Early Identification of, and Interventions for, Kindergarten Students at Risk for Mathematics Difficulties

2019 ◽  
pp. 57-78
Author(s):  
Marcie Penner ◽  
Chad Buckland ◽  
Michael Moes
Keyword(s):  
At Risk ◽  
Early Identification ◽  
Kindergarten Students ◽  
Students At Risk ◽  
Mathematics Difficulties

scholarly journals Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties

2019 ◽  
Vol 28 (4) ◽  
pp. 244-256
Author(s):  
Gavin W. Watts ◽  
Diane Pedrotty Bryant ◽  
Garrett J. Roberts
Keyword(s):  
At Risk ◽  
Number Line ◽  
Mathematics Performance ◽  
Kindergarten Students ◽  
Classroom Behaviors ◽  
Students At Risk ◽  
Baseline Design ◽  
Cross Age Tutoring ◽  
Mathematics Difficulties ◽  
Students With Ebd

Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. In addition, students with emotional–behavioral disorders (EBD) can have some of the most challenging behavioral and academic needs to address. The purpose of this study was to identify the effects and collateral outcomes of utilizing cross-age tutors (i.e., older students) with/at risk of EBD to deliver a number line board game intervention to kindergarten students at risk of mathematics disabilities. A multiple baseline design across participants was utilized to evaluate the following research questions: (a) What are the effects of a number line game delivered by a cross-age tutor with EBD on the mathematics performance of kindergarten students with mathematics difficulties? (b) Can students with EBD implement tutoring procedures with fidelity? (c) What are the effects of the cross-age tutoring training and implementation on the tutors’ classroom behaviors and risk-status for EBD? Tutoring sessions took place for 25–30 min, 3 times per week, over 10 weeks. Results suggest cross-age tutoring to be an effective and feasible model for improving mathematics performance of at-risk kindergarteners and, to a lesser extent, the behavioral performance of students with EBD.

Personal Background Preparation Survey for Early Identification of Nursing Students at Risk for Attrition

2009 ◽  
Vol 48 (11) ◽  
pp. 606-613 ◽  
Author(s):  
Craig W. Johnson ◽  
Ronald Johnson ◽  
Mira Kim ◽  
John C. Mckee
Keyword(s):  
At Risk ◽  
Nursing Students ◽  
Early Identification ◽  
Students At Risk

Validity and Diagnostic Accuracy of Early Written Expression Screeners in Kindergarten

2018 ◽  
Vol 37 (5) ◽  
pp. 539-552 ◽  
Author(s):  
Milena A. Keller-Margulis ◽  
Sarah Ochs ◽  
Erin K. Reid ◽  
Erin L. Faith ◽  
G. Thomas Schanding
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Diagnostic Accuracy ◽  
English Language ◽  
Kindergarten Students ◽  
Written Expression ◽  
Future Research ◽  
Early Writing ◽  
Students At Risk ◽  
Screening Measures

Many students struggle with the basic skill of writing, yet schools lack technically adequate screening measures to identify students at risk in this area. Measures that allow for valid screening decisions that identify students in need of interventions to improve performance are greatly needed. The purpose of this study was to evaluate the validity and diagnostic accuracy of early writing screeners. Two early writing screening measures, Picture Word and Word Dictation, were administered to a diverse sample of 95 kindergarten students, almost half of whom were classified as English language learners and almost 70% identified ethnically as Hispanic. It was hypothesized that the early writing screening measures would demonstrate moderate to strong relationships with a standardized norm-referenced measure of written expression and adequate diagnostic accuracy for identifying kindergarten students at risk. Findings indicate that concurrent validity coefficients for both Picture Word and Word Dictation tasks ranged from .32 to .70 with the Written Expression cluster of the Woodcock–Johnson Tests of Achievement–IV and .26 to .61 with the Writing Samples and Sentence Writing Fluency subtests. Diagnostic accuracy results suggest these measures are a promising option for screening early writing skills. Implications for practice and directions for future research are discussed.

scholarly journals Early Identification of Students at Risk for Poor Academic Performance in Clinical Clerkships

2000 ◽  
Vol 75 (Supplement) ◽  
pp. S78-S80 ◽  
Author(s):  
SCOTT A. FIELDS ◽  
CYNTHIA MORRIS ◽  
WILLIAM L. TOFFLER ◽  
EDWARD J. KEENAN
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Early Identification ◽  
Students At Risk ◽  
Poor Academic Performance ◽  
Clinical Clerkships

Increasing Positive Playground Interaction for Kindergarten Students at Risk for Emotional and Behavioral Disorders

2017 ◽  
Vol 46 (5) ◽  
pp. 487-496 ◽  
Author(s):  
Darlene H. Anderson ◽  
Scott M. Trinh ◽  
Paul Caldarella ◽  
Blake D. Hansen ◽  
Michael J. Richardson
Keyword(s):  
At Risk ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Kindergarten Students ◽  
Students At Risk

A Validation Study of the BRIEF-2 Among Kindergarteners and First Graders At-Risk for Behavior Problems

Assessment ◽  
2021 ◽  
pp. 107319112110322
Author(s):  
Michelle M. Cumming ◽  
Daniel V. Poling ◽  
Yuxi Qiu ◽  
Andy V. Pham ◽  
Ann P. Daunic ◽  
...  
Keyword(s):  
At Risk ◽  
Executive Functioning ◽  
Early Identification ◽  
Executive Dysfunction ◽  
First Grade ◽  
Future Research ◽  
Students At Risk ◽  
School Based Intervention ◽  
Index Model ◽  
School Based

Early identification of executive dysfunction and timely school-based intervention efforts are critical for students at risk for problematic behaviors during early elementary school. The original Behavior Rating Inventory of Executive Functioning (BRIEF) was designed to measure real-world behavioral manifestations of executive functioning, neurocognitive processes critical for school success. With the updated BRIEF-2, independent validation is needed with kindergarten and first grade students at risk for emotional and behavioral disorders. Thus, using item level analyses, we examined the factor structure of the BRIEF-2 Teacher Rating form with 1,112 students. Results indicated little evidence for the original three-index model and supported a modified two-index model, with a Cognitive Regulation Index and an overall Behavior–Emotion Regulation Index. Criterion related validity indicated positive relationships with performance-based executive functioning (Head-Toes-Knees-Shoulders) and later internalizing and externalizing behaviors. We discuss implications of findings for early identification and school-based intervention efforts, as well as future research.

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