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Direct linkCourtney Tolbert; Deborah K. Reed; Ryan Hall; David E. Houchins – Assessment for Effective Intervention, 2025
Handwriting difficulties may signal dysgraphia or other writing difficulties that can affect literacy performance. Existing instruments measure different handwriting features to identify students for interventions but can take extra testing time and restrict potential indicators appropriate for evaluating adolescents. This exploratory study aimed…
Descriptors: Handwriting, Learning Disabilities, Writing Skills, Secondary School Students
Cook, Clayton R.; Volpe, Robert J.; Livanis, Andrew – Assessment for Effective Intervention, 2010
The majority of the literature on universal screening in education is devoted to academic screeners. However, research clearly indicates that other aspects of student functioning are closely associated with outcomes inside and outside of school. As a result, there are gaps in the current literature that call for additional research extending…
Descriptors: Screening Tests, At Risk Students, Student Evaluation, Measurement
Batsche, George M.; Kavale, Kenneth A.; Kovaleski, Joseph F. – Assessment for Effective Intervention, 2006
The provision for allowing local education agencies to use an assessment of a student's response to intervention (RTI) in lieu of a consideration of an ability--achievement discrepancy has been a controversial aspect of the 2004 Individuals with Disabilities Education Improvement Act. To address issues that have arisen about RTI, a series of…
Descriptors: Intervention, Disabilities, School Districts, Student Evaluation
Peer reviewedLandrum, Timothy J. – Assessment for Effective Intervention, 2001
This article examines some problems associated with assessing students with emotional or behavioral disorders (EBD) for special education eligibility. Major issues include over-identification of students as EBD and the continuing overrepresentation of students of minority ethnicity. Movement away from the traditional norm-referenced approach to…
Descriptors: Behavior Disorders, Disability Identification, Elementary Secondary Education, Emotional Disturbances
Peer reviewedWalker, Hill M.; Nishioka, Vicki M.; Zeller, Richard; Severson, Herbert H.; Feil, Edward G. – Assessment for Effective Intervention, 2001
This article examines factors associated with the substantial under-identification, referral and service for students with emotional-behavioral adjustment problems (EBD). The validity of the EBD categorical certification is questioned. Disincentives to identification of behavior disorders are noted. It concludes that schools should abandon the EBD…
Descriptors: Behavior Disorders, Classification, Disability Identification, Elementary Secondary Education
Peer reviewedSimpson, Robert G.; Smith, Shana; Johnson, Todd E.; Halpin, Gerald – Assessment for Effective Intervention, 2003
The Passage Comprehension portion of the Woodcock Reading Mastery Tests-Revised/NU was administered to 63 adolescents. Protocols were rescored using the following ceiling criteria: five consecutive errors, five errors in six consecutive responses, and five errors in seven consecutive responses. A strong relationship was determined among scores…
Descriptors: Adolescents, Criterion Referenced Tests, Disability Identification, Evaluation Criteria
Peer reviewedYell, Mitchell L.; Drasgow, Erik – Assessment for Effective Intervention, 2001
This article examines the legal requirements of assessing students with disabilities, especially students with emotional and behavioral disorders (EBD). It reviews assessment legislation and litigation in special education and explains specific requirements for assessing students with EBD. The article also examines school districts' obligations…
Descriptors: Behavior Disorders, Compliance (Legal), Court Litigation, Disability Identification
Peer reviewedMitchell, Jami-Jon – Assessment for Effective Intervention, 2001
This article profiles the Comprehensive Test of Phonological Processing (CTOPP), an assessment designed to detect phonological processing deficits in students ages 5 through 24. The theoretical framework of the CTOPP, age-based versions of the CTOPP, subtests, testing procedures, test scores and interpretation, and reliability and validity are…
Descriptors: Disability Identification, Elementary Secondary Education, Evaluation Methods, Phoneme Grapheme Correspondence
Peer reviewedMeyer, Jessica A. – Assessment for Effective Intervention, 2002
This article provides a brief overview of recent literature on the cognitive and neurocognitive profile characteristics of autism spectrum disorders. Emphasis is placed on potential links between cognitive profiles and social or adaptive functioning. Suggestions for cognitive assessment measures are provided, along with supplementary measures for…
Descriptors: Adolescents, Autism, Children, Clinical Diagnosis
