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Burns MK, Taylor CN, Warmbold-Brann KL, Preast JL, Hosp JL, Ford JW. EMPIRICAL SYNTHESIS OF THE EFFECT OF STANDARD ERROR OF MEASUREMENT ON DECISIONS MADE WITHIN BRIEF EXPERIMENTAL ANALYSES OF READING FLUENCY. PSYCHOLOGY IN THE SCHOOLS 2017. [DOI: 10.1002/pits.22022] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/16/2023]
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Dufrene BA, Zoder-Martell KA, Dieringer ST, Labrot Z. BEHAVIOR ANALYTIC CONSULTATION FOR ACADEMIC REFERRAL CONCERNS. PSYCHOLOGY IN THE SCHOOLS 2015. [DOI: 10.1002/pits.21885] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Rowe SS, Witmer S, Cook E, daCruz K. Teachers’ Attitudes About Using Curriculum-Based Measurement in Reading (CBM-R) for Universal Screening and Progress Monitoring. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2014. [DOI: 10.1080/15377903.2014.938793] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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O'Donnell PS, Miller DN. Identifying Students With Specific Learning Disabilities: School Psychologists’ Acceptability of the Discrepancy Model Versus Response to Intervention. JOURNAL OF DISABILITY POLICY STUDIES 2011. [DOI: 10.1177/1044207310395724] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
A national sample of 496 practicing school psychologists and members of the National Association of School Psychologists were surveyed to assess levels of acceptability for the IQ-achievement (IQ-A) discrepancy model and the Response to Intervention (RTI) model as part of the identification process for students with specific learning disabilities. Significantly higher levels of acceptability were found for the RTI model. As levels of exposure to the RTI model increased, acceptability ratings for the RTI model increased and ratings for the IQ-A discrepancy model decreased. Variations in acceptability ratings for the RTI model were also found to occur in relation to school psychologists’ school setting. Specifically, school psychologists employed at middle and high schools demonstrated lower levels of acceptability for the RTI model compared with those employed at elementary and multiple settings. Implications of the study for practice and future research, as well as limitations, are discussed.
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Affiliation(s)
| | - David N. Miller
- University at Albany, State University of New York, Albany, NY, USA
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Machek GR, Nelson JM. School psychologists' perceptions regarding the practice of identifying reading disabilities: Cognitive assessment and response to intervention considerations. PSYCHOLOGY IN THE SCHOOLS 2010. [DOI: 10.1002/pits.20467] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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A Preliminary Investigation of the Effects of Reading Fluency Interventions on Comprehension. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2007. [DOI: 10.1300/j370v23n01_07] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Riley-Tillman TC, Chafouleas SM, Eckert TL, Kelleher C. Bridging the gap between research and practice: A framework for building research agendas in school psychology. PSYCHOLOGY IN THE SCHOOLS 2005. [DOI: 10.1002/pits.20085] [Citation(s) in RCA: 17] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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