Matthew K. Burns

A Meta-analysis of Prereferral Intervention Teams: Student and Systemic Outcomes

Abstract Although prereferral intervention teams (PIT) are common in public schools, there is little and conflicting research to support them. The current article conducted an empirical meta-analysis of research on PITs by reviewing 72 articles. Nine of the articles matched the inclusion criteria for the study and 57 effect size (ES) coefficients were computed, which resulted in a mean ES of 1.10. The studies were further broken down by category of dependent variable (DV), and resulted in a mean ES of 1.15 for student outcomes and 0.90 for systemic outcomes. PITs that were implemented by university faculty resulted in a mean ES of 1.32, but field-based PITs resulted in a mean ES of only .54. Studies that used random assignment resulted in higher ES coefficients than those that used nonrandom assignment. Implications for research and cautious suggestions for practice are discussed.

Comprehensive System of Assessment to Intervention Using Curriculum-Based Assessments

Curriculum-based measurement and Gicklings model of curriculum-based assessment have been proposed as approaches that more closely link assessment and intervention. Research has clearly supported the independent use of these two models in improving student learning, but some have argued for a more comprehensive approach that combines the different curriculum-based metrics. This article demonstrates procedures for implementing the two models concurrently in a comprehensive assessment and intervention system by discussing three case studies. The first is an example of reading difficulties in a general education setting, the second is a student experiencing mathematical difficulties in a general education curriculum, and the third is a student participating in special education for reading difficulties. Suggestions and cautions for practice are included.

Using Curriculum-Based Assessment in the Responsiveness to Intervention Diagnostic Model for Learning Disabilities

The Responsiveness to Intervention (RI) model for diagnosing learning disabilities has been proposed as an alternative to previous definitions. Given the importance of reliable and valid assessment in the instructional process, assessment must be a crucial aspect of any RI approach. Curriculum-based measurement (CBM) has been discussed in previous descriptions of RI, but arguably does not address all of the components of an RI model. This article examines the potential use of curriculum-based assessment (CBA) in distinguishing ineffective instruction from unacceptable learning and informing instruction, which are two key elements of RI. How CBA can be used to plan, manage, deliver, and evaluate classroom instruction is specifically discussed, as are the central tenets of CBA.

Minimum Reading Fluency Rate Necessary for Comprehension: A Potential Criterion for Curriculum-Based Assessments:

Curriculum-based assessment for instructional design and curriculum-based measurement both involve measurements of reading fluency, which are often interpreted through comparisons to local norms. However, local norms are not always available and some scholars argue for a criterion-referenced approach when making instructional decisions. The current study examined the relationship between reading fluency and comprehension by having 49 third- and fourth-grade students orally read four passages from standardized reading assessment tools with an incremental increased percentage (0%, 10%, 20%, and 30%) of scrambled words. The number of words read correctly/minute and percentage of comprehension questions correctly answered were recorded. A suggested criterion of approximately 50 words/minute was found using the mean fluency rate of the highest passage in which students demonstrated adequate comprehension, but a wide range of normalcy was also noted. Suggestions for future research are included.

The effectiveness of the hosts program in improving the reading achievement of children at‐risk for reading failure

Abstract The Helping One Student to Succeed (HOSTS) Language Arts volunteer tutoring program was evaluated by comparing pre‐ and post‐intervention scores on standardized measures of reading using a 5‐month test‐retest interval. Students (n = 129) from six elementary schools in Michigan that utilize the HOSTS program served as the experimental group, and the control group (n = 127) was recruited from four elementary schools that do not use the HOSTS program. Both groups contained students who were identified as at‐risk for reading failure by their respective schools, but none received special education services. Between‐group analyses of covariance (ANCOVA) were conducted using change scores as the dependent variables and pre‐scores as the covariate variables. Results suggested that growth experienced by the experimental group significantly exceeded that of the control group on measures of reading fluency, reading comprehension, initial sound fluency, and overall reading skills. Therefore, the HOSTS tutoring program appeared to be an effective intervention for children identified as at risk for reading difficulties.

Inclusion of Intrinsic Processing Difficulties in LD Diagnostic Models: A Critical Review

The inclusion of processing components in definitions and assessment procedures for learning disabilities (LD) has waxed and waned since the 1960s, but interest has grown recently as dissatisfaction with the discrepancy model has increased. This article discusses the use of the processing component for LD definitions by examining its theoretical basis, large-scale consistent implementation, and researched classroom effectiveness. Results suggest that not unlike the discrepancy model, the processing definition of LD does not differentiate students with LD from low achievers, is inconsistently implemented, and does not offer enough research to conclusively support its instructional validity. The potential impact of these findings on assessment and suggestions for future directions are also discussed.

Age as a Predictor of Acquisition Rates as Measured by Curriculum-Based Assessment: Evidence of Consistency with Cognitive Research.

It has been suggested that in order to truly understand student achievement, data must be collected with an assessment tool that includes a measure of performance, is psychometrically sound, and is consistent with cognitive psychology. Curriculum-based assessment for instructional design (CBA-ID) is presented as an assessment model that addresses those three criteria. The current article expands the literature on behavioral and psychometric components of CBA-ID by asking if age is a predictor of CBA-ID acquisition rate data, which allowed for a comparison between CBA-ID and memory research. The acquisition rates of 91 first-, third-, and fifth-grade students were obtained and correlated with their respective ages. Age was found to be a signficant predictor of acqusition rates for the total sample and for students in grades 1 and 3, but not for students in grade 5. A comparison of corrected coefficients suggested qualitative differences between younger and older children, which was consistent with results of previous memory research, thus supporting the consistency of CBA-ID with research from cogntive psychology.

Effectiveness of Special Education Personnel in the Intervention Assistance Team Model

Abstract The effectiveness of including special education professionals in the intervention assistance team (IAT) process was examined. The author surveyed 25 public elementary schools to determine if they used special education personnel as part of their IAT model. The schools were grouped according to their inclusion or noninclusion of those professionals. The 2 groups were then compared for rate of student retentions and referrals to special education. Results suggest that students who attended schools with special IAT educators had a significantly smaller chance of being retained or referred to special education than did those who attended schools without this model.

Practicing school psychologists' perceived role in prevention of school violence.

School psychologists have been called upon to take a leadership role in school-violence prevention, but little is known about their involvement in this issue, especially in states where school shootings have occurred. The current study surveyed 258 Michigan school psychologists about their role in prevention of school violence. Analysis suggested respondents felt prepared to address violence prevention but do not have a leadership role and are not sought for advice about prevention. The number of annual special education evaluations was significantly associated with frequency of being sought for advice on violence prevention but was not related to perceptions of leadership or preparedness. Modest relationships were noted between feeling prepared, knowledge of risk factors, and self-perceptions of a leadership role. Suggestions for research are included.

A Comparison of the Spontaneous Writing Quotient of the Test of Written Language (3rd ed.) and Teacher Ratings of Writing Progress.

The third edition of the Test of Written Language (TOWL-3; Hammill & Larsen, 1996) is among the most commonly used writing assessment instruments, but research on this tool is somewhat limited. Given the recent emphasis on aligning assessment with the general curriculum, and the need for additional research, the current study compared the Spontaneous Writing Quotient (SWQ) of the TOWL-3 to teacher ratings of progress in the local writing curriculum. Hammill and Hresko (1994) conducted a similar study, but with only 76 students. The current sample of 147 third-and fifth-grade students from one school district in Michigan revealed corrected coefficients that ranged from .39 to .48. These were consistent with previous research, but offered only low to moderate support for the criterion-related validity relative to the local curriculum, and reinforced the need to examine the appropriateness of the TOWL-3 given the districts writing curriculum.