Brief experimental analysis (BEA) is frequently used to drive intervention selection decisions for students in need of intensive reading fluency intervention. Researchers have demonstrated that most BEA results for students with reading fluency difficulties are undifferentiated when considering the standard error of measurement (SEM) of…

The present study used generalizability theory to investigate the dependability of systematic observations of students' problem behavior and on-task behavior in classrooms. The Direct Observation Form (McConaughy & Achenbach, 2009) was used with a sample of 24, 6- to-11-year-old children attending 18 different elementary schools. The participants…

The method of Direct Behavior Rating (DBR) incorporates aspects of both systematic direct observation and behavior rating scales to provide an efficient means to collect time series data. This study extended the development and evaluation of DBR Single-Item Scales (DBR-SIS) as a behavior assessment tool. Eighty-eight undergraduate students used…

The dependability of externalizing behavior composites and subscale scores from the Behavior Assessment System for Children, Second Edition, Teacher Rating Scale-Child (Reynolds & Kamphaus, 2004) and the Achenbach System of Empirically Based Assessment, Teacher's Report Form for Ages 6-18 (Achenbach & Rescorla, 2001) was investigated.…

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)

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,…

Examined relation of Curriculum-Based Measurement (CBM) oral reading fluency to reading process from theoretical perspective. Tested reading models using confirmatory factor analysis procedures with 114 third- and 124 fifth-grade students. Tested subjects on tasks requiring decoding, comprehension, cloze items, written retell, and CBM oral reading…

Examined students' rates of academic growth (slopes of achievement). Using standard Curriculum-Based Measurement procedures in reading, spelling, and mathematics, students in Year 1 (n=546) were measured weekly; students in Year 2 (n=2,511) were measured at least monthly. Results provided corroborating data across years and interesting patterns…

Focuses on assessment of emotions and irrational beliefs in Rational-Emotive Therapy with school-aged children. Argues that, for children to understand and agree to process of disputing irrational beliefs, practitioner first assesses individual child's emotional vocabulary, his/her understanding of relationship between disturbed emotion and…

Responds to previous article by McConaughy by discussing key issues and assumptions which underlie use of behavior rating scales for assessing children's emotional problems. Advances three arguments supporting use of structured informant reports in social-emotional assessment: informant reports initiate intervention efforts; reliable instruments…

Responds to previous article by McConaughy on use of behavior rating scales to assess children's behavioral and emotional problems. Analyzes advances in syndromal assessment described by McConaughy with respect to two related themes: what can be said with confidence and what can be said that might be helpful. (Author/NB)

Author of article (this issue) describing research program to advance assessment of children's behavioral and emotional problems; presenting conceptual framework for multiaxial empirically based assessment; and summarizing research efforts to develop cross-informant scales for scoring parent, teacher, and self-reports responds to commentaries on…

This study examined the effects of controlling the level of difficulty on the sensitivity of repeated curriculum-based measurement (CBM). Participants included 99 students in Grades 2 through 5 who were administered CBM reading passage probes twice weekly over an 11-week period. Two sets of CBM reading progress monitoring materials were compared:…

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…

Reviews research to derive cross-informant syndrome scales for 1991 profiles of Child Behavior Checklist, Teacher's Report Form, and Youth Self-Report. Summarizes studies of reliability and validity, as well as findings on cross-informant agreement, stability of parent ratings, cross-informant prediction, and comparisons of profile scores for…