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Use of Time-Series, ARIMA Designs to Assess Program Efficacy.
Peer reviewed Peer reviewed
Braden, Jeffery P.; And Others – School Psychology Review, 1990
Illustrates use of time-series designs for determining efficacy of interventions with fictitious data describing drug-abuse prevention program. Discusses problems and procedures associated with time-series data analysis using Auto Regressive Integrated Moving Averages (ARIMA) models. Example illustrates application of ARIMA analysis for…
Descriptors: Data Analysis, Evaluation Methods, Program Effectiveness
Cognitive Processing versus Traditional Intelligence: Diagnostic Utility, Intervention Implications, and Treatment Validity.
Peer reviewed Peer reviewed
Reschly, Daniel J.; Wilson, Marilyn S. – School Psychology Review, 1990
Reviews recent advances in assessment of intelligence using procedures developed from cognitive theory and research. Appraises probable success of newer cognitive processing approaches using criteria of diagnostic utility, intervention implications, and treatment validity. Notes that neither new nor traditional intelligence tests have clearly…
Descriptors: Cognitive Processes, Educational Diagnosis, Evaluation Methods, Intelligence
Quantifying Verbal Interactions in School-Based Consultation: A Comparison of Four Coding Schemes.
Peer reviewed Peer reviewed
Martens, Brian K.; And Others – School Psychology Review, 1992
Examined four coding schemes reported in consultation literature for quantifying verbal interactions between consultants and consultees and illustrated their application to common set of four behavioral consultation interviews. Obtained consultant and consultee scores on key variables within each scheme. Compared four schemes and considered their…
Descriptors: Elementary Secondary Education, Evaluation Methods, Interpersonal Communication, Verbal Communication
Dynamic Approaches to Psychoeducational Assessment.
Peer reviewed Peer reviewed
Haywood, H. Carl; And Others – School Psychology Review, 1990
Describes dynamic assessment approach to psychoeducational assessment as differing from static assessment in that it is addressed to new goals, uses different content, relies upon different assessment methods, and yields results that are interpreted differently. Sees approach as holding promise as "nondiscriminatory" assessment and to assessment…
Descriptors: Client Characteristics (Human Services), Evaluation Methods, Psychoeducational Methods, Psychological Evaluation
Use of Gickling's Model of Curriculum-Based Assessment to Improve Reading in Elementary Age Students.
Peer reviewed Peer reviewed
Shapiro, Edward S. – School Psychology Review, 1992
Illustrates application of Gickling's model of curriculum-based assessment across four elementary-age students with reading problems. Notes that model involves carefully controlling amount of known material presented during instruction to ensure successful acquisition of mastery of new information. (Author/NB)
Descriptors: Curriculum, Elementary Education, Elementary School Students, Evaluation Methods
The Development of a Direct Observation Code for Use in Preschool Settings.
Peer reviewed Peer reviewed
Bramlett, Ronald K.; Barnett, David W. – School Psychology Review, 1993
Reports development of observation system, Preschool Observation Code (POC), for use across phases of preschool intervention design and evaluation. Describes purpose of code, procedures used for code, procedures used for code construction, and two related studies of interrater and criterion-referenced agreement. Discusses practical issues related…
Descriptors: Evaluation Methods, Intervention, Observation, Preschool Children
An Integrated Model for Curriculum-Based Assessment.
Peer reviewed Peer reviewed
Shapiro, Edward S. – School Psychology Review, 1990
Presents conceptual framework for conducting curriculum-based assessment (CBA) which links together several models of CBA. Notes that integrated model begins with assessment of academic environment, assesses grade placement of child across curriculum materials, assesses child's instructional level within correctly placed grade-level material,…
Descriptors: Curriculum, Elementary School Students, Elementary Secondary Education, Evaluation Methods
Identifying a Measure for Monitoring Student Reading Progress.
Peer reviewed Peer reviewed
Fuchs, Lynn S.; Fuchs, Douglas – School Psychology Review, 1992
Investigated alternative reading monitoring measures in addition to time-consuming oral reading fluency assessment. Examined measures suitable for automatic data collection and scoring using computers and acceptable as measures of reading comprehension. Assessed criterion validity of four such measures and identified subset of measures. (Author/NB)
Descriptors: Academic Achievement, Curriculum, Elementary Education, Evaluation Methods
Theory-Based Branching Diagnosis of Writing Disabilities.
Peer reviewed Peer reviewed
Berninger, Virginia W.; Whitaker, Dianne – School Psychology Review, 1993
Considers approaches to assessing writing disabilities that use theory-based process measures to explain discrepancies between intelligence quotient (IQ) and achievement; may define learning disabilities independent of IQ; and employ branching diagnosis based on selected tests rather than all tests in standard battery. Outlines model for using…
Descriptors: Academic Achievement, Educational Diagnosis, Elementary School Students, Elementary Secondary Education