By Rachel Brown-Chidsey PhD, Kristina J. Andren PsyD NCSP, Patti L. Harrison Phd
New to This Edition
*Reflects present schooling coverage and top practices.
*Seminal bankruptcy on challenge fixing through Stanley L. Deno has been up-to-date with a revised model.
*All chapters now speak about review within the context of multi-tiered structures of support.
*Chapter on operating with culturally and linguistically assorted learners.
*Chapter on graphing scholar data.
See additionally Response to Intervention, moment Edition, through Rachel Brown-Chidsey and Mark W. Steege, which gives step by step guidance and sensible instruments for imposing RTI schoolwide.
Read or Download Assessment for Intervention, Second Edition: A Problem-Solving Approach PDF
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Additional info for Assessment for Intervention, Second Edition: A Problem-Solving Approach
In general, any time the data obtained from two or more measurements are compared, the reliability of those measurements is an important issue. Further, any time a question arises as to whether or not a performance discrepancy is important, the validity of a particular measurement or set of measurements must be established. It is not possible to be confident that any of the myriad performance discrepancies that could be identified through measuring a student’s performance on somewhat arbitrarily selected curriculum tasks would be sufficiently important to attempt problem solution.
Data reflecting the difference between current level and slope in reading aloud from text, and the desired level and slope in reading from that text 5 Is the original problem being solved through the attempted solution? 1. Curriculum-based measurement progress graph. improvement. A second change is made in the program, and improvement occurs. This systematic approach to setting goals, monitoring growth, changing programs, and evaluating the effects of changes is the formative evaluation model. , 1984; Fuchs, Fuchs, & Hamlett, 1989; Fuchs, Fuchs, Hamlett, & Stecker, 1991; Shinn & Hubbard, 1992; Espin, Wallace, Lembke, Campbell, & Long, 2003).
To accomplish this, however, requires the availability of progress monitoring procedures that provide data of sufficient reliability and validity so that problem solvers can effectively use those data to evaluate programs formatively. It is in this environment that growth monitoring procedures like curriculum-based measurement (CBM; Deno, 1985, 2003a) have become of particular interest. Intensified Problem Solving as Action Research In earlier writings on the role of school psychologists and special educators as problem solvers (Deno, 1986), the focus was on using single-case time-series research designs (Glass, Willson, & Gottman, 1975; Kazdin, 1982) as the basis for formatively evaluating individual student programs.