Decision-Making Validity in Response to Intervention

Barnett, David W.; Hawkins, Renee O.; Prasse, David P.; Graden, Janet L.; Nantais, Melissa; Pan, Wei

doi:10.1007/978-0-387-49053-3_8

Cited by 9 publications

(4 citation statements)

References 30 publications

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“…This requires using a brief behavior rating scale that demonstrates the ability to accurately detect risk across a diverse sample of students. Consistency in decision‐making is also needed to prevent over‐ or under‐identification of a subgroup of students and to ensure consistency in service delivery and outcomes (Barnett et al, 2007). The current study examined SEB screening data to evaluate the diagnostic accuracy of the SAEBRS based on student race/ethnicity.…”

Section: Discussionmentioning

confidence: 99%

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The effect of student race/ethnicity on the diagnostic accuracy of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

Eklund,

Kilgus,

Barber

et al. 2023

Psychology in the Schools

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Universal screening has emerged as one strategy within schools for identifying students who demonstrate social emotional and behavioral (SEB) concerns to provide appropriate support. However, research has demonstrated little evidence of equity around diagnostic accuracy; that is, how students might be differentially identified as at‐risk for SEB concerns based on race/ethnicity. The current study examined the diagnostic accuracy of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) teacher screening measure as affected by student race/ethnicity, drawing from a sample of 730 students and 54 teachers from four urban, Midwestern elementary schools. Data were analyzed using nonparametric receiver operating characteristic (ROC) curve analyses, as well as ROC regression tests incorporating student race/ethnicity status as a covariate. Results indicated the SAEBRS (1) demonstrated borderline to optimal sensitivity and specificity across student racial/ethnic subgroups in predicting student SEB risk status, and (2) diagnostic accuracy did not vary across racial/ethnic subgroups to a statistically significant degree. Results highlight the need for further research on this topic.

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Section: Discussionmentioning

confidence: 99%

“…students and to ensure consistency in service delivery and outcomes (Barnett et al, 2007). The current study examined SEB screening data to evaluate the diagnostic accuracy of the SAEBRS based on student race/ethnicity.…”

Section: Research Questionmentioning

confidence: 99%

The effect of student race/ethnicity on the diagnostic accuracy of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

Eklund,

Kilgus,

Barber

et al. 2023

Psychology in the Schools

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“…Questions were based on our previous survey of elementary school RTI practices (Mellard, Deshler, Frey, & Woods, in press; Mellard, McKnight, & Jordan, 2010; Mellard, McKnight & Woods, 2009). We also included topics identified in RTI literature such as academic screening and progress monitoring (Good, Simmons, & Kame'enui, 2001; Jenkins, Hudson, & Johnson, 2007), data–based decision making (Barnett et al, 2006; VanDerHeyden, Witt, & Barnett, 2005), tiered academic interventions (Ardoin, Witt, Connell, & Koenig, 2005), standard treatment protocol and problem solving models (Fuchs & Deshler, 2007; Fuchs & Fuchs, 2006), specific learning disability (SLD) identification alternative (VanDerHeyden et al, 2005), fidelity of implementation and procedures (Barnett et al, 2006; Kovaleski, Gickling, Morrow, & Swank, 1999; Lane, Bocian, MacMillan, & Gresham, 2004; O'Donnell, 2008), and system review and evaluation (Barnett et al, 2007). However, most literature before 2009 examined RTI in elementary settings only, therefore Shinn's (2008) recommendations, for a secondary RTI framework assisted us in identifying elements that might be specific to middle school settings.…”

Section: Methodsmentioning

confidence: 99%

Response to Intervention in Middle Schools: Practices and Outcomes

Prewett

Mellard

Deshler

et al. 2012

Learn Disabil Res Pract

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Response to intervention (RTI) is advocated in elementary school as a system‐wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on these existing elementary models. This investigation into current middle school RTI practices describes technical aspects as well as some of cultural and contextual issues surrounding implementation. The study included multiple data collection procedures including surveys, discussion groups, phone interviews, and site visits. Although many schools reported substantial progress with implementation, they recognized rigorous implementation of RTI posed such on‐going challenges as changes in staffing, curricular realignments, very limited selections of screening and progress monitoring tools aligned with their curriculum, and scheduling of secondary and tertiary level interventions.

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“…Although researchers have written about the importance of the decision-making process (Barnett et al, 2007;Kratochwill, Clements, & Kalymon, 2007), few studies have actually examined the decision-making process within RTI models in detail. For example, VanDerHeyden, Witt, and Gilbertson (2007) examined the outcomes of special education eligibility decisions in an RTI model across several years of implementation.…”

mentioning

confidence: 99%

An Analysis of Consistency Between Team Decisions and Reading Assessment Data Within an RTI Model

Shapiro

Hilt-Panahon

Gischlar

et al. 2011

Remedial and Special Education

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Data-based decision making by teams is central to implementation of response to intervention (RTI) models. Few studies have examined the actual decision-making process within RTI systems of service delivery. The purpose of this study was to examine the tier assignment decisions for students across grade-level teams in three K-5 elementary schools implementing identical RTI models for reading. Decisions of grade-level teams primarily composed of teachers were compared against the recommendation made by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) universal screening measure during fall and winter assessments across a 2-year period. Results showed teams had high overall levels of agreement with the DIBELS recommendations, especially after Grade 1 and during the winter of each year. When teams initially disagreed with the DIBELS recommendations, increased agreement in the use of data-based decisions was present over time. Implications for the data decision-making process within an RTI model are discussed.

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Decision-Making Validity in Response to Intervention

Cited by 9 publications

References 30 publications

The effect of student race/ethnicity on the diagnostic accuracy of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

The effect of student race/ethnicity on the diagnostic accuracy of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

Response to Intervention in Middle Schools: Practices and Outcomes

An Analysis of Consistency Between Team Decisions and Reading Assessment Data Within an RTI Model

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