Disparities in school discipline across lines of race and disability status represent one of the most pressing issues in the field of education today. While there are many factors that perpetuate these disparities, teachers and their approaches to classroom management likely play a role. As evidence emerges on the relationship between race,…

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…

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…

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 assessment data that reliably identified young students with language difficulties who many need a more comprehensive evaluation. We assessed first-…

Self-monitoring interventions for students with challenging behavior are often teacher-managed rather than self-managed. Teachers direct these interventions by completing parallel monitoring procedures, providing feedback, and delivering contingent reinforcement to students when they monitor accurately. However, within self-monitoring…

Brief experimental analysis (BEA) is a quick method used to identify the function of student learning difficulties and match effective interventions to students' needs. Extensive work has been done to explore the use of this methodology to determine effective reading interventions; however, a smaller number of published studies have examined the…

There is a well-known positive relation between student engagement and a host of school outcomes. The following article describes a study that explores a commonly used tool for measuring engagement in high schools. Specifically, this study examined internal validity, factor structure, and the relation between factors of engagement (e.g., social,…

The purpose of this preliminary study was to explore the reliability of Curriculum-Based Measurement (CBM) vocabulary-matching forms with students in an introduction to special education course in a college setting. Data from 84 students enrolled in a teacher preparation program across three semesters were examined. Results suggest low to moderate…

The purpose of this study was to investigate the relationship between scores on two common curriculum-based measures (CBMs), oral reading fluency (ORF) and maze, and scores on the previous statewide assessment of reading in Oregon (Oregon Assessment of Knowledge and Skills-Reading/Literature [OAKS-R]). Data obtained from three cohorts of…

To understand mathematics, children must interpret mathematics symbols. In this study, we designed a brief assessment of mathematics symbols for children in the elementary grades. For each of 23 symbols, children identified the symbol, provided the meaning of the symbol, and used the symbol. We assessed 297 children in Grades 1, 3, and 5. Internal…

The purpose of this article is to understand the decision-making processes by assessment personnel when choosing instruments to evaluate students with learning disabilities. Eight school personnel responsible for the evaluation of students in Texas participated in face-to-face, semistructured interviews. The instruments chosen were based on a…

This article presents an overview of recommended practices for assessing students who are deaf/hard of hearing, visually impaired, or deafblind. These recommendations were originally derived from a systematic review of research studies, policy documents, and professional literature on assessment (1990-2013) for the Collaboration for Effective…

Direct behavior rating (DBR) represents a feasible method for monitoring student behavior in the classroom; however, limited work to date has focused on the use of multi-item scales. The purposes of the study were to examine the (a) dependability of data obtained from a multi-item DBR designed to assess peer conflict and (b) treatment sensitivity…

This article reports the results of a study examining the utility of curriculum-based measurement (CBM) in algebra for predicting performance on a state math assessment and informing instructional placement decisions for students in seventh, eighth, and tenth grades. Students completed six Basic Skills algebra probes across different time…

Maze tasks have appealing properties as progress-monitoring tools, but there is a need for a thorough examination of the psychometric properties of Maze tasks among middle school students. We evaluated form effects, reliability, validity, and practice effects of Maze among students in Grades 6 through 8. We administered the same (familiar) and…