bluuebunny/crossref_metadata_2025 huggingface dataset:
Using Curriculum-Based Measurement to Prevent Failure and Assess Learning in the Content Areas
Authors: Busch Todd W. , Espin Christine A.
Published: May 2008

Many students continue to experience reading difficulties into their secondary-school years. Difficulties include poor word decoding, limited vocabulary knowledge, and deficits in working memory capacity. Such difficulties limit the ability of students to acquire new knowledge and be successful in content-area classes. In this article, we describe a curriculum-based measure, vocabulary matching, that teachers can use to assess and monitor the performance of students with reading difficulties in the content areas. Vocabulary matching, has been found to be a valid and reliable measure of performance and progress in content areas. A case study is provided to illustrate the use of vocabulary matching in content-area instruction.
A Schoolwide Organization System for Raising Reading Achievement Using General Outcome Measures and Evidence-Based Instruction: One Education District's Experience
Authors: Howe Kathryn B. , Scierka Barbara J. , Gibbons Kimberly A. , Silberglitt Benjamin
Published: May 2008

Improved student achievement in reading is the number one priority in American schools at the beginning of the 21st century. This article describes a system that coordinates (a) general outcome measures, (b) evidence-based instruction, and (c) schoolwide organization to ensure the most effective instruction possible for each student. First each of the elements are described along with a brief review of the literature. Next the implementation of the system in seven elementary schools in one education district is discussed using case studies to illustrate how these elements interact to serve students efficiently and bring about improvements in reading proficiency.
Developing Legally Correct and Educationally Meaningful IEPs Using Curriculum-Based Measurement
Authors: Yell Mitchell L. , Stecker Pamela M.
Published: May 2008

The individualized education program (IEP) has been the cornerstone of special education since the Education for All Handicapped Children's Act became law in 1975. Nevertheless, IEPs have been fraught with legal and educational problems. In this article we examine the process for developing IEPs and suggest that, by using curriculum-based measurement, school districts can ensure that they develop and implement IEPs that both meet the requirements of the law and provide meaningful educational programs for students with disabilities who have basic skills deficits. We begin by examining problems in IEP development, focusing on violations of the IEP process. Then, we discuss the three major components of the IEP. Finally, we present a case study of the use of curriculum-based measurement to develop legally correct and educationally meaningful IEPs.
Cultural Influences on Ratings of Self-Perceived Social, Emotional, and Academic Adjustment for Korean American Adolescents
Authors: Cho Su-Je , Hudley Cynthia , Hye Joo Back
Published: May 2008

This study investigated the appropriateness of the Self-Report of Personality (SRP) of the Behavior Assessment System for Children (BASC) with a sample of Korean American adolescents. The study further explored the extent to which Korean American adolescents experience social and emotional difficulties and how these difficulties might be related to acculturation status. Participants were 51 second-generation Korean American adolescents in sixth to twelfth grade in public schools. Results indicated that the SRP was moderately reliable for this sample of Korean-American adolescents. Furthermore, their average scores were similar to the norming sample on all but two of the SRP scales. One fifth or more of the participants scored in the at-risk or clinically significant range on four subscales, indicating the presence of social and emotional distress. Finally, acculturation status showed a strong positive correlation only with the Self-Reliance subscale. This study provides information to help teachers, counselors, and administrators improve their understanding of the social, emotional, and academic adjustment of Korean American adolescents.
Traditional Culture Versus Traditional Assessment for American Indian Students: An Investigation of Potential Test Item Bias
Authors: Hagie Marilyn Urquhart , Gallipo Peggy L. , Svien Lana
Published: May 2008

The Bayley Scales of Infant Development II (BSID-II) and the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) are frequently used across cultures in standard assessment batteries for learners between 6 and 17 years of age, respectively. Responses of American Indian students on the BSID-II and WISC-III were examined for patterns of performance across items. Information gathered from the BSID-II protocols indicate that expressive language items were lower than scores obtained in other categories and lower than scores on the total group of items. Results from the WISC-III suggest that, in some situations, student performance may be distorted. Issues of poverty, remoteness, access to resources, and health care need to be considered before sweeping conclusions can be made about performance on nationally normed, standardized instruments. Results may indicate that testing of American Indian students results in an inaccurate assessment due to cultural biases of test items.
Culturally Responsive Assessment for African American Students with Learning and Behavioral Challenges
Authors: Kea Cathy D. , Campbell-Whatley Gloria D. , Bratton Kenya
Published: May 2008

Inappropriate assessment procedures result in the misdiagnosis, misidentification, and misplacement of many African American students in special education. This article discusses poor teacher judgment, lack of cultural awareness among teachers, cultural discontinuity between home and school, and bias inherent in current tests used in special education as contributing factors. The authors conclude with a model for culturally responsive assessment of African American learners.
Assessment of Young Children from Culturally Diverse Backgrounds: A Journey in Progress
Authors: Notari-Syverson Angela , Losardo Angela , Young Sook Lim
Published: May 2008

Alternative assessment approaches to standardized, norm-reference tests are increasingly recommended as best practice for assessing young children, especially those from minority backgrounds. This article discusses the cultural biases of traditional assessment approaches used with preschool- and kindergarten age-children, arguing for the need to broaden assessment practices to meet the needs of culturally and linguistically diverse populations. Four alternative approaches are described that can be integrated into everyday routines and can draw on the observations and interactions with children and families. These approaches are discussed in terms of their relevance to children and families with vastly different backgrounds within a transdisciplinary framework. Recommendations are provided for professionals who wish to adopt these approaches.
Assessment of Students from Geographically Diverse Rural Areas: Emerging Research from Four Federally Funded Projects
Authors: Sutton Joe P. , Nowacek E. Jane , Capone Angela M. , Hausman Ralph M. , Stoiber Karen C. , Tindal Gerald A.
Published: May 2008

Rural learners represent a diverse and significant part of the student population. Although research shows that the overall percentage and types of students with disabilities are similar in rural and nonrural school districts, greater proportions of rural students live in poverty, which places them at higher risk for disability. This article presents emerging research from four projects funded by the U.S. Office of Special Education Programs that center on assessment and intervention practices for students in geographically diverse rural areas, including child find and developmental screening in Vermont, preparation of rural educational diagnosticians in Texas, teacher self-ratings of assessment-intervention in Wisconsin, and the use of concept-based instruction in the Pacific Northwest.
Development of an Integrated Computer-Based Assessment System for Early Childhood Programs
Authors: Bennett Deborah E. , Arvidson Helen H. , Giorgetti Karen
Published: May 2008

This article describes the development of a computer-based assessment system for children in early childhood programs, The Indiana Assessment System of Educational Proficiencies: Early Childhood (IASEP: EC). Skills in five developmental domains (i.e., cognitive, communication, social, sensory motor, and self-help) were selected and content validated using a representative stakeholder and expert panel process. Resulting indicators were included in assessment software and piloted with 40 teachers and 128 children between the ages of 3 ½ and 6 ½ years. Analysis of core ratings yielded four separate factors: language development, social development, sensory motor development, and self-help skills. The rotated factor structure was largely consistent with the initial domain structure. Correlations between IASEP: EC domain ratings and the Speed DIAL and Picture Naming Task suggest a strong positive relationship between the developmental constructs measured by each. Initial results would lend support for the reliability and validity of the IASEP: EC rating system. Implications for using teacher ratings with portfolio evidence as a means of providing comprehensive documentation of child growth are discussed.
Age as a Predictor of Acquisition Rates as Measured by Curriculum-Based Assessment: Evidence of Consistency with Cognitive Research
Authors: Burns Matthew K.
Published: May 2008

It has been suggested that in order to truly understand student achievement, data must be collected with an assessment tool that includes a measure of performance, is psychometrically sound, and is consistent with cognitive psychology. Curriculum-based assessment for instructional design (CBA-ID) is presented as an assessment model that addresses those three criteria. The current article expands the literature on behavioral and psychometric components of CBA-ID by asking if age is a predictor of CBA-ID acquisition rate data, which allowed for a comparison between CBA-ID and memory research. The acquisition rates of 91 first-, third-, and fifth-grade students were obtained and correlated with their respective ages. Age was found to be a signficant predictor of acqusition rates for the total sample and for students in grades 1 and 3, but not for students in grade 5. A comparison of corrected coefficients suggested qualitative differences between younger and older children, which was consistent with results of previous memory research, thus supporting the consistency of CBA-ID with research from cogntive psychology.
A Comparison of Two Methods of Determining Interrater Reliability
Authors: Fleming Judith A. , McCracken Janeen , Carran Deborah
Published: May 2008

This article offers an alternative methodology for practitioners and researchers to use in establishing interrater reliability for testing purposes. The majority of studies on interrater reliability use a traditional methodology where by two raters are compared using a Pearson product-moment correlation. This traditional method of estimating interrater reliability uses a correlation of the two raters' scores for the same subject. This study used an observer-rater paradigm in which 20 observers' scores were compared to the scores of an expert rater. Results bring into question the common practice of examining interrater reliability. The correlation of two raters may not be a reliable way of determining if every evaluator using the instrument will obtain scores that accurately report the developmental status of young children.
The Diagnostician's Portfolio: A Tool for Evaluation and Reflection
Authors: Adams Paula W. , Swicegood Philip R. , Lynch Sharon A.
Published: May 2008

This article discusses the benefits of professional portfolios for educational diagnosticians throughout their careers as a means of documenting proficiency and experience in communication, assessment, time management, organization, community resources, and educational planning. Various purposes of the portfolio are considered; for gaining employment, as a tool for informing performance evaluations, for supporting professional growth and development throughout the career, along with differences in the nature of the portfolio according to its purpose. The article also addresses the possible contents, organization, and format of the educational diagnostician's portfolio.
Three Human Attributes
Authors: Eaves Ronald C. , Williams Thomas O.
Published: May 2008

This study represents a beginning step in research that may ultimately show that the multitudes of human behavior that educators currently encounter may be reduced to three broad human attributes: arousal, affect, and cognition. The resulting simplicity should lead to improved understanding and better decision making by practitioners. Four measures were selected to represent each of the three attributes and data were collected for four age groups. In each case, when the data were submitted to principal axis factor analysis, three factors emerged in which the 12 variables were clearly aligned with their hypothesized factors. In each analysis more than 70% of the total variance was recovered (M=75.39%). Across four analyses, each variable had only one salient pattern coefficient, and none of its remaining pattern coefficients approached saliency. Following oblique rotation, factor one (arousal) accounted for an average of 50.00% of the explained variance; factor two (cognition) accounted for an average of 28.25% of the explained variance; and factor three (affect) accounted for an average of 21.75% of the explained variance. The implications of these findings and limitations of the research design are discussed.
The Reading Essential Skill Screener — Preschool Version (RESS-P): Studies of Reliability and Validity
Authors: Erford Bradley T.
Published: May 2008

Technical characteristics of the Reading Essential Skill Screener - Preschool Version (RESS-P) were studied using four independent samples of boys and girls aged 3-5 years. A decision efficiency study (N = 91) resulted in a total predictive value (TPV) of .85 when compared with the criterion of teacher report/judgment of emerging literacy at-risk status [sensitivity = .93, specificity = .76, positive predictive power (PPP) = .79, and negative predictive power (NPP) = .92]. Item difficulty (median = .53) and item discrimination (median = .56) indicated overall adequate item selection characteristics. Principal-components analysis resulted in a four-factor extraction, slightly modifying the theoretical structure underlying the RESS-P. Inter-item consistency was r = .93 (N = 738) and r = .92 (N = 175), while 30-day test-retest reliability was r = .89 (N = 119). The RESS-P yielded concurrent validity coefficients (N = 175) of r = .89 with the Test of Early Reading Ability - 2nd edition (TERA-2), r = .80 with the Developmental Test of Visual-Motor Integration (VMI), r = .79 with the Expressive One-Word Picture Vocabulary Test- Revised (EOWPVT-R), and r = .60 and r = .50, with the Test of Visual Perceptual Skills (TVPS) Discrimination and Figure-Ground subtests, respectively. Policy and practice implications were discussed.
Simplified Language as an Accommodation on Math Tests
Authors: Johnson Evelyn , Monroe Brandon
Published: May 2008

As accountability requirements for determining adequate yearly progress increase, states are working to make standards-based assessments accessible for all students. Providing accommodations on assessments is one of the main ways to allow not only students with disabilities but also students who are English Language Learners to be included in large-scale assessments. Difficulties with complex language in the content areas can result in similar accommodations being appropriate for both groups of students. This study examined the impact of simplified language on one state's mathematics performance assessment. A total of 1,232 seventh-grade students participated. Results indicate that students in general education and English Language Learners do not benefit from this accommodation. Students receiving special education services (N=138) did benefit from the simplified language, although their scores remained significantly below that of their general education counterparts. Practical issues related to providing this accommodation are discussed.
Using Curriculum-Based Assessment in the Responsiveness to Intervention Diagnostic Model for Learning Disabilities
Authors: Burns Matthew K. , Dean Vincent J. , Klar Sandy
Published: May 2008

The Responsiveness to Intervention (RI) model for diagnosing learning disabilities has been proposed as an alternative to previous definitions. Given the importance of reliable and valid assessment in the instructional process, assessment must be a crucial aspect of any RI approach. Curriculum-based measurement (CBM) has been discussed in previous descriptions of RI, but arguably does not address all of the components of an RI model. This article examines the potential use of curriculum-based assessment (CBA) in distinguishing ineffective instruction from unacceptable learning and informing instruction, which are two key elements of RI. How CBA can be used to plan, manage, deliver, and evaluate classroom instruction is specifically discussed, as are the central tenets of CBA.
Early Identification of Reading Disabilities: Current Status and New Directions
Authors: Ritchey Kristen D. , Speece Deborah L.
Published: May 2008

Despite a growing body of research, the ability to accurately identify which young children are at risk of developing reading disabilities remains elusive. The purpose of this article is to describe the issues that complicate early identification and to suggest possible avenues for exploration. Major issues facing early identification efforts include the type of measures used for screening, timing, definition of classification accuracy, and the criteria for "at risk" and "reading disabled" status. As a possible solution, we propose that the addition of growth measures may yield more accurate classification.
Determining Adequate Yearly Progress from Kindergarten Through Grade 6 with Curriculum-Based Measurement
Authors: Fuchs Lynn S. , Fuchs Douglas
Published: May 2008

Curriculum-based measurement (CBM) bridges traditional psychometric and classroom-based observational assessment paradigms to forge an innovative approach to measurement, with several advantages over traditional and other forms of classroom assessment. This article provides a framework for extending CBM in two ways. First, the authors explain how CBM may be used effectively and efficiently to fulfill the Adequate Yearly Progress (AYP) accountability requirement of No Child Left Behind and how such an approach may be linked to special education accountability. Second, with the goal of tracking AYP across the elementary school grades, the authors introduce a system of CBM indicators that extends the CBM passage reading fluency task down to the beginning of kindergarten and up through the end of sixth grade. Across these two extensions to CBM, the goal is to provide a seamless approach to progress monitoring in reading across the elementary grades and across general and special education.
Characteristic Reading Behaviors of Poor Readers Who Have Learning Disabilities
Authors: Bryant Diane P. , Bryant Brian R. , Hammill Donald D. , McCray Sorrells Audrey , Kethley Caroline I.
Published: May 2008

Most students who receive special education services have significant difficulties with reading. Because teachers are considered the major source of referral for special education services, they must know the characteristic reading behaviors that distinguish students with reading disabilities. The purpose of this study was to validate literature-based reading behaviors by professionals who work with students with reading disabilities (RD) and to identify those behaviors that predict reading disabilities. Utilizing a rating scale developed from the neuropsychological and learning disability literature, 391 professionals were asked to identify reading behaviors in their poor readers identified as having learning disabilities (LD). Findings from t-test analyses revealed statistically significant differences between students with LD who had reading disabilities and students with LD without reading disabilities, affirming the literature-based group of behaviors that constitute reading disability. Additionally, reading rate was found to be most predictive of reading disability in the LD group with reading disabilities. Implications include characteristic reading behaviors that can be used with other reading measures during screening and diagnosis and that can be considered when planning remedial intervention programs.
Specially Designed Assessment and Instruction for Children Who Have Not Responded Adequately to Reading Intervention
Authors: Knutson Jennifer S. , Simmons Deborah C. , Good Roland , McDonagh Sarah H.
Published: May 2008

Dimensions of instruction and assessment were manipulated within a tertiary prevention to examine their effects on word and text reading development. In this article case studies of two children who demonstrated significant and sustained lack of adequate response to treatment are profiled. Results indicated that reducing group size, using formative assessment, and implementing mastery learning criteria produced positive trends on indicators of oral reading fluency. Students' reading outcomes provide evidence of the importance of timely data-based instructional adjustments.
Overview of a Function-Based Approach to Behavior Support Within Schools
Authors: Sugai George , Lewis-Palmer Teri
Published: May 2008

While the majority of students in schools tend to respond to effective general academic instruction and proactive schoolwide discipline systems, some continue to exhibit intense and chronic problem behaviors, even in the best schools. For these students, schools are highly variable in their ability and capacity to provide accurate and durable specialized academic and behavioral supports. In these schools, frequent requests are made for assistance to address the specialized needs of these students. The intent of this article is twofold: (a) to provide an overview of the features that characterize a function-based approach to student support, and (b) to introduce the main articles within this special issue, which offer a variety of perspectives and practices related to function-based support at the classroom, school, and district level.
An Analysis of Leadership Teams' Perceptions of Positive Behavior Support and the Outcomes of Typically Developing and At-Risk Students in Their Schools
Authors: Cheney Douglas , Blum Craig , Walker Bridget
Published: May 2008

Positive behavioral supports (PBS) have been receiving increased visibility and use in schools nationally. In the state of Washington, schoolwide and individualized positive behavioral supports were recommended as a model for schools by the state agencies of education and human service in 1999. Since then, four demonstration schools have been implementing schoolwide PBS strategies and supports targeted to reach the needs of all students in the school. In this article, we report school-level changes as assessed by leadership teams in the school, along with student-level changes in social skills and problem behaviors. Results are reported on a sample of 68 typically developing students and 56 students who were considered at risk of developing emotional or behavioral problems. Results suggest that the schools made consistent progress from 1999-2002 in implementing the schoolwide PBS model and that students' social skills improved while their problem behaviors decreased. In addition, social skills and behavior problems were found to be related to the number of office referrals students received. Finally, student referrals to prereferral and multidisciplinary team meetings were at or below expected levels, and less than 25% of at-risk students were identified for special education services.
Toward a Structural Assessment: Analyzing the Merits of an Assessment Tool for a Student with E/BD
Authors: Stichter Janine P. , Lewis Timothy J. , Johnson Nanci , Trussell Robert
Published: May 2008

The past decade has given rise to a resurgence of interest in the investigation of antecedent events that "set the stage" for the occurrence of problem behaviors and, correspondingly, the role of these antecedents in developing preventative interventions. A growing literature supports the impact of teacher interactions and classroom structure on the overall classroom environment, specifically student behavior. Due to the complexity of natural settings, current protocols for assessing these setting factors for effective development of preventative strategies present limitations in external validity. The current investigation piloted a structural assessment tool (Setting Factors Assessment Tool-SFAT) designed to measure varying types of, as well as concurrent, classroom setting factors in a classroom context. The SFAT was employed to address the problem behaviors of a student with emotional/ behavioral disorders whose primary placement was in a general education second-grade classroom. The results of a traditional school-based functional assessment (descriptive assessment), an analog-based structural analysis, and the SFAT were compared. SFAT assessment results were provided to the teacher in the form of environmental and instructional recommendations. Results indicated that classroom-based environmental and instructional modifications were successful in reducing the student's problem behavior. Further, two-month follow-up data indicated maintenance of the original reductions. Implications for a school-based structural assessment protocol as well as directions for future research are discussed.
Identifying the Relation Between the Function of Student Problem Behavior and Teacher Instructional Behavior
Authors: Wehby Joseph H. , Tally Brenna B. , Falk Katherine B.
Published: May 2008

The purpose of this study was to determine the relationship between the identified function of student problem behavior and different types of teacher behavior. Students with emotional/behavioral disorders and their teacher in one classroom were observed during reading instruction. Results showed consistent patterns of teacher attention across the classrooms that related to the identified function of student behavior. However, differences emerged when subtypes of teacher attention were analyzed. Results are discussed in terms of functional assessments and teacher interaction patterns.
Districtwide System for Providing Individual Student Support
Authors: Lewis-Palmer Teri , Bounds Monica , Sugai George
Published: May 2008

Although schools generally provide safe environments, teachers, staff, parents, and students are concerned with the rising level of disruptive, antisocial behavior (Horner, Sugai, Lewis-Palmer, & Todd, 2001). Only a relatively small number of students in a school building engage in the most serious and/or chronic problem behaviors. However, these students account for about 50% of the incidents handled by office staff and dominate a majority of staff time (Lewis & Sugai, 1999; Sugai & Horner, 1994). Recent research recommends addressing individual student needs within a schoolwide discipline system. The purpose of this article was to provide an overview of individual student systems, identify guidelines for implementing a function-based model, and describe a case study of a district's attempts to build a comprehensive district-based individual student support systems cadre.
Mathematics Assessment: Introduction to the Special Issue
Authors: Jitendra Asha K.
Published: May 2008

The 2001 reauthorization of the Elementary and Secondary Education Act, No Child Left Behind (NCLB), requires that all students be assessed in reading and mathematics in grades 3 through 8, with science assessments to be effective in 2005-2006. This reflects the federal government's commitment to and reinforcement of state accountability systems in measuring educational outcomes for all students. NCLB comes at the heels of national and statewide school reform movements toward challenging academic standards for all students.
Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings
Authors: Chard David J. , Clarke Ben , Baker Scott , Otterstedt Janet , Braun Drew , Katz Rachell
Published: May 2008

As recent research efforts have focused on preventing reading difficulties and enhancing the effectiveness of special education services for students with reading problems, similar efforts in mathematics have not been realized. This article describes the development and preliminary field testing of a set of measures designed to screen students in kindergarten and first grade to identify those at risk for potential mathematics difficulties. Evidence-based steps to streamline the screening process are described, and plans for testing the predictive validity of the measures are outlined.
Progress Monitoring of Mathematics Among Students with Learning Disabilities
Authors: Shapiro Edward S. , Edwards Lana , Zigmond Naomi
Published: May 2008

This article describes a statewide project in which weekly progress monitoring of mathematics was implemented with 120 special education students. Curriculum-based measurement probes for computation and concepts/applications skills were administered weekly over seven months. Students were assessed at levels identified as instructional by their teachers, and goals for performance were set based on recommendations from the research literature. Improvements of 0.38 digits per week (in computation) and 0.38 points per week (in concepts/applications) were found across students. A total of 66% of students achieved the expected goals in computation and 37% in concepts/applications. These levels of improvement were comparable to those reported in the literature for general education students. Perceived benefits and challenges of conducting progress monitoring in mathematics are discussed.
Curriculum-Based Measurement of Mathematics Competence: From Computation to Concepts and Applications to Real-Life Problem Solving
Authors: Fuchs Lynn S. , Fuchs Douglas , Courey Susan J.
Published: May 2008

In this article, the authors explain how curriculum-based measurement (CBM) differs from other forms of classroom-based assessment. The development of CBM is traced from computation to concepts and applications to real-life problem solving, with examples of the assessments and illustrations of research to document technical features and utility for instructional decision making.
A Comparative Analysis of Third-Grade Mathematics Textbooks Before and After the 2000 NCTM Standards
Authors: Jitendra Asha K. , Deatline-Buchman Andria , Sczesniak Edward
Published: May 2008

We previously conducted a curriculum analysis of third-grade mathematics textbooks aimed at investigating the extent to which teaching the recommended methods for problem solving adhered to the 2000 National Council of Teachers of Mathematics (NCTM) Standards and instructional design criteria. In this article, we extend the previous findings by comparing the teaching of problem solving presented in the same textbooks published after the 2000 NCTM Standards to that in older editions published before the Standards were in effect. Results indicated that the changes in textbooks varied with regard to meeting the different Standards. However, results for instructional design criteria indicated more consistent changes, favoring the textbook series published after 2000. Additional findings and implications for practice are discussed.
Measuring Alphabetic Reading Skills in a Group: New Alternatives
Authors: De Graff Amanda J. , Torgesen Joseph K.
Published: May 2008

This study examined the validity and feasibility of a group-administered test of alphabetic reading skills for first-grade students. Two versions of a phonemic spelling test (production and multiple-choice) were administered in classroom groups to 153 students. Measures of vocabulary, phoneme awareness, letter sound knowledge, phonemic decoding, and sight word efficiency were administered individually. Results indicated that the phonemic spelling test was a reliable and valid measure of letter sound knowledge and phonemic decoding. Phonemic spelling accounted for significant variance in word reading and phonemic decoding beyond that accounted for by vocabulary, letter sound knowledge, and phonemic awareness. These results suggest that the group-administered test of phonemic spelling is a promising and reliable measure of alphabetic reading skills in first-grade students and therefore should be used by teachers in place of more time consuming screening instruments.
Using Curriculum-Based Assessment and Curriculum-Based Measurement to Guide Elementary Mathematics Instruction: Effect on Individual and Group Accountability Scores
Authors: VanDerHeyden Amanda M. , Burns Matthew K.
Published: May 2008

No Child Left Behind mandates accountability data for school districts. This mandate has led to increased attention to instruction and academic remediation among educational researchers. The current study used schoolwide curriculum-based assessment (CBA) and curriculum-based measurement (CBM) data to plan and deliver mathematics instruction to examine if this would lead to improved student skill within one school year and improved group test scores between school years. The Screening to Enhance Equitable Educational Placement (STEEP) schoolwide problem-solving model was used in one elementary building, with CBM data used to track progress and CBA data used daily to track mastery at each skill level. Results suggested that children made significant progress within one school year, as measured by CBM, and the school significantly increased Stanford-9 mathematics scores after implementing the program. Potential implications for assessment and instructional practice are included.
The Construct Validity of the Internal Restlessness Scale
Authors: Weyandt Lisa , Hays Brian , Schepman Stephen
Published: May 2008

The present study investigated the construct validity of the Internal Restlessness Scale (IRS), a self-report instrument developed to measure feelings of restlessness in young adults with ADHD, and the relationship between the IRS and a neuropsychological, behavioral task (i.e., continuous performance test). Pearson product-moment correlations indicated that the IRS correlated significantly with the self-report rating scales (both those specifically measuring ADHD symptoms and those measuring overall psychological symptoms and intelligence), but not with behavioral measures purported to measure the constructs of attention and impulsivity. Furthermore, the correlations between the IRS and other ADHD rating scales were significantly higher than the correlations between the IRS and non-ADHD rating scales. Overall, results support the construct validity of the IRS.
Teacher Ratings of Young Children With and Without ADHD: Construct Validity of Two Child Behavior Rating Scales
Authors: Carney Amy G. , Merrell Kenneth W.
Published: May 2008

This study examined teachers' behavioral ratings of young children (ages 5 and 6) with and without attention-deficit/hyperactivity disorder (ADHD). A study group consisting of 30 children with formal diagnoses of ADHD and a comparison group of 30 children without ADHD were developed using randomized matching procedures. Teachers of these children rated their behavior at the end of the school year using two child behavior rating instruments: The Preschool and Kindergarten Behavior Scales (PKBS; Merrell, 1994) and ADHD Symptoms Rating Scale (ADHD-SRS; Holland, Gimpel, & Merrell, 2001). Correlations between scores on the two measures were statistically significant and strong. Differences between behavior rating scores of the two groups were statistically significant and large, and the combination of scores from both measures efficiently predicted group classification. These results support the use of the PKBS and ADHD-SRS as screeners for the presence of ADHD-related behavior in young children and provide additional information on the characteristics of ADHD symptoms in young children. Implications for research and practice are discussed.
A Review of Biobehavioral State Assessment of Individuals with Profound Disabilities
Authors: Richards Stephen B. , Taylor Ronald L.
Published: May 2008

Assessment of individuals with profound disabilities is problematic, particularly when traditional approaches are used. As a result, alternate assessments have been attempted that better suit the needs of these students. One approach that has shown some promise is biobehavioral state assessment. Initially used with infants without disabilities, this technique involves measuring overt behaviors and physiologic indices. Its modification and use with students with profound disabilities has potential educational implications because it allows for determining the interaction between behavioral state and environmental variables. This article provides a review of the literature on biobehavioral state assessment of infants as well as adaptations of this procedure for students with profound disabilities.
Use of Portfolio Assessment with Students with Cognitive Disabilities/Mental Retardation
Authors: Klein-Ezell Colleen , Ezell Dan
Published: May 2008

Portfolio assessment has gained momentum as educators search for more authentic ways to document student performance. Many aspects of portfolio assessment are beneficial for students with cognitive disabilities/mental retardation. This article explores various benefits the portfolio assessment process offers diagnosticians and other educators involved in the assessment of individuals with cognitive disabilities/mental retardation.
Using Functional Behavioral Assessment with Individuals with Mental Retardation/Developmental Disabilities
Authors: Gartin Barbara C. , Murdick Nikki L.
Published: May 2008

As a result of inherent cognitive and language difficulties, individuals with mental retardation/developmental disabilities often are considered difficult to assess appropriately. When cognitive and language difficulties occur in conjunction with behavioral issues, this difficulty is compounded. The IDEA requirement to include a form of assessment, known as functional behavioral assessment (FBA), is seen as one method that may reduce this problem. A description of the strengths and weaknesses of FBA, the steps in implementing the assessment, and its use with individuals with cognitive deficits as well as behavioral issues is provided. Finally, a case study simulation illustrates the process.
Using Portfolio Assessment to Develop Transition Programs for Students with Mental Retardation
Authors: Carothers Douglas E. , Taylor Ronald L.
Published: May 2008

The changing perspectives of mental retardation require the use of assessment techniques that reveal strengths and weaknesses in the individual's present level of functioning and highlight the areas and intensity of needed supports. Portfolios provide such a method of assessment because they are sensitive to small improvements in functioning, allow data to be collected across a variety of skill areas, and communicate development and support activities to caregivers. Additionally, portfolios allow individuals with mental retardation to participate in the assessment process, specifically the selection and evaluation of goals and artifacts. By fulfilling all these functions, portfolios serve as an excellent tool for determining the transition needs of students with mental retardation.
Quality-of-Life Assessment for Persons with Mental Retardation
Authors: Crane Lynda
Published: May 2008

Over the last decade, there has been an explosion of interest in issues related to quality of life (QoL). While QoL for persons with mental retardation has long been an interest, and there is a foundation for the assessment of QoL for this population, there is still much to be done. This article describes QoL assessment for persons with mental retardation, including the purpose of such assessment. Quality of life is defined as multiple measures of physical, material, social, emotional, and productive well-being. Ways to measure quality of life and how to fit QoL measurement into the broader context of assessment are also discussed.
Testing Accommodations and Inclusive Assessment Practices
Authors: Niebling Bradley C. , Elliott Stephen N.
Published: May 2008

The inclusion of students with disabilities in large-scale assessments, typically by using testing accommodations, for statewide accountability systems became a legal reality with the reauthorization of the Individuals with Disabilities Education Act in 1997, and the passage of the No Child Left Behind Act in 2002. These legal mandates and best assessment practices are imperatives for special educators to develop a greater understanding of key issues surrounding testing accommodations to facilitate the meaningful participation of all students in assessments. This article briefly describes the legal and educational context of testing accommodations, current issues in testing accommodations, and the rationale for this special issue. It then introduces readers to the special series in Assessment for Effective Intervention on Testing Accommodations: Research to Guide Practice.
Validity Issues and Decisions About Testing Accommodations
Authors: Hollenbeck Keith
Published: May 2008

This article advocates the use of a decision-making flowchart to help understand whether the proposed test alteration(s) is an accommodation or a modification. If the proposed alteration is not listed in state guidelines, the flowchart directs the IEP team to identify (a) the purpose of the test and (b) the consequences of the scores so that the team is specifying the parameters of any validity arguments. Next, the IEP team must decide whether the proposed setting, presentation, or response alteration (a) changes the measured construct(s), (b) is based upon need versus benefit, (c) produces differential outcomes for various groups or individuals, and (d) generates different judgments. Finally, utilizing empirical outcomes the team decides whether the proposed alteration more closely resembles an accommodation or a modification. Research reviews regarding setting, presentation, and response alterations are also presented that may provide IEP teams with some empirical guidance.
Use of Recommended and Provided Testing Accommodations I
Authors: Gibson Deitra , Haeberli Frances B. , Glover Todd A. , Witter Elizabeth A.
Published: May 2008

Testing accommodations used in students' IEPs or recommended by classroom teachers were investigated. Three domains of testing accommodations were examined; (a) accommodations recommended through the IEP process, (b) accommodations recommended by the teacher, and (c) accommodations provided in the testing sessions, to explore factors that potentially influence the implementation of recommended testing accommodations. The Assessment Accommodations Checklist (AAC) was used as a means of translating the IEP process from diverse school districts into a common framework. A three-category system developed by CTB/McGraw-Hill was used to characterize potential threats to validity posed by each of the recommended and provided accommodations. Accommodations that were frequently recommended and used (i.e., provide extra testing time, read directions to students, provide distraction free space, etc.) are discussed with regard to the CTB/McGraw-Hill categories, and aspects of future research are outlined.
Effects of Testing Accommodations on Math and Reading Scores: An Experimental Analysis of the Performance of Students With and Without Disabilities
Authors: Kettler Ryan J. , Niebling Bradley C. , Mroch Andrew A. , Feldman Elizabeth S. , Newell Markeda L. , Elliott Stephen N. , Kratochwill Thomas R. , Bolt Daniel M.
Published: May 2008

This study examined the effects of testing accommodations on the mathematics and reading test scores of a sample of 119 fourth graders and 78 eighth graders. The sample included 49 fourth-grade students diagnosed with a disability and 39 eighth-grade students diagnosed with a disability. The study used a 2 (Disability Status) x 2 (Testing Condition) ¥ 2 (Grade) ¥ 2 (Test Content Area) ¥ 2 (Order) mixed design. All students were tested under two conditions (i.e., accommodated or nonaccommodated) on equivalent forms of research editions of mathematics and reading tests from an achievement test used in many statewide assessment systems. Testing conditions were randomized to control for potential order effects. Results indicate that fourth-grade students with disabilities (SWD) benefited from testing accommodations more than students without disabilities (SWOD); this differential benefit was greater on the reading tests (effect size for SWD = .42, effect size for SWOD = .13) than on the mathematics tests (effect size for SWD = .46, effect size for SWOD = .27). Furthermore, a higher percentage of SWDs improved at least one proficiency level than SWODs. Both SWDs and SWODs in eighth grade gained slight benefits from the testing accommodations. More eighth-grade SWDs improved at least one proficiency level on the reading tests, but more SWODs improved at least one proficiency level on the math tests. The article discusses implications of these findings, limitations of the study, and directions for future research.
Consequences of Using Testing Accommodations: Student, Teacher, and Parent Perceptions of and Reactions to Testing Accommodations
Authors: Lang Sylvia C. , Kumke Patrick J. , Ray Corey E. , Cowell Erin L. , Elliott Stephen N. , Kratochwill Thomas R. , Bolt Daniel M.
Published: May 2008

This study examined student, parent, and teacher perceptions of the use of testing accommodations and the relationship between student perceptions of testing accommodations and their disability status and grade level. Students with and without disabilities completed math and reading achievement tests with and without accommodations. Students, parents, and teachers completed a questionnaire to share their views on the use of testing accommodations. Significant differences were found in the proportions of students with and without disabilities who reported that the accommodated test condition was easier, more comfortable, and a better indicator of their knowledge. Most parents and teachers perceived testing accommodations to be fair and valid for students with disabilities. Consequential aspects of testing are an important part of validity evidence for large-scale assessment systems. The perceived positive consequences of testing accommodations provide further evidence of their continued use and their role in facilitating valid test scores.
Effective Professional Development to Support Inclusive Large-Scale Assessment Practices for All Children
Authors: Braden Jeffery P. , Huai Nan , White Jennifer L. , Elliott Stephen N.
Published: May 2008

Despite policy mandates to include students with disabilities in educational assessment and accountability programs, current practices suggest a substantial lack of capacity for effective inclusion. Continuing professional development (CPD) is an essential component of disseminating and implementing effective inclusion practices. Recent reviews of CPD for teachers suggest traditional CPD methods are largely inef fective in changing practices. In this article, we identify features of CPD likely to lead to changes in teachers' practices and discuss how these features interact with the unique content and challenges related to inclusion to identify promising CPD practices. Evidence evaluating one CPD effort, Assessing One & All, is presented to document the effectiveness of such CPD practices and to illustrate the benefits and barriers to effective CPD for inclusion in large-scale assessments. These findings provide a foundation for discussing how research can guide CPD efforts to enhance inclusion of students with disabilities in educational assessment and accountability programs.