Interval likelihood ratios: Applications for gated screening in schools

Klingbeil, David A.; Norman, Ethan R. Van; Nelson, Peter M.; Birr, Chris

doi:10.1016/j.jsp.2019.07.016

Cited by 9 publications

(32 citation statements)

References 34 publications

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“…Bayes' theorem is applied in the manner described above to combine information from the screening test and pretest probability to determine the post-test probability of failure. Klingbeil et al (2019) evaluated differences in screening efficiency and accuracy when students' post-test probabilities of math risk were estimated using dichotomized or interval LRs. The end-of-year statewide achievement test in math was the criterion measure.…”

Section: Methods To Estimate Lrsmentioning

confidence: 99%

“…Two of the gated screening models investigated by Klingbeil et al (2019) are relevant to this study. The first model included the prior year state test, fall MAP, and winter MAP.…”

Section: Methods To Estimate Lrsmentioning

confidence: 99%

“…A potential benefit of using interval LRs outlined by Klingbeil et al (2019) was the reduction of students who required additional assessment after the first gate in the screening process. When dichotomized LRs were used, between 60% and 74% of students required further assessment after the first gate.…”

Section: Methods To Estimate Lrsmentioning

confidence: 99%

“…Interpreting screening test performance using interval LRs may help schools realize one of the critical benefits of gated screening-the reduction in the number of students requiring further assessment. Yet, the findings of Klingbeil et al (2019) are limited because the pretest probabilities and the LRs were estimated and then applied to the same sample of students which may have biased the diagnostic accuracy estimates. Estimating pretest probabilities and LRs using extant data and applying them to make decisions about students in subsequent academic years is a closer approximation of how screening occurs in schools.…”

Section: Purpose and Research Questionsmentioning

confidence: 99%

“…Thus, additional research on the application of interval LRs in the context of education may offer useful guidance for screening procedures in schools. In the current study, we sought to replicate our initial evaluation of using interval LRs to estimate post-test probabilities to determine math risk (Klingbeil et al, 2019).…”

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confidence: 99%

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Using Interval Likelihood Ratios in Gated Screening: A Direct Replication Study

Klingbeil

Norman

Nelson³

2020

Assessment for Effective Intervention

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This direct replication study compared the use of dichotomized likelihood ratios and interval likelihood ratios, derived using a prior sample of students, for predicting math risk in middle school. Data from the prior year state test and the Measures of Academic Progress were analyzed to evaluate differences in the efficiency and diagnostic accuracy of gated screening decisions. Post-test probabilities were interpreted using a threshold decision-making model to classify student risk during screening. Using interval likelihood ratios led to fewer students requiring additional testing after the first gate. But, when interval likelihood ratios were used, three tests were required to classify sixth and seventh grade students as at-risk or not at-risk. Only two tests were needed to classify students as at-risk or not at-risk when dichotomized likelihood ratios were used. Acceptable sensitivity and specificity estimates were obtained, regardless of the type of likelihood ratios used to estimate post-test probabilities. When predicting academic risk, interval likelihood ratios may be best reserved for situations where at least three successive tests are available to be used in a gated screening model.

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Section: Methods To Estimate Lrsmentioning

confidence: 99%

“…Two of the gated screening models investigated by Klingbeil et al (2019) are relevant to this study. The first model included the prior year state test, fall MAP, and winter MAP.…”

Section: Methods To Estimate Lrsmentioning

confidence: 99%

Section: Methods To Estimate Lrsmentioning

confidence: 99%

Section: Purpose and Research Questionsmentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Using Interval Likelihood Ratios in Gated Screening: A Direct Replication Study

Klingbeil

Norman

Nelson³

2020

Assessment for Effective Intervention

Self Cite

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Review of curriculum-based measurement in mathematics: An update and extension of the literature

Nelson

Kiss

Codding

et al. 2023

Journal of School Psychology

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Differential nonlinear relations of language proficiencies to reading and math achievement in Spanish or English.

Hall¹,

Swanlund²

2023

School Psychology

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We examined whether English language proficiency (ELP) related to interim reading and math performance differently when academic assessments were administered to students in either English or Spanish. We also tested these effects with Spanish language proficiency (SLP) as well as jointly with ELP and SLP. Students from a midwestern suburban school district in Grades 2-8 were included (N = 2,327); 763 of these students in Grades 4-8 had SLP and ELP scores. Differences between English and Spanish math scores varied minimally across the majority of the ELP distribution. English-Spanish differences in reading across ELP scores were more pronounced. Language differences in math and reading scores as a function of only SLP were less clear, and reading was also more sensitive to joint changes in ELP and SLP compared to math. We discuss practical implications and limitations for assessment within multitiered systems of support as well as future directions for research. Impact and ImplicationsSpanish-speaking students with lower English language proficiency (ELP) may benefit more from taking reading assessments in Spanish than in English, yet minimal differences between English and Spanish math performance emerged across ELP levels (except at very low ELP in some cases). A variety of different combinations of ELP and Spanish language proficiency (SLP) levels predicted similar math and reading scores. However, reading scores were more sensitive to differences in both SLP and ELP than math, suggesting that the role of first and second languages is less clear in aggregate math performance than in reading.

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Interval likelihood ratios: Applications for gated screening in schools

Cited by 9 publications

References 34 publications

Using Interval Likelihood Ratios in Gated Screening: A Direct Replication Study

Using Interval Likelihood Ratios in Gated Screening: A Direct Replication Study

Review of curriculum-based measurement in mathematics: An update and extension of the literature

Differential nonlinear relations of language proficiencies to reading and math achievement in Spanish or English.

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