Common universal screening methods for determining math risk in middle school grades may not result in optimal diagnostic accuracy. We evaluated current screening practices and several potential modifications for predicting math proficiency on an end-of-year state test in a suburban school district. Previously, the district used the Measures of Academic Progress (MAP) to determine student risk in fall. Creating local cut scores for the preceding-year state test scores and the MAP resulted in the most accurate and efficient methods of assessing risk. Multiskill computation and application curriculum-based measures added little relative value to the combination of MAP and preceding-year state test scores. Results suggest schools could improve their screening practices by first evaluating their current procedures and, if unacceptable, determining whether local cut scores provide the desired improvements to accuracy before considering the adoption of additional measures.
We investigated individual differences in self‐reported emotional experience and peer‐perceived expressivity among children in mid‐ to late‐elementary school years. Specifically, we examined the constructs’ correspondence and temporal stability and also compared the degree to which each predicts change in classroom social behavior over 2 years. Participants were 199 children (Mage = 10 years, Time 1) and their classroom teachers who have participated in two times of assessment. We used self‐report of emotional experience and peer nominations of expressivity regarding happiness, anger, and sadness. Teachers rated children's social skills, externalizing problems, and internalizing problems. The correspondence was generally small in magnitude between self‐reported experience and peer nominations of expressivity. The stability of peer nominations of emotional expressivity was medium and comparable to that of self‐reported experience with the exception of happiness. The predictability of change in social behavior was more robust for peer nominations of expressivity than for self‐reported experience. We discussed the relevance of different dimensions of emotionality as well as informants in understanding the predictability of social behavior from emotionality. We also discussed the role of sociodemographic variables in emotional experience and expressivity and offered practical implications of peer nominations in the assessment of children's emotionality.
Practitioners supporting the implementation of behavior interventions must be aware of the relevant legal and ethical considerations pertinent to these services. The purpose of this chapter is to provide readers with a review of the ethical and legal issues that must be considered regarding the implementation of school-based behavior interventions. First, the chapter reviews relevant laws governing the use of school-based behavior interventions. Second, it reviews the ethical codes of three professional organizations to highlight considerations for providing behavior interventions. Third, it identifies broad ethical and legal issues that are relevant across several aspects of service delivery. Fourth, it provides a more comprehensive review of the ethical and legal considerations for four issues that may be the most pertinent for practitioners. Fifth, the chapter discusses ethical decision-making and reviews a systematic problem-solving model. Finally, it reviews ethical challenges reported by practitioners in previous empirical work that are related to behavior interventions.
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