Publication Date
In 2025 | 0 |
Since 2024 | 2 |
Since 2021 (last 5 years) | 11 |
Since 2016 (last 10 years) | 50 |
Since 2006 (last 20 years) | 107 |
Descriptor
Source
Author
Publication Type
Journal Articles | 107 |
Reports - Research | 60 |
Reports - Descriptive | 38 |
Tests/Questionnaires | 9 |
Reports - Evaluative | 7 |
Information Analyses | 3 |
Opinion Papers | 1 |
Education Level
Audience
Administrators | 1 |
Practitioners | 1 |
Teachers | 1 |
Location
Florida | 4 |
Texas | 4 |
New York | 2 |
California | 1 |
Connecticut | 1 |
Illinois | 1 |
Iowa | 1 |
Ireland | 1 |
Kansas | 1 |
Massachusetts | 1 |
Michigan | 1 |
More ▼ |
Laws, Policies, & Programs
Individuals with Disabilities… | 5 |
Individuals with Disabilities… | 4 |
No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Ethan R. Van Norman; Emily R. Forcht – Assessment for Effective Intervention, 2024
Curriculum-based measurement of reading (CBM-R) is a common assessment educators use to monitor student growth in broad reading skills and evaluate the effectiveness of instructional programs. Computer-adaptive tests (CATs), such as Star Reading, have been cited as a viable option to formatively assess reading growth. We used Bayesian…
Descriptors: Reading Improvement, Reading Skills, Reading Achievement, Curriculum Based Assessment
Silva, Meghan R.; Collier-Meek, Melissa A.; Codding, Robin S.; Kleinert, Whitney L.; Feinberg, Adam – Contemporary School Psychology, 2021
Response-to-intervention (RtI) is a multi-tiered framework designed to prevent academic difficulties by facilitating robust, research-based instruction and providing targeted or individualized short-term interventions for students at-risk per periodic screening and progress monitoring data. The cornerstone of RtI is data-based decision-making to…
Descriptors: Data Collection, Data Analysis, Response to Intervention, Decision Making
Sayeski, Kristin L.; Reno, Emily A.; Thoele, Jillian M. – Exceptionality, 2023
Since the introduction of response-to-intervention as a process for identifying specific learning disabilities and the widespread adoption of multi-tiered systems of support as a framework for instructional delivery, the role of the special educator has become blurred. Specifically, special educators have struggled to identify their role across…
Descriptors: Special Education, Response to Intervention, Identification, Learning Disabilities
Allison Nannemann; Sunaina Shenoy; Christopher Johnson – Learning Disabilities Research & Practice, 2024
Response to intervention (RTI) is a valuable framework for providing effective and equitable educational opportunities to all students; however, recent research indicates that RTI programs are not achieving their potential for promoting student learning. As schools develop, implement, and sustain RTI systems, they would benefit from the addition…
Descriptors: Response to Intervention, Reading Programs, Program Development, Program Implementation
Vanderheyden, Amanda M.; Solomon, Benjamin G. – School Psychology, 2023
Curriculum-based measurement (CBM) has conventionally included accuracy criteria with recommended fluency thresholds for instructional decision-making. Some scholars have argued for the use of accuracy to directly determine instructional need (e.g., Szadokierski et al., 2017). However, accuracy and fluency have not been directly examined to…
Descriptors: Curriculum Based Assessment, Progress Monitoring, Screening Tests, Accuracy
Vaughn, Sharon; Fletcher, Jack M. – American Educator, 2021
The degree to which a student expresses a reading difficulty is always an interaction between the child's opportunity to learn (due to absences, instructional quality, or other issues) and the extent of the student's reading impairment. Thus, youngsters who are provided a genuine opportunity to learn to read--including high-quality, explicit,…
Descriptors: Identification, Reading Difficulties, Reading Instruction, Response to Intervention
Briesch, Amy M.; Donaldson, Aberdine R.; Matta, Michael; Volpe, Robert J.; Daniels, Brian; Owens, Julie Sarno – Journal of Emotional and Behavioral Disorders, 2022
Prevalence estimates suggest that up to 20% of students in schools experience significant internalizing behaviors that impact behavioral, social, or academic functioning. School-based interventions have great potential to promote student mental health; however, validated and feasible brief assessments are needed to progress monitor students'…
Descriptors: Psychometrics, Behavior Rating Scales, Progress Monitoring, Observation
Van Norman, Ethan R.; Nelson, Peter M. – Assessment for Effective Intervention, 2021
The current study evaluated whether goal-setting practices that account for seasonal developmental patterns of reading growth decreased the number of weeks data needed to be collected in order to yield accurate response to intervention decisions for a sample of 224 third-grade students. The extent to which more complex decision-making practices…
Descriptors: Curriculum Based Assessment, Goal Orientation, Decision Making, Accuracy
Van Norman, Ethan R. – School Psychology, 2021
Despite repeated findings that within-year growth in oral reading rate is nonlinear for many students, existing decision-making frameworks to evaluate response to intervention assume that growth is linear across an entire school year. The purpose of this study was to evaluate the consequences of failing to account for nonlinear growth among…
Descriptors: Curriculum Based Assessment, Oral Reading, Reading Rate, Reading Tests
Dauenhauer, Brian; Keating, Xiaofen; Lambdin, Dolly; Knipe, Robert – Journal of Physical Education, Recreation & Dance, 2017
Our goal as physical educators is to help all students develop the knowledge, skills and dispositions to be physically active for a lifetime. Despite efforts to address the diverse needs of students through quality physical education, the reality is that some students still need additional support beyond physical education to achieve their full…
Descriptors: Physical Education, Response to Intervention, Models, Educational Principles
Hanauer, Matthew; Yel, Nedim – Research in the Schools, 2018
Bayesian analysts use informed priors to improve analytic precision and prediction; however, rarely have they applied a mixed methods approach that uses qualitative data to develop these priors. Yet, using qualitatively informed priors can be useful when making predictions in the context of small sample sizes, which is common in school-based…
Descriptors: Decision Making, Response to Intervention, Mixed Methods Research, Bayesian Statistics
Kincaid, Aleksis P.; McConnell, Scott R.; Wackerle-Hollman, Alisha K. – Assessment for Effective Intervention, 2020
Evidence of longitudinal relations between language and early literacy skills in early childhood and later reading (and other) achievement is growing, along with an expanding array of early education programs designed to improve later academic outcomes and prevent, reduce, or close later academic achievement gaps across groups. Assessment systems…
Descriptors: Emergent Literacy, Preschool Children, Correlation, Age Differences
Reister, Megan; Blanchard, Sheresa Boone – Kappa Delta Pi Record, 2020
When data is collected, summarized, and analyzed with sufficient frequency, decisions about instructional changes can be based on student progress. Use the suggestions here to begin conducting progress monitoring.
Descriptors: Progress Monitoring, Program Implementation, Student Evaluation, Response to Intervention
Miller, Faith G.; Fabiano, Gregory A. – Assessment for Effective Intervention, 2017
Despite significant advancements in supporting students' social, emotional, and behavioral health in recent years, progress remains hindered by limited formative assessment options. The focus of this special issue is on applications for Direct Behavior Rating (DBR), which is a hybrid assessment method incorporating procedures utilized in direct…
Descriptors: Behavior Rating Scales, Progress Monitoring, Formative Evaluation, Response to Intervention
Leytham, Patrick A.; Nguyen, Nghia; Rago, David – TEACHING Exceptional Children, 2021
The purpose of this article is to assist general and special educators in identifying and implementing effective academic programming in the general education environment for students with autism spectrum disorder (ASD). Throughout this article, the authors attempt to demonstrate how students with ASD can successfully receive instruction in a…
Descriptors: Students with Disabilities, Elementary School Students, Children, Autism