Claudia Flowers

Evaluation of the Effectiveness of an Early Literacy Program for Students with Significant Developmental Disabilities

This study evaluated the impact of a curriculum called the Early Literacy Skills Builder on the language and early literacy skills of students with significant developmental disabilities. Students in the control group received the ongoing sight word and picture instruction prescribed by their individualized education programs. Results indicate statistically significant interaction effects for the treatment group for two research team-designed measures of early literacy (the Nonverbal Literacy Assessment and a pretest/posttest for the experimental curriculum). Significant interaction effects were also found for two standardized measures (Peabody Picture Vocabulary Test III and Memory for Sentences of the Woodcock Language Proficiency Battery). Implications and future research needs are provided.

A Description and Demonstration of the Polytomous-DFIT Framework.

Raju, van der Linden, & Fleer (1995) proposed an item response theory based, parametric differential item functioning (DIF) and differential test functioning (DTF) procedure known as differential functioning of items and tests (DFIT). According to Raju et al., the DFIT framework can be used with unidimensional and multidimensional data that are scored dichotomously and/or polytomously. This study examined the polytomous-DFIT framework. Factors manipulated in the simulation were: (1) length of test (20 and 40 items), (2) focal group distribution, (3) number of DIF items, (4) direction of DIF, and (5) type of DIF. The findings provided promising results and indicated directions for future research. The polytomous DFIT framework was effective in identifying DTF and DIF for the simulated conditions. The DTF index did not perform as consistently as the DIF index. The findings are similar to those of unidimensional and multidimensional DFIT studies.

The Alignment of Alternate Assessment Content with Academic and Functional Curricula

The 1997 amendments to the Individuals with Disabilities Education Act required states to provide access to the general curriculum and alternate assessments for students with disabilities who were unable to participate in statewide assessments. For this study, we examined the curricular focus of alternate assessments using performance indicators in math, language arts, and functional skills from 31 states. Experts in math education, language arts, and severe disabilities, along with a group of stakeholders (i.e., teachers and administrators), examined the performance indicators relative to their alignment to national standards and curricula. Experts and stakeholders identified states that had alternate assessment performance indicators that were clearly aligned to math or language arts and those that did not. A subgroup also considered the functionality of the indicators. Through a series of discussions, experts and stakeholders identified features of the performance indicators that exemplified alignment with general or functional curricula, including specificity of content, wording, required response, and grade-or age-level appropriateness. The results suggest that alternate assessments have a strong focus on academic skills but also reflect an additive curricular approach linking academic and functional skills.

A Structural and Discriminant Analysis of the Work Addiction Risk Test

The Work Addiction Risk Test (WART) was designed to measure “workaholism.” The present study examines the underlying dimensions of the WART and investigated the accuracy of the WART scores to discriminate between workaholics and a control group. The results suggest that workaholism, as measured by the WART, includes five dimensions: (a) Compulsive Tendencies, (b) Control, (c) Impaired Communication/Self-Absorption, (d) Inability to Delegate, and (e) Self-Worth were developed from the factor analysis. A discriminant analysis that used the subscale scores as the independent variables and group membership (workaholic or control group) as the dependent variable indicated that the first three subscales provided the greatest distinction between the groups, with a 88.5% correct classification rate. A discriminant analysis that used the total WART score as the independent variable and group membership as the dependent variable had an 86.4% correct classification rate.

Literacy for Students With Severe Developmental Disabilities What Should We Teach and What Should We Hope to Achieve

The purpose of this article is to propose a conceptual foundation for early literacy instruction for students with severe developmental disabilities. The two primary outcomes in the conceptual model are (a) enhanced quality of life through shared literature and (b) increased independence as a reader. Guidelines are offered for promoting shared literature by increasing opportunities for accessing literature and teaching access skills to students. For increasing students’ independence as readers, recommendations are provided on teaching the components of reading outlined by the National Reading Panel. The proposed model will help develop guidance on the strategies for literacy instruction for students with severe developmental disabilities.

Student Evaluation Of College Teaching: A Practice In Search Of Principles

First introduced in the mid-1920s, student evaluation of instruction is a routine, mandatory part of teaching in colleges and universities in America. In this research, we summarized what is known about evaluating the effectiveness of instruction in postsecondary education and proposed areas for improvements, as well as considerations for future research. Considerable confusion, discontent, and concern were evident in the literature regarding the usefulness of ratings-based evaluations. Despite the contention surrounding student evaluations of teaching, they will continue to be used for personnel decisions. For this reason, research-based methods for improving the process and addressing areas of concern are still needed.

Teaching Mathematics and Science Standards to Students With Moderate and Severe Developmental Disabilities

This study evaluated strategies to teach secondary math and science content to students with moderate and severe developmental disabilities in a quasiexperimental group design with special education teachers randomly assigned to either the math or the science treatment group. Teachers in the math group implemented four math units representing four of the five national math standards. The science teachers implemented four science units representing three of eight national science content standards. A fourth standard, science as inquiry, was embedded within each of the units. Results showed students made gains in respective content areas. Students who received instruction in math scored higher than students who received instruction in science on the posttest of math skills. Likewise, students who received instruction in science scored higher than students who received instruction in math on the posttest of science vocabulary skills. Limitations and suggestions for future research and practice are discussed.

What We Know and Need to Know about Alternate Assessment

This article reviews promises, practices, and provisos of alternate assessment as a basis for illustrating what we know and what we need to know about measuring progress of students with disabilities in statewide assessment programs. In 19 data-based studies, professionals have begun to document the impact that alternate assessment is having on school reform and policy in general and to expectations, access to the general curriculum, and instruction for students with disabilities, especially those with significant cognitive impairments. At this juncture, there are insufficient data to report with confidence that alternate assessment will live up to its promises. Based on the data at hand, we offer recommendations for future research and a clearer focus on what we need to know to improve the outcomes of alternate assessments.

Work Stress and Marriage: A Theoretical Model Examining the Relationship Between Workaholism and Marital Cohesion

Using structural equation modeling the relationship of work stress and marital cohesion was empirically investigated. It was hypothesized that work stress would have an inverse relationship with marital cohesion. Participants were a random sample of 326 adult females who were members of the American Counseling Association. The results of the data-model fit analyses support the hypothesized relationship. The coefficient of determination for the structural equation was 0.60 indicating a substantial degree of explanation for the relationship tested. Implications of these findings for future research are presented.

Comparing social desirability responding on world wide web and paper-administered surveys

Social desirability responding (SRD) on surveys administered on the World Wide Web (WWW) and on paper was examined using 178 graduate and undergraduate students randomly assigned to a 2 (World Wide Web and Paper) ×2 (Anonymous and Nonanonymous) true experimental design. The findings reveal no differences in SDR between the WWW and the paper-administered survey conditions, and no differences in SDR between the anonymous and nonanonymous conditions. These findings and potential explanations are examined for consideration by anyone interested in using the WWW to obtain accurate information from survey participants.