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| Autor/inn/en | Decker, Scott L.; Englund, Julia; Albritton, Kizzy |
|---|---|
| Titel | Integrating Multi-Tiered Measurement Outcomes for Special Education Eligibility with Sequential Decision-Making Methodology |
| Quelle | In: Psychology in the Schools, 49 (2012) 4, S.368-384 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.21601 |
| Schlagwörter | Disabilities; Educational Policy; Eligibility; Reading Tests; Special Education; Control Groups; Outcomes of Education; Decision Making; Guidelines; Identification; Measurement; Urban Areas; High Stakes Tests; At Risk Students |
| Abstract | Changes to federal guidelines for the identification of children with disabilities have supported the use of multi-tiered models of service delivery. This study investigated the impact of measurement methodology as used across numerous tiers in determining special education eligibility. Four studies were completed using a sample of inner-city children (N = 150) who were administered a reading screener twice and a reading measure adapted from the state high-stakes reading test. A sub-sample of children identified as At-Risk were administered a comprehensive reading assessment and compared with a randomly selected control group, who were also administered a comprehensive reading assessment (n = 14). A model was developed to estimate the likelihood of special education eligibility based on both theoretical and empirical measurement parameters. Depending on the measurement assumptions of the multi-tiered model, special education eligibility outcomes varied from a low of 0.2% to as high as 11%, depending on the type of measure used, decision-making criteria used at each tier, and the number of tiers in the model. This study highlights the importance of measurement specification, explicit decision-making criteria, and empirical investigation to fully understand outcomes associated with the implementation of multi-tiered models. Implications for special education eligibility policy and practical implications for implementing comprehensive measurement practice in multi-tiered systems at the school level are discussed. (Contains 8 tables and 1 figure.) (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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