The Experts below are selected from a list of 1546446 Experts worldwide ranked by ideXlab platform
Mark C Mannella - One of the best experts on this subject based on the ideXlab platform.
-
consultation based academic intervention for children with attention deficit hyperactivity disorder school functioning outcomes
School Psychology Review, 2007Co-Authors: Asha K Jitendra, George J Dupaul, Katy E Tresco, Rosemary Vile E Junod, J G Lutz, Kristi S Cleary, Lizette M Flammerrivera, Robert J. Volpe, Mark C MannellaAbstract:This study evaluated the effectiveness of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention deficit hyperactivity disorder. Children (N 167) meeting Diagnostic and Statistical Manual (4th ed.—text revision; American Psychiatric Association, 2000) criteria for attention deficit hyperactivity disorder were ran- domly assigned to one of two consultation groups: intensive data-based academic intervention (interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and traditional data-based academic intervention (interventions designed based on consultant-teacher collaboration, representing "consultation as usual"). Teachers implemented academic interven- tions over 15 months. Academic outcomes (e.g., Curriculum-Based Assessment, report card grade, and individual goal attainment) were assessed on four occasions (baseline, 3 months, 12 months, and 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 9 of the 10 dependent variables; however, trajectories did not differ significantly across consultation groups. Implications for practice and future research are discussed.
Asha K Jitendra - One of the best experts on this subject based on the ideXlab platform.
-
consultation based academic intervention for children with attention deficit hyperactivity disorder school functioning outcomes
School Psychology Review, 2007Co-Authors: Asha K Jitendra, George J Dupaul, Katy E Tresco, Rosemary Vile E Junod, J G Lutz, Kristi S Cleary, Lizette M Flammerrivera, Robert J. Volpe, Mark C MannellaAbstract:This study evaluated the effectiveness of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention deficit hyperactivity disorder. Children (N 167) meeting Diagnostic and Statistical Manual (4th ed.—text revision; American Psychiatric Association, 2000) criteria for attention deficit hyperactivity disorder were ran- domly assigned to one of two consultation groups: intensive data-based academic intervention (interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and traditional data-based academic intervention (interventions designed based on consultant-teacher collaboration, representing "consultation as usual"). Teachers implemented academic interven- tions over 15 months. Academic outcomes (e.g., Curriculum-Based Assessment, report card grade, and individual goal attainment) were assessed on four occasions (baseline, 3 months, 12 months, and 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 9 of the 10 dependent variables; however, trajectories did not differ significantly across consultation groups. Implications for practice and future research are discussed.
Amanda M Vanderheyden - One of the best experts on this subject based on the ideXlab platform.
-
using curriculum based Assessment and curriculum based measurement to guide elementary mathematics instruction effect on individual and group accountability scores
Assessment for Effective Intervention, 2005Co-Authors: Amanda M Vanderheyden, Matthew K BurnsAbstract: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.
-
quantifying context in Assessment capturing the effect of base rates on teacher referral and a problem solving model of identification
School Psychology Review, 2005Co-Authors: Amanda M Vanderheyden, Joseph C WittAbstract:Abstract. The purpose of this article was to examine the effect of base rate occurrence of race, sex, and student achievement on the accuracy of a problem-solving model of Assessment and teacher referral. All students in first and second grade (n = 182) at a participating school were exposed to four screening measures. Students who performed poorly on at least one of the screening measures participated in a more thorough Assessment process including individual Curriculum-Based Assessment with individual intervention. The predictive accuracy (e.g., sensitivity, specificity) of the problem-solving model and teacher referral was examined using the more thorough Assessment process as the standard for comparison. The degree to which the problem-solving model and teacher referral correctly identified male and female children, children of minority and nonminority ethnicity, and children in high-achieving and low-achieving classrooms was specified. Further, the efficiency of the problem-solving model and teacher referral was examined by comparing identification relative to base rate occurrence of problems in the screened population. ********** One of the stated goals of the current educational reform movement is to identify and provide with effective intervention those children who are struggling with required academic tasks prior to a protracted failure experience. Powerful screening methods are needed to accomplish this goal. The current identification system relies heavily on teacher referral. The teacher typically serves as the "screening device" at the school level, identifying who will and will not be discussed at the school level meeting where it is determined who will and will not be evaluated. Decades of research show that human perception is limited, fallible, and subject to errors of immediacy, selectivity, and attribution (Macmann & Barnett, 1999; Meehl, 1986; Nisbett & Ross, 1980). Numerous reports have suggested that psychologists, physicians, and other professionals are not immune to the problem of inaccurate perception that can result from the context in which the problem is observed (Gould, 1981). School-based professionals who travel from high-performing schools to low-performing schools have long observed the tendency of the "low" children to be referred by their teachers regardless of their absolute level of achievement. Hence, the low fifth graders in the low-performing school may function 2 years below grade level, whereas the low children in the high-performing school may perform only a half-year below grade level. In such cases it may be the performance of those referred relative to the performance of the group that results in a teacher's perception that the child is different and then is labeled a concern that warrants referral. The decision to refer may be based on temporally proximal events that are most salient to the teacher but are not necessarily causally related to poor performance. Just as the child's performance occurs within the context of a classroom, school, and community, so does the decision-making process. If one assumes that context is critical in determining whether deficits exist that merit further attention, then the primary question concerns how best to measure context. Whereas teachers have the benefit of understanding the instructional context in which the child's performance problem occurs, relying on teacher nomination to identify and validate performance problems may lead to errors in identification for several reasons. For teacher nomination to be an accurate screening source, the stimuli governing teacher referral would need to be stable across children, settings, and teachers. Further, teacher response (e.g., prereferral assistance, referral) to these particular stimuli would need to be similarly stable across children, settings, and teachers. Such stability is highly unlikely; hence, despite teachers' opportunities to evaluate child performance within the instructional context, relying on teacher referral to identify potentially serious performance problems is likely to lead to inaccuracies in identification. …
Matthew K Burns - One of the best experts on this subject based on the ideXlab platform.
-
reading at the frustration instructional and independent levels the effects on students reading comprehension and time on task
School Psychology Review, 2007Co-Authors: Megan A Treptow, Matthew K Burns, Jennifer J MccomasAbstract:The current study replicated Gickling and Armstrong (1978) by using Curriculum-Based Assessment for instructional design to match reading materials to skill levels of three third-graders who were s...
-
using curriculum based Assessment and curriculum based measurement to guide elementary mathematics instruction effect on individual and group accountability scores
Assessment for Effective Intervention, 2005Co-Authors: Amanda M Vanderheyden, Matthew K BurnsAbstract: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.
Katy E Tresco - One of the best experts on this subject based on the ideXlab platform.
-
consultation based academic intervention for children with attention deficit hyperactivity disorder school functioning outcomes
School Psychology Review, 2007Co-Authors: Asha K Jitendra, George J Dupaul, Katy E Tresco, Rosemary Vile E Junod, J G Lutz, Kristi S Cleary, Lizette M Flammerrivera, Robert J. Volpe, Mark C MannellaAbstract:This study evaluated the effectiveness of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention deficit hyperactivity disorder. Children (N 167) meeting Diagnostic and Statistical Manual (4th ed.—text revision; American Psychiatric Association, 2000) criteria for attention deficit hyperactivity disorder were ran- domly assigned to one of two consultation groups: intensive data-based academic intervention (interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and traditional data-based academic intervention (interventions designed based on consultant-teacher collaboration, representing "consultation as usual"). Teachers implemented academic interven- tions over 15 months. Academic outcomes (e.g., Curriculum-Based Assessment, report card grade, and individual goal attainment) were assessed on four occasions (baseline, 3 months, 12 months, and 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 9 of the 10 dependent variables; however, trajectories did not differ significantly across consultation groups. Implications for practice and future research are discussed.
