquisition, Aptitude Treatment Interaction
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Parker, David C.; Burns, Matthew K.; McMaster, Kristen L.; Al Otaiba, Stephanie; Medhanie, Amanuel – Assessment for Effective Intervention, 2018
The current study determined growth patterns during an 8-week writing intervention and then examined the association between growth pattern and students' initial skills as determined by instructional-level data. One hundred forty-seven first-grade students struggling with early literacy skills received a writing intervention at one of two tiers of…
Descriptors: Writing Instruction, Grade 1, Elementary School Students, Emergent Literacy
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Fallon, Lindsay M.; Sanetti, Lisa M. H.; Chafouleas, Sandra M.; Faggella-Luby, Michael N.; Briesch, Amy M. – Assessment for Effective Intervention, 2018
To evaluate students' responsiveness to an intervention, both student outcome and implementer treatment integrity data are needed. Teachers are often asked to self-report treatment integrity data. However, when self-report responses are compared with those from a direct observer, it is apparent that teachers commonly overestimate the extent to…
Descriptors: Training, Integrity, Measurement Techniques, Intervention
Sims, Wesley A.; Riley-Tillman, Chris; Cohen, Daniel R. – Assessment for Effective Intervention, 2017
This study examined the treatment sensitivity of "Direct Behavior Rating-Single Item Scales" (DBR-SIS) in response to an evidence-based intervention delivered in a single-case, multiple-baseline design. DBR-SIS was used as a formative assessment in conjunction with a frequently used intervention in schools, a Daily Behavior Report Card…
Descriptors: Formative Evaluation, Behavior Rating Scales, Report Cards, Intervention
Miller, Faith G.; Crovello, Nicholas; Swenson, Nicole – Assessment for Effective Intervention, 2017
Direct Behavior Ratings (DBRs) are behavioral assessment methods that combine the benefits of systematic direct observation and behavior rating scales. That is, DBRs involve the observation of operationally defined target behaviors during a prespecified observation period and the evaluation of those behaviors via brief ratings. In this way, DBR is…
Descriptors: Behavior Rating Scales, Evaluation Methods, Progress Monitoring, Intervention
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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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Nelson, Peter M.; Parker, David C.; Zaslofsky, Anne F. – Assessment for Effective Intervention, 2016
The purpose of the current study was to evaluate the importance of growth in math fact skills within the context of overall math proficiency. Data for 1,493 elementary and middle school students were included for analysis. Regression models were fit to examine the relative value of math fact fluency growth, prior state test performance, and a fall…
Descriptors: Mathematics, Mathematics Instruction, Mathematics Skills, Mathematics Achievement
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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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Stichter, Janine P.; Christ, Shawn E.; Herzog, Melissa J.; O'Donnell, Rose M.; O'Connor, Karen V. – Assessment for Effective Intervention, 2016
Numerous research groups have consistently called for increased rigor within the evaluation of social programming to better understand pivotal factors to treatment outcomes. The underwhelming data on the essential features of social competence programs for students with behavior challenges may, in part, be attributed to the manner by which…
Descriptors: Intelligence Tests, Executive Function, Interpersonal Competence, Adolescents
Crone, Deanne A.; Carlson, Sarah E.; Haack, Marcia K.; Kennedy, Patrick C.; Baker, Scott K.; Fien, Hank – Assessment for Effective Intervention, 2016
The use of data-based decision making (DBDM) in schools to drive educational improvement and success has been strongly promoted by educational experts and policymakers, yet very little is documented about the actual DBDM practices used in schools. This study examines DBDM practices in 25 middle schools through 80 standardized observations of data…
Descriptors: Observation, Intervention, Data, Decision Making
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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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Kilgus, Stephen P.; von der Embse, Nathaniel P.; Scott, Katherine; Paxton, Sara – Assessment for Effective Intervention, 2015
The purpose of this investigation was to develop and initially validate the "Intervention Selection Profile-Social Skills" (ISP-SS), a novel brief social skills assessment method intended for use at Tier 2. Participants included 54 elementary school teachers and their 243 randomly selected students. Teachers rated students on two rating…
Descriptors: Intervention, Profiles, Interpersonal Competence, Predictor Variables
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