Interscorer, Alternate-Form, Internal Consistency, and Test-Retest Reliability of Gickling's Model of Curriculum-Based Assessment for Reading

Burns, Matthew K.; Tucker, James A.; Frame, J.W.; Foley, Sarah; Hauser, Andrea

doi:10.1177/073428290001800405

Cited by 21 publications

(7 citation statements)

References 6 publications

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“…characteristics at early primary levels (Van Der Hyden, Witt, Naquin Noell, 2001); (b) show strong interrater, alternate forms, and internal consistency characteristics (Burns, Tucker, Frame, Foley, & Hauser, 2000); and (c) are sensitive to growth or change (Kim, 1998).…”

Section: Methodsmentioning

confidence: 99%

Treatment Utility of Functional Versus Empiric Assessment Within Consultation for Reading Problems.

Beavers¹,

Kratochwill²,

Braden³

2004

School Psychology Quarterly

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In this study, 18 teachers and 32 of their students who had reading difficulties were randomly assigned to one of two assessment conditions. In the functional assessment condition, consultants identified functional relationships among environmental events and targeted reading behaviors to develop an intervention plan. In the empiric condition, consultants selected an intervention plan based on interventions matched to various reading problems (i.e., omitting individualized problem analysis). Consultants facilitated interventions consistent with the two conditions through a problem-solving consultation model and collected multiple outcome measures. Both the functional assessment and empiric conditions led to improved outcomes in targeted reading behaviors, with most improvements falling within the moderate to large range of single-participant effect sizes. No significant differences were found between the functional assessment and empiric conditions on the outcome variables of intervention effects, curriculum-based assessment, consumer satisfaction, or material costs, although empiric assessment took less time than functional assessment. Implications regarding the generalizability of these results and directions for further study regarding the treatment utility of assessment for consultation are discussed.

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Section: Methodsmentioning

confidence: 99%

Treatment Utility of Functional Versus Empiric Assessment Within Consultation for Reading Problems.

Beavers¹,

Kratochwill²,

Braden³

2004

School Psychology Quarterly

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“…The coding system used in this approach relied on a three-category coding system, which could artificially lower the correlation coefficient for the data. However, previous research that also used a three-category system resulted in nonparametric correlation coefficients that exceeded .80 (Burns, Tucker, Frame, Foley, & Hauser, 2000).…”

Section: Discussionmentioning

confidence: 82%

Reliability of Decision-Making Frameworks for Response to Intervention for Reading

Burns

Scholin

Kosciolek

et al. 2010

Journal of Psychoeducational Assessment

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The current study examines the consistency of two response-to-intervention (RTI) decision-making models. Weekly progress monitoring data for 30 students participating in a Tier II intervention were collected for 30 weeks. The data were examined by comparing them to an aimline with a yearly goal and by computing a dual discrepancy (DD) using numerical slope and postintervention reading level. A κ coefficient was computed between the two models regarding student growth using three categorical decisions of making sufficient progress, not making sufficient progress, and exceeding expected progress. The resulting coefficient of .29 represents fair agreement. Data were also assigned to one of two sets in an every-other order, with resulting new aimlines and new DDs. The consistency between the two sets of data resulted in coefficients of κ = .29 for aimline and κ = .58 for DD. Finally, the standard error of measurement for the baseline data point affected the decision made (κ = .13) for aimline but not for DD (κ = .93). Implications for research, practice, and special education decision making are included.

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“…Therefore, CBA data were converted from continuous to category data, which is usually problematic for analyses and restricted the range of the variance from 0 to 100, to 1 to 3. However, given that accuracy data are interpreted categorically in practice (Burns et al, 2000), these categorical data more closely approximate conditions in practice and were necessary to examine potential implications for the field.…”

Section: Discussionmentioning

confidence: 99%

“…(Gickling & Thompson, 1985). Research has consistently demonstrated that instruction provided at a child's individual instructional level improved reading fluency (Burns, 2002; Roberts & Shapiro, 1996; Shapiro, 1992; Shapiro & Ager, 1992; Thompson, Gickling, & Havertape, 1983), and CBA produces data that have been shown to be sufficiently reliable for instructional decision-making (Burns, 2001; Burns, Tucker, Frame, Foley, & Hauser, 2000).…”

mentioning

confidence: 99%

Reading at the instructional level with children identified as learning disabled: Potential implications for response-to-intervention.

Burns¹

2007

School Psychology Quarterly

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Curriculum-based assessment assesses the match between curriculum and student skill by computing the percentage of known words in a reading task and comparing it to the instructional level criterion of 93% to 97% known. The current study examined the effect of preteaching unknown words to 29 third-grade children identified as learning disabled (LD) to facilitate an instructional level within a third-grade curriculum. Second, the study examined the potential implications for implementing response-to-intervention. Results suggested that children within the treatment condition were more likely to read at the instructional level and demonstrated progress within a local curriculum that significantly exceeded a control group who received guided reading activities. The correlation between number of passages read at the instructional level and reading progress within the curriculum was .80. Finally, 65.5% of the children who received the treatment were identified as responding to treatment, as compared to 27.6% of the control group. Potential implications for practice and suggestions for future research are included.

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Interscorer, Alternate-Form, Internal Consistency, and Test-Retest Reliability of Gickling's Model of Curriculum-Based Assessment for Reading

Cited by 21 publications

References 6 publications

Treatment Utility of Functional Versus Empiric Assessment Within Consultation for Reading Problems.

Treatment Utility of Functional Versus Empiric Assessment Within Consultation for Reading Problems.

Reliability of Decision-Making Frameworks for Response to Intervention for Reading

Reading at the instructional level with children identified as learning disabled: Potential implications for response-to-intervention.

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