Assessing the consequential validity of early literacy progress monitoring data: An investigation of the accuracy of decision rules to evaluate response to instruction.

This study examined the diagnostic accuracy associated with decision making as is typically conducted with curriculum-based measurement (CBM) approaches to progress monitoring. Using previously published estimates of the standard errors of estimate associated with CBM, 20,000 progress-monitoring data sets were simulated to model student reading growth of two-word increase per week across 15 consecutive weeks. Results indicated that an unacceptably high proportion of cases were falsely identified as nonresponsive to intervention when a common 4-point decision rule was applied, under the context of typical levels of probe reliability. As reliability and stringency of the decision-making rule increased, such errors decreased. Findings are particularly relevant to those who use a multi-tiered response-to-intervention model for evaluating formative changes associated with instructional intervention and evaluating responsiveness to intervention across multiple tiers of intervention.

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Preparing preservice teachers to use progress monitoring data for decision making

PsycEXTRA Dataset ◽

10.1037/e524882008-001 ◽

2008 ◽

Author(s):

Jean A. Boyer ◽

Tiffany Andrews

Keyword(s):

Decision Making ◽

Preservice Teachers ◽

Progress Monitoring ◽

Monitoring Data

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Using Progress-Monitoring Data to Improve Instructional Decision Making

Preventing School Failure Alternative Education for Children and Youth ◽

10.3200/psfl.52.2.48-58 ◽

2008 ◽

Vol 52 (2) ◽

pp. 48-58 ◽

Cited By ~ 37

Author(s):

Pamela M. Stecker ◽

Erica S. Lembke ◽

Anne Foegen

Keyword(s):

Decision Making ◽

Progress Monitoring ◽

Monitoring Data ◽

Instructional Decision Making ◽

Instructional Decision

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Why Intensive Interventions Matter

Learning Disability Quarterly ◽

10.1177/0731948714528806 ◽

2014 ◽

Vol 37 (4) ◽

pp. 218-229 ◽

Cited By ~ 26

Author(s):

Michael Solis ◽

Jeremy Miciak ◽

Sharon Vaughn ◽

Jack M. Fletcher

Keyword(s):

Reading Comprehension ◽

Progress Monitoring ◽

Behavioral Outcomes ◽

Sixth Grade ◽

Inadequate Response ◽

Poor Reading ◽

Response To Instruction ◽

Monitoring Tools ◽

Grade 5 ◽

Sixth Grade Students

We describe findings from a series of longitudinal studies utilizing a response to intervention framework implemented over 3 years with students in Grades 6 through 8 with reading disabilities and poor reading comprehension. Students were identified based on reading comprehension scores in Grade 5 ( n = 1,083) and then randomized to treatment or comparison conditions. Beginning in sixth grade, students assigned to intervention were provided treatment for 1, 2, or 3 years based on their response to instruction in each preceding year. Screening procedures, progress monitoring tools, tiers of instruction, and findings from each year of the study are reported. Additional studies investigating reading and behavioral outcomes through multi-level, growth modeling, and studies of the cognitive and neural correlates of inadequate response are also reported.

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Decision-making accuracy of CBM progress-monitoring data

PsycEXTRA Dataset ◽

10.1037/e524652008-001 ◽

2008 ◽

Author(s):

John M. Hintze ◽

Craig S. Wells ◽

Amanda M. Marcotte

Keyword(s):

Decision Making ◽

Progress Monitoring ◽

Monitoring Data

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Criterion Validity of the Early Communication Indicator for Infants and Toddlers

Assessment for Effective Intervention ◽

10.1177/1534508418824154 ◽

2019 ◽

Vol 45 (4) ◽

pp. 298-310 ◽

Cited By ~ 1

Author(s):

Charles R. Greenwood ◽

Jay Buzhardt ◽

Dale Walker ◽

Fan Jia ◽

Judith J. Carta

Keyword(s):

Early Literacy ◽

Progress Monitoring ◽

Service Providers ◽

Criterion Validity ◽

Infants And Toddlers ◽

Support Intervention ◽

Early Communication ◽

Home Visitors ◽

Validity Claims ◽

Negative Relationships

The Early Communication Indicator (ECI) is a progress monitoring measure designed to support intervention decisions of the home visitors and early educators who serve infants and toddlers. The present study sought to add to the criterion validity claims of the ECI in a large sample of children using measures of language and preliteracy not previously investigated. Early Head Start service providers administered and scored ECIs quarterly for infants and toddlers in their caseload as part of standard services. In addition, a battery of language and early literacy criterion tests were administered by researchers when children were 12, 24, 36, and 48 months of age. Analyses of this longitudinal data then examined concurrent and predictive correlational patterns. Results indicated that children grew in communicative proficiency with age, and weak to moderately strong patterns of relationship emerged that differed by ECI scale, age, and criterion measure. The strongest positive patterns of relationships were between Single Words and Multiple Words and the criterion at older ages. Gestures and Vocalizations established a pattern of negative relationships to the criterion measures. Implications for research and practice are discussed.

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