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…

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,…

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…

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…

Five articles and a commentary on curriculum-based assessment (CBA) are presented. Article topics include a comparison of CBA models, computer applications, development of written retell for CBA in secondary programs, development of math skills in low-achieving high school students via CBA, and methods of summarizing trends in student achievement.…