Recent Placement Litigation Part III: Analysis of Differences in<i>Larry P., Marshall</i>and<i>S-1</i>and Implications for Future Practices

Reschly, Daniel J.; Kicklighter, Richard H.; McKee, Patrick

doi:10.1080/02796015.1988.12085324

Cited by 27 publications

(8 citation statements)

References 18 publications

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“…This is commonly known as predictive bias or test bias (Cole & Moss, 1993;Jensen, 1980) and is an essential area of investigation in the realm of predictive validity because it investigates the extent to which the inferences of future performance on a criterion measure hold in all of the subpopulations of interest. Concerns regarding test bias date back to the increasing realization that tests had significant effects on the lives of children and youth, recognition of differences among ethnic/racial groups, and legal challenges to the fairness of various uses of tests (Cleary, Kendrick, Humphreys, & Wesman, 1975;Reschly, Kicklighter, & McKee, 1988). Once primarily a scientific matter, however, the last 30 years has seen issues of test bias figure prominently in the popular press, politics, and legal system (Reynolds, Lowe, & Saenz, 1999).…”

Section: The Importance Of Predictive Validity Andmentioning

confidence: 99%

An examination of predictive bias for second grade reading outcomes from measures of early literacy skills in kindergarten with respect to English-language learners and ethnic subgroups.

Betts¹,

Reschly²,

Pickart³

et al. 2008

School Psychology Quarterly

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The assessment of early literacy skills during the kindergarten year can provide useful information about student performance in prereading skills, which are predictors of later reading achievement. This study examined the use of fluency-based prompts of student phonemic awareness, alphabetic principle, and oral reading at the end of kindergarten for predicting later reading achievement at the end of second grade. Predictive validity and bias studies were undertaken with respect to English-language learners (ELLs) and four selected ethnic subgroups: European American (EA), African American (AA), Asian American (AsA), and Hispanic American (HA). Results indicated that the predictive validity of the early literacy measures was strong, and no evidence of predictive bias for ELL and non-ELL groups was found. However, evidence of a small amount of predictive bias was found between the EA and HA students with respect to intercept differences.

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Section: The Importance Of Predictive Validity Andmentioning

confidence: 99%

An examination of predictive bias for second grade reading outcomes from measures of early literacy skills in kindergarten with respect to English-language learners and ethnic subgroups.

Betts¹,

Reschly²,

Pickart³

et al. 2008

School Psychology Quarterly

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show abstract

“…A third criticism of norm-referenced, (Blankenship, 1985; Reschly, Kicklighter, & McKee, 1988;Shinn, 1995;Tucker, 1985;Webster & Braswell, 1991;Witt & Gresham, 1985). It has also been argued that the most popular achievement tests demonstrate curriculum bias or overlap with a specific curriculum (Webster & Braswell, 1991).…”

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confidence: 99%

A Comparison of Multiple Methods for the Identification of Children with Reading Disabilities

Sofie

Riccio²

2002

J Learn Disabil

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There has been considerable discussion of the methods used for the identification of children with reading disabilities. This study examined three different methods that could be used in the identification of children with reading disabilities and their consistency with teacher ratings of behaviors believed to be associated with reading disabilities. Standardized, norm-referenced measures of achievement, phonological processing measures, and curriculum-based measures of reading fluency were used with 40 children in Grades 1 and 2. Comparisons were made to determine which measures, if any, differentiated between children referred for reading disabilities (n = 20) and children who were progressing typically in reading in their general education classroom settings (n = 20). The results indicated significant between-group differences on standardized, norm-referenced measures of reading recognition, word attack, and comprehension; phonological measures of blending nonwords and elision; and reading fluency. Teacher ratings on the Dyslexia Screening Instrument were consistent with teacher beliefs regarding children's progress in reading. All measures were found to correlate significantly with each other. However, correlations were generally in the moderate range, suggesting that the measures used did not measure the same reading skills or, in the case of phonological processing, the underlying abilities believed to be necessary for reading. Given the differences in tasks and the moderate correlations, it is likely that the choice of measures may affect the conclusions reached regarding a student's reading ability.

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“…Thus, at least theoretically, a classification distinction or assessment device might have treatment utility based on empirical linkage to successful treatment outcome in a variety of ways.2 Moreover, one particular 1. Treatment validity or utility has also been implied within the context of an "outcomes criterion" in the test bias literature (see Reschly, 1979;Reschly, Kicklighter, & McKee, 1988).…”

mentioning

confidence: 99%

“…1. Treatment validity or utility has also been implied within the context of an “outcomes criterion” in the test bias literature (see Reschly, 1979; Reschly, Kicklighter, & McKee, 1988). …”

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confidence: 99%

DSM-III—R, treatment validity, and functional analysis: Further considerations for school psychologists.

Kratochwill¹,

Plunge²

1992

School Psychology Quarterly

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In a recent article in this journal Gresham and Gansle (1992a) argued that the Diagnostic and Statistical Manual of Mental Disorders (3rd edition, DSM-III-R) (APA, 1987) is irrelevant for the practice of school psychology based on five misguided assumptions including, 1) a medical model conceptualization of behavior, 2) reliability, 3) validity, 4) relevancy for special education placement, and, 5) treatment validity. It was argued that the absence of treatment validity is the most serious issue among the problems with the DSM-III-R. After providing an overview of these misguided assumptions, the authors advanced a functional analysis of behavior as being more relevant to various dimensions of school psychological practice (e.g., assessment, classification, placement, and intervention).A number of issues were raised in response to Gresham and Gansle (e.g., Hynd, 1992;Martens, 1992;Reynolds, 1992). Although many issues were addressed in the series of papers and in the rejoinder (Gresham & Gansle, 1992b), a number of fundamental assumptions pertaining to the alternatives proposed by Gresham and Gansle remain to be elucidated. Specifically, the purpose of our paper is to elaborate on several issues surrounding the treatment validity construct and a functional analysis of behavior. Embedded within this discussion are some empirical directions that will need to be addressed in the future.The lack of treatment validity associated with DSM-III-R is the first issue in need of clarification. Treatment validity is a relatively recent "measurement" construct first introduced into the behavioral literature (e.g., Nelson & Hayes, Requests for reprints should be sent to

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Recent Placement Litigation Part III: Analysis of Differences inLarry P., MarshallandS-1and Implications for Future Practices

Cited by 27 publications

References 18 publications

An examination of predictive bias for second grade reading outcomes from measures of early literacy skills in kindergarten with respect to English-language learners and ethnic subgroups.

An examination of predictive bias for second grade reading outcomes from measures of early literacy skills in kindergarten with respect to English-language learners and ethnic subgroups.

A Comparison of Multiple Methods for the Identification of Children with Reading Disabilities

DSM-III—R, treatment validity, and functional analysis: Further considerations for school psychologists.

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