This study investigated whether a brief parent-mediated intervention would increase the frequency of question asking in children with ASD. Mothers participated in a 3-week training consisting of 2-h sessions twice weekly. Data were collected in the context of concurrent multiple baseline design. Results demonstrate all three children increased…

Measuring the implementation fidelity (IF) or integrity of interventions is crucial, otherwise a positive or negative outcome cannot be interpreted. Direct and indirect methods of IF measurement tend to over-emphasize teacher behaviour. This paper focuses on IF measured by student behaviour collected through computers. Attainment was measured by…

The present study investigated the effectiveness of an equity-based inclusive school reform model nested within a multitiered system of support (MTSS) framework on the improvement of math and reading performance of students with Individualized Education Programs (IEPs). Descriptive statistics revealed that math state assessment scores of students…

This paper reviews the use of multiple trials, defined as multiple sites or multiple arms in a single evaluation and replications, in evaluating social programs. After defining key terms, the paper discusses the rationales for conducting multiple trials, which include increasing sample size to increase statistical power; identifying the most…

Behavior skills training (BST) has been shown to be an effective strategy for teaching new skills. Given the evidence suggesting its efficacy for use as a training package, BST should be considered as an option for training future behavior analysts to implement behavior change strategies. Further, training future practitioners to engage in…

Middle school reading scores throughout the state of California have been predominantly less than average in recent years. A school located within this region has struggled to raise reading scores. An unknown problem existed that stemmed from the implementation of the school's reading program. The purpose of this investigation was to (a) determine…

Several school districts in Georgia use two teacher-administered diagnostic assessments of student knowledge of mathematics as part of their multi-tiered system of support in grades K-8: the Global Strategy Stage (GloSS; New Zealand Ministry of Education, 2012) and the Individual Knowledge Assessment of Number (IKAN; New Zealand Ministry of…

This document are the appendixes for the report, "The Reliability and Consequential Validity of Two Teacher-Administered Student Mathematics Diagnostic Assessments." Rather than relying on occasional testimonials from the field, decisions about using diagnostic assessments across the state should be based on psychometric data from an…

Teachers need to assess their students' current level of mathematical understanding to provide appropriate interventions for students who are struggling. Several school districts in Georgia currently use two assessments for this purpose--the Global Strategy Stage (GloSS) and the Individual Knowledge Assessment of Number (IKAN). The IKAN is…

In review of assessment and grading systems, there is often discord regarding best practice to foster student learning. Problems and disconnect between assessment and learning were identified as the area of focus of this study, more specifically examining the usage of student self-assessment as an effective gauge for learning and instruction, in…

This project examined student self-assessment knowledge, training, and application by building-level administrators in order to formulate recommendations for implementation. Guiding questions based upon background research fit into three main categories: implementing criteria required to achieve high-fidelity student self-assessment, valuing the…

In review of assessment and grading systems, there is often discord regarding best practice to foster student learning. Problems and disconnect between assessment and learning were identified as the area of focus of this study, more specifically examining the usage of student self-assessment as an effective gauge for learning and instruction, in…

Language impairments in children are associated with later impairments in cognitive, language, and academic domains (Johnson et al., 1999). The prevalence rate for language impairments is high among community samples (7% to 17%; King et al., 2005), and speech and language disorders are often co-morbid with other neurodevelopmental disorders…

As a dynamic system, the educational profession produces continued and inevitable change. The permeation of technology resources for learning presents a new instructional reality for veteran educators in the modern classroom environment. Educational stakeholders anticipate that within 21st-century classrooms, these veteran educators regularly…

Teachers' commitments, or what is often called fidelity in teaching, are of obvious importance in early childhood settings. Nonetheless, fidelity in teaching young children remains an undertheorized concept. Instead of appreciating the philosophical and socio-political complexities of practice, examinations of fidelity in teaching young children…