Using Generalizability Theory to Examine the Dependability of Scores From the Learning Target Rating Scale

Abstract

The Learning Target Rating Scale (LTRS) is a measure designed to evaluate the quality of teacher-developed learning targets for embedded instruction for early learning. In the present study, we examined the measurement dependability of LTRS scores by conducting a generalizability study (G-study). We used a partially nested, three-facet model to estimate the variance of LTRS scores due to teachers, children, learning targets, and raters. We used these variance components to conduct a decision study (D-study) to investigate how data collection and scoring design affected the dependability of scores and to help inform future use. Findings supported the dependability of LTRS scores when used with one rater and when at least six learning targets are obtained from teachers. We discuss potential refinements for the LTRS based on the G-and D-studies and implications for using it in practice.

Effects of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices

“…Teachers’ LTRS scores in the present study are percentage scores averaged across the target children in each teacher’s classroom. A generalizability study based on present study data showed minimal error variance due to raters, with G coefficients ranging from 0.74 to 0.90 (McLaughlin, Snyder, & Algina, 2016).…”

Özel Eğitimde Nitelikli Davranışsal Amaç Belirleme ve Yazmaya İlişkin İlkelerin Doküman Analizi Yoluyla Belirlenmesi

“…Instructional objective statements should clearly define how the student will exhibit the skill for teachers to observe and collect data for target behavior, to inform other professional about behaviors taught, and to continue to teach instructional objective when the teacher is not in the environment, (Alberto et al, 2022;McLaughlin et al, 2017;Rakap, 2015). Identifying and teaching functional and high-quality instructional objectives appropriate for student's developmental age make it possible for students with disabilities to adapt to environment they live in and to acquire behaviors that meet social norms in all environments (Jung, 2007;Leach, 2010;McLaughlin et al, 2017;Notari, 1988;Webber and Scheuermann, 2008). Instructional objectives that are not appropriate for student's age and developmental characteristics may limit the acceptance of students in their social environments, and these behaviors are generally not functional.…”

Impact of Coaching on Preservice Teachers’ Use of Embedded Instruction in Inclusive Preschool Classrooms

“…Embedded instruction (EI), “a naturalistic instructional approach designed to promote child engagement and learning by identifying times when instructional procedures to teach a child’s priority learning targets are implemented in the context of ongoing activities, routines and transitions of inclusive preschool classrooms” (Snyder, Hemmeter, McLean, Sandall, & McLaughlin, 2013; Snyder, Hemmeter, Sandall, & McLean, 2007), is a recommended practice in the field of early childhood special education (ECSE; Division for Early Childhood, 2014; McLaughlin, Snyder, & Algina, 2016). Naturalistic instructional approaches, including EI, involve four common features.…”