Curriculum-Based Measurement of Reading Decision Rules: Strategies to Improve the Accuracy of Treatment Recommendations

Autor/inn/en	Van Norman, Ethan R.; Nelson, Peter M.; Parker, David C.
Titel	Curriculum-Based Measurement of Reading Decision Rules: Strategies to Improve the Accuracy of Treatment Recommendations
Quelle	In: School Psychology Review, 47 (2018) 4, S.333-344 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.17105/SPR-2017-0089.V47-4
Schlagwörter	Curriculum Based Assessment; School Psychologists; Decision Making; Accuracy; Progress Monitoring; Reading; Scores; Benchmarking; Reading Achievement; Goal Orientation; Data Collection; Information Utilization; Reading Instruction; Intervention + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Decision-making; Entscheidungsfindung; Leseprozess; Lesen; Leseleistung; Zielorientierung; Zielvorstellung; Data capture; Datensammlung; Informationsnutzung; Leseunterricht
Abstract	School psychologists regularly use decision rules to interpret student response to intervention in reading. Recent research suggests that the accuracy of those decision rules depends on the duration of progress monitoring, the number of observations available, and the amount of measurement error present. In this study, we extended existing research to evaluate the influence of a student's initial level of performance, goal line type, and decision rule type on the accuracy of interpretations of progress monitoring data. Normative goal lines performed best for students scoring far below benchmark at the beginning of the year, while goal lines based upon a spring benchmark score were appropriate for students performing just below expectations at the beginning of the year. The data point rule performed poorly across all progress monitoring conditions, while comparing the median of the 3 most recent observations to a goal line performed similarly to the trend line rule. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01