Identifying Academic Skill and Performance Deficits: The Experimental Analysis of Brief Assessments of Academic Skills. General Articles

Autor/inn/en	Duhon, Gary J.; Noell, George H.; Witt, Joseph C.; Freeland, Jennifer T.; Dufrene, Brad A.; Gilbertson, Donna N.
Titel	Identifying Academic Skill and Performance Deficits: The Experimental Analysis of Brief Assessments of Academic Skills. General Articles
Quelle	In: School Psychology Review, 33 (2004) 3, S.429-443 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Quantitative Daten; Goal Setting; Rewards; Intervention; Academic Achievement; Low Achievement; Student Evaluation; Academic Ability; Comparative Analysis; Student Motivation + Suchen Sie Ihr Suchwort? Reward; Belohnung; Schulleistung; Unterdurchschnittliche Leistung; Schulnote; Studentische Bewertung; Schulische Motivation
Abstract	This study examined an approach for assessing and intervening with academic concerns that is conceptually derived from the distinction between skill deficits and performance deficits. A class-wide assessment was used to describe the students' functioning in the context of their peers and to help select a target concern for intervention. An individual assessment was also conducted to examine the possibility that goal setting and reward would be sufficient to correct the identified deficit. For 2 students rewards were effective in the brief assessment, suggesting a performance deficit hypothesis, and for 2 students they were not, suggesting a skill deficit hypothesis. An extended analysis was then conducted comparing an instructional intervention to one emphasizing motivational variables. In all cases the intervention approach suggested by the initial brief analysis was supported in the extended analysis. Implications for practice and future research are discussed. (Author).
Anmerkungen	National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10