The Experts below are selected from a list of 159 Experts worldwide ranked by ideXlab platform

Stephanie Grant - One of the best experts on this subject based on the ideXlab platform.

  • developing a change sensitive brief behavior rating Scale as a progress monitoring tool for social behavior an example using the social skills rating system teacher form
    School Psychology Review, 2010
    Co-Authors: Frank M Gresham, Clayton R Cook, Tai A Collins, Evan H Dart, Kutlo B Rasetshwane, Erica Truelson, Stephanie Grant
    Abstract:

    Traditional approaches to school-based assessments have been guided by rules and regulations that often impede the use of problem-solving approaches to assessment and data-based decision making. In the fields of school psychology and special education, perhaps the clearest example of this is the use of standardized measures of ability, academic achievement, and behavior to make eligibility and subsequent placement determinations for students in special education. Despite the popularity of this approach, traditional assessments do not inform instruction or intervention (i.e., it lacks treatment validity) nor can it be used to monitor students' responsiveness to intervention (Fuchs & Fuchs, 1998; Gresham, 2002; Gresham & Witt, 1997). In fact, this type of assessment practice was not designed to evaluate the progress of individual students and historically has not been used to make special education eligibility or exit decisions based on how students respond to interventions (Gresham, 2007; Shinn, 2008). An alternative to this approach is founded on the notion of problem solving and continuous progress monitoring of academic behavior using curriculum-based measurement (CBM). CBM has a well-established empirical history and close connection to assessment practices based on problem solving (Deno, 2005; Shinn, 2008). CBM measures are now considered to be among the most highly regarded assessment tools for continuous progress monitoring to quantify student performance in reading, mathematics, spelling, and written expression within the context of short-term interventions (Deno, 2005; Shinn, 2008). Derived from over 25 years of systematic research, CBM has been shown to provide reliable and valid measures of general achievement that are sensitive to student improvement when used to monitor progress (Shinn, 2008). Unfortunately, the same cannot be said for continuous progress monitoring tools for social behavior. There is no "CBM analogue" for dependably measuring students' response to short-term interventions in the area of social skills and problem behaviors. Although several assessment procedures have been recommended for this purpose, there is no widely accepted method for how to best monitor the progress of students' social behavior. Progress monitoring of social behavior is important because resulting data can be used to (a) establish students' rates of improvement; (b) identify students who are not responding adequately to an intervention; and (c) make decisions about continuing, altering, or terminating an intervention based on how the student is responding to an intervention. Definition of Social Behavior To contextualize this study, it is paramount to provide a definition of the term social behavior. Social behavior represents a higher order construct that encompasses the lower order constructs of social skills and competing problem behaviors (Elliott, Barnard, & Gresham, 1989; Walker et al., 1998). Under this conceptualization, the presence of social skills deficits (e.g., inability to cooperate with peers) and/or competing problem behaviors (e.g., disruptive classroom behaviors) predicts the likelihood a student will experience impairment and difficulties succeeding inside and outside of school. Brief Rating Scales The notion of change-sensitive rating Scales is not a novel concept, as researchers have been using them to monitor individuals' progress in response to intervention for decades (Gadow, Nolan, Paolicelli, & Sprafkin, 1991; Meier, McDougal, & Bardos, 2008; Pelham, 1993; Power, Atkins, Osborne, & Blum, 1994). For example, Pelham, Bender, Cadell, Booth, and Moorer (1985) used change-sensitive rating tools to assess stimulant medication effects in classroom settings for children with attention deficit hyperactivity disorder (ADHD). In line with this work, DuPaul and Stoner (2003) have suggested that brief ratings of ADHD core symptoms (inattention, impulsivity, and hyperactivity) be collected across dosage conditions to assist physicians in evaluating and titrating stimulant medication. …

Frank M Gresham - One of the best experts on this subject based on the ideXlab platform.

  • developing a change sensitive brief behavior rating Scale as a progress monitoring tool for social behavior an example using the social skills rating system teacher form
    School Psychology Review, 2010
    Co-Authors: Frank M Gresham, Clayton R Cook, Tai A Collins, Evan H Dart, Kutlo B Rasetshwane, Erica Truelson, Stephanie Grant
    Abstract:

    Traditional approaches to school-based assessments have been guided by rules and regulations that often impede the use of problem-solving approaches to assessment and data-based decision making. In the fields of school psychology and special education, perhaps the clearest example of this is the use of standardized measures of ability, academic achievement, and behavior to make eligibility and subsequent placement determinations for students in special education. Despite the popularity of this approach, traditional assessments do not inform instruction or intervention (i.e., it lacks treatment validity) nor can it be used to monitor students' responsiveness to intervention (Fuchs & Fuchs, 1998; Gresham, 2002; Gresham & Witt, 1997). In fact, this type of assessment practice was not designed to evaluate the progress of individual students and historically has not been used to make special education eligibility or exit decisions based on how students respond to interventions (Gresham, 2007; Shinn, 2008). An alternative to this approach is founded on the notion of problem solving and continuous progress monitoring of academic behavior using curriculum-based measurement (CBM). CBM has a well-established empirical history and close connection to assessment practices based on problem solving (Deno, 2005; Shinn, 2008). CBM measures are now considered to be among the most highly regarded assessment tools for continuous progress monitoring to quantify student performance in reading, mathematics, spelling, and written expression within the context of short-term interventions (Deno, 2005; Shinn, 2008). Derived from over 25 years of systematic research, CBM has been shown to provide reliable and valid measures of general achievement that are sensitive to student improvement when used to monitor progress (Shinn, 2008). Unfortunately, the same cannot be said for continuous progress monitoring tools for social behavior. There is no "CBM analogue" for dependably measuring students' response to short-term interventions in the area of social skills and problem behaviors. Although several assessment procedures have been recommended for this purpose, there is no widely accepted method for how to best monitor the progress of students' social behavior. Progress monitoring of social behavior is important because resulting data can be used to (a) establish students' rates of improvement; (b) identify students who are not responding adequately to an intervention; and (c) make decisions about continuing, altering, or terminating an intervention based on how the student is responding to an intervention. Definition of Social Behavior To contextualize this study, it is paramount to provide a definition of the term social behavior. Social behavior represents a higher order construct that encompasses the lower order constructs of social skills and competing problem behaviors (Elliott, Barnard, & Gresham, 1989; Walker et al., 1998). Under this conceptualization, the presence of social skills deficits (e.g., inability to cooperate with peers) and/or competing problem behaviors (e.g., disruptive classroom behaviors) predicts the likelihood a student will experience impairment and difficulties succeeding inside and outside of school. Brief Rating Scales The notion of change-sensitive rating Scales is not a novel concept, as researchers have been using them to monitor individuals' progress in response to intervention for decades (Gadow, Nolan, Paolicelli, & Sprafkin, 1991; Meier, McDougal, & Bardos, 2008; Pelham, 1993; Power, Atkins, Osborne, & Blum, 1994). For example, Pelham, Bender, Cadell, Booth, and Moorer (1985) used change-sensitive rating tools to assess stimulant medication effects in classroom settings for children with attention deficit hyperactivity disorder (ADHD). In line with this work, DuPaul and Stoner (2003) have suggested that brief ratings of ADHD core symptoms (inattention, impulsivity, and hyperactivity) be collected across dosage conditions to assist physicians in evaluating and titrating stimulant medication. …

Corey D Pierce - One of the best experts on this subject based on the ideXlab platform.

  • convergent validity with the bers 2 teacher rating Scale and the achenbach teacher s report form a replication and extension
    Journal of Child and Family Studies, 2008
    Co-Authors: Gregory J Benner, Kathleen Beaudoin, Paul Mooney, Brad M Uhing, Corey D Pierce
    Abstract:

    In the present study, we sought to extend instrument validation research for a strength-based emotional and behavior rating Scale, the Teacher Rating Scale of the Behavior and Emotional Rating Scale-Second Edition (BERS-2; Epstein, M. H. (2004). Behavioral and emotional rating Scale (2nd ed.). Austin, TX: PRO-ED) through the use of convergent validation techniques. The associations between the strength-based domains of the BERS-2 were examined in relation to problem syndrome subScales of the Teacher’s Report Form (TRF; Achenbach, T. M. (1991b). Manual for the teacher’s report form and 1991 profile. Burlington: University of Vermont, Department of Psychiatry). Both measures were conducted with 58 students with emotional disturbance in grades 2 through 12. The overall convergent validity of the BERS-2 and the TRF was strong, particularly for TRF externalizing problems and associated syndromes. However, less evidence emerged for the convergence of domain subScales characterized by behaviors of an internalizing nature. These results provide further support for the use of the BERS-2 in the assessment of the social and behavioral functioning of students with emotional disturbance.

Erica Truelson - One of the best experts on this subject based on the ideXlab platform.

  • developing a change sensitive brief behavior rating Scale as a progress monitoring tool for social behavior an example using the social skills rating system teacher form
    School Psychology Review, 2010
    Co-Authors: Frank M Gresham, Clayton R Cook, Tai A Collins, Evan H Dart, Kutlo B Rasetshwane, Erica Truelson, Stephanie Grant
    Abstract:

    Traditional approaches to school-based assessments have been guided by rules and regulations that often impede the use of problem-solving approaches to assessment and data-based decision making. In the fields of school psychology and special education, perhaps the clearest example of this is the use of standardized measures of ability, academic achievement, and behavior to make eligibility and subsequent placement determinations for students in special education. Despite the popularity of this approach, traditional assessments do not inform instruction or intervention (i.e., it lacks treatment validity) nor can it be used to monitor students' responsiveness to intervention (Fuchs & Fuchs, 1998; Gresham, 2002; Gresham & Witt, 1997). In fact, this type of assessment practice was not designed to evaluate the progress of individual students and historically has not been used to make special education eligibility or exit decisions based on how students respond to interventions (Gresham, 2007; Shinn, 2008). An alternative to this approach is founded on the notion of problem solving and continuous progress monitoring of academic behavior using curriculum-based measurement (CBM). CBM has a well-established empirical history and close connection to assessment practices based on problem solving (Deno, 2005; Shinn, 2008). CBM measures are now considered to be among the most highly regarded assessment tools for continuous progress monitoring to quantify student performance in reading, mathematics, spelling, and written expression within the context of short-term interventions (Deno, 2005; Shinn, 2008). Derived from over 25 years of systematic research, CBM has been shown to provide reliable and valid measures of general achievement that are sensitive to student improvement when used to monitor progress (Shinn, 2008). Unfortunately, the same cannot be said for continuous progress monitoring tools for social behavior. There is no "CBM analogue" for dependably measuring students' response to short-term interventions in the area of social skills and problem behaviors. Although several assessment procedures have been recommended for this purpose, there is no widely accepted method for how to best monitor the progress of students' social behavior. Progress monitoring of social behavior is important because resulting data can be used to (a) establish students' rates of improvement; (b) identify students who are not responding adequately to an intervention; and (c) make decisions about continuing, altering, or terminating an intervention based on how the student is responding to an intervention. Definition of Social Behavior To contextualize this study, it is paramount to provide a definition of the term social behavior. Social behavior represents a higher order construct that encompasses the lower order constructs of social skills and competing problem behaviors (Elliott, Barnard, & Gresham, 1989; Walker et al., 1998). Under this conceptualization, the presence of social skills deficits (e.g., inability to cooperate with peers) and/or competing problem behaviors (e.g., disruptive classroom behaviors) predicts the likelihood a student will experience impairment and difficulties succeeding inside and outside of school. Brief Rating Scales The notion of change-sensitive rating Scales is not a novel concept, as researchers have been using them to monitor individuals' progress in response to intervention for decades (Gadow, Nolan, Paolicelli, & Sprafkin, 1991; Meier, McDougal, & Bardos, 2008; Pelham, 1993; Power, Atkins, Osborne, & Blum, 1994). For example, Pelham, Bender, Cadell, Booth, and Moorer (1985) used change-sensitive rating tools to assess stimulant medication effects in classroom settings for children with attention deficit hyperactivity disorder (ADHD). In line with this work, DuPaul and Stoner (2003) have suggested that brief ratings of ADHD core symptoms (inattention, impulsivity, and hyperactivity) be collected across dosage conditions to assist physicians in evaluating and titrating stimulant medication. …

Evan H Dart - One of the best experts on this subject based on the ideXlab platform.

  • developing a change sensitive brief behavior rating Scale as a progress monitoring tool for social behavior an example using the social skills rating system teacher form
    School Psychology Review, 2010
    Co-Authors: Frank M Gresham, Clayton R Cook, Tai A Collins, Evan H Dart, Kutlo B Rasetshwane, Erica Truelson, Stephanie Grant
    Abstract:

    Traditional approaches to school-based assessments have been guided by rules and regulations that often impede the use of problem-solving approaches to assessment and data-based decision making. In the fields of school psychology and special education, perhaps the clearest example of this is the use of standardized measures of ability, academic achievement, and behavior to make eligibility and subsequent placement determinations for students in special education. Despite the popularity of this approach, traditional assessments do not inform instruction or intervention (i.e., it lacks treatment validity) nor can it be used to monitor students' responsiveness to intervention (Fuchs & Fuchs, 1998; Gresham, 2002; Gresham & Witt, 1997). In fact, this type of assessment practice was not designed to evaluate the progress of individual students and historically has not been used to make special education eligibility or exit decisions based on how students respond to interventions (Gresham, 2007; Shinn, 2008). An alternative to this approach is founded on the notion of problem solving and continuous progress monitoring of academic behavior using curriculum-based measurement (CBM). CBM has a well-established empirical history and close connection to assessment practices based on problem solving (Deno, 2005; Shinn, 2008). CBM measures are now considered to be among the most highly regarded assessment tools for continuous progress monitoring to quantify student performance in reading, mathematics, spelling, and written expression within the context of short-term interventions (Deno, 2005; Shinn, 2008). Derived from over 25 years of systematic research, CBM has been shown to provide reliable and valid measures of general achievement that are sensitive to student improvement when used to monitor progress (Shinn, 2008). Unfortunately, the same cannot be said for continuous progress monitoring tools for social behavior. There is no "CBM analogue" for dependably measuring students' response to short-term interventions in the area of social skills and problem behaviors. Although several assessment procedures have been recommended for this purpose, there is no widely accepted method for how to best monitor the progress of students' social behavior. Progress monitoring of social behavior is important because resulting data can be used to (a) establish students' rates of improvement; (b) identify students who are not responding adequately to an intervention; and (c) make decisions about continuing, altering, or terminating an intervention based on how the student is responding to an intervention. Definition of Social Behavior To contextualize this study, it is paramount to provide a definition of the term social behavior. Social behavior represents a higher order construct that encompasses the lower order constructs of social skills and competing problem behaviors (Elliott, Barnard, & Gresham, 1989; Walker et al., 1998). Under this conceptualization, the presence of social skills deficits (e.g., inability to cooperate with peers) and/or competing problem behaviors (e.g., disruptive classroom behaviors) predicts the likelihood a student will experience impairment and difficulties succeeding inside and outside of school. Brief Rating Scales The notion of change-sensitive rating Scales is not a novel concept, as researchers have been using them to monitor individuals' progress in response to intervention for decades (Gadow, Nolan, Paolicelli, & Sprafkin, 1991; Meier, McDougal, & Bardos, 2008; Pelham, 1993; Power, Atkins, Osborne, & Blum, 1994). For example, Pelham, Bender, Cadell, Booth, and Moorer (1985) used change-sensitive rating tools to assess stimulant medication effects in classroom settings for children with attention deficit hyperactivity disorder (ADHD). In line with this work, DuPaul and Stoner (2003) have suggested that brief ratings of ADHD core symptoms (inattention, impulsivity, and hyperactivity) be collected across dosage conditions to assist physicians in evaluating and titrating stimulant medication. …