Pub Date : 2024-01-25DOI: 10.1177/15345084241226593
Kirsten J. Truman, Ethan R. Van Norman, David A. Klingbeil, Madeline C. Schmitt, Peter M. Nelson, David C. Parker
Relatively little is known regarding post-intervention reading fluency outcomes for English learners (ELs) in comparison with non-EL peers, yet educators must be prepared to sustain growth for all students transitioning to less-intensive tiers of support. The purpose of this study was to investigate whether EL status moderated post-intervention maintenance effects among second- and third-grade students who transitioned back to Tier 1 instruction only due to successful performance during a Tier 2 reading fluency intervention. Piecewise multi-level models were estimated to address whether EL status uniquely predicted intervention growth patterns and the extent to which these patterns were maintained over a 12- to 13-week post-intervention period. Reading fluency scores were similar between EL and non-EL students prior to the start of and during the intervention, and all students’ performance decreased slightly immediately after support ceased. Regardless of grade level or EL status, post-intervention fluency gains generally remained smaller than those observed during intervention meriting attention to individual- and systems-level instructional considerations for ensuring continued growth.
{"title":"The Influence of English Learner Status on Maintenance of Oral Reading Fluency Growth","authors":"Kirsten J. Truman, Ethan R. Van Norman, David A. Klingbeil, Madeline C. Schmitt, Peter M. Nelson, David C. Parker","doi":"10.1177/15345084241226593","DOIUrl":"https://doi.org/10.1177/15345084241226593","url":null,"abstract":"Relatively little is known regarding post-intervention reading fluency outcomes for English learners (ELs) in comparison with non-EL peers, yet educators must be prepared to sustain growth for all students transitioning to less-intensive tiers of support. The purpose of this study was to investigate whether EL status moderated post-intervention maintenance effects among second- and third-grade students who transitioned back to Tier 1 instruction only due to successful performance during a Tier 2 reading fluency intervention. Piecewise multi-level models were estimated to address whether EL status uniquely predicted intervention growth patterns and the extent to which these patterns were maintained over a 12- to 13-week post-intervention period. Reading fluency scores were similar between EL and non-EL students prior to the start of and during the intervention, and all students’ performance decreased slightly immediately after support ceased. Regardless of grade level or EL status, post-intervention fluency gains generally remained smaller than those observed during intervention meriting attention to individual- and systems-level instructional considerations for ensuring continued growth.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139596398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-05DOI: 10.1177/15345084231218614
Malena A. Nygaard, Heather E. Ormiston, Hallie Enderle
Limited research has examined the impact of Bounce Back (BB), a trauma-focused intervention for elementary-age students, on student academic engagement and daily classroom behavior. This study utilized both ongoing direct and indirect measures of student functioning to evaluate student progress and inform the implementation of BB. Participants were six students (four male and two female). We employed an AB single-subject design across cases with follow-up, and we collected data via the Direct Behavior Rating-Single Item Scale (DBR). We also employed a quasi-experimental pretest–posttest design using the Strengths and Difficulties Questionnaire (SDQ), Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), and mySAEBRS across raters before/after intervention implementation. We found either direct or indirect assessment could be used to monitor intervention effectiveness for youth who presented with some internalizing and externalizing problems, whereas indirect measures (i.e., rating scales) showed the primary effect for youth with solely internalizing problems, and direct assessment (i.e., DBR) showed the primary effect for youth with predominantly externalizing behaviors. Selecting progress-monitoring tools based on presenting concerns is important to adequately monitor the effectiveness of school-based mental health interventions. Implications for practice are discussed.
有关 "反弹"（BB）（一种针对小学生的创伤干预措施）对学生学业参与度和日常课堂行为的影响的研究十分有限。本研究利用对学生功能的持续直接和间接测量来评估学生的进步，并为 BB 的实施提供参考。参与者为六名学生（四名男生和两名女生）。我们采用了 AB 单被试设计，对不同案例进行跟踪，并通过直接行为评级单项量表（DBR）收集数据。我们还采用了一种准实验性的前测-后测设计，在干预实施前/后，使用优势与困难问卷（SDQ）、社会、学业与情绪行为风险筛查表（SAEBRS）和 mySAEBRS，对不同的评分者进行评分。我们发现，无论是直接评估还是间接评估，都可以用来监测那些存在一些内化和外化问题的青少年的干预效果，而间接测量（即评分量表）则对只存在内化问题的青少年显示出主要效果，而直接评估（即 DBR）则对主要存在外化行为的青少年显示出主要效果。要充分监控校本心理健康干预措施的效果，就必须根据当前关注的问题选择进展监控工具。本文还讨论了对实践的影响。
{"title":"Examining the Classroom Impact of the Bounce Back Trauma Intervention: Implications for Selecting Progress Monitoring Tools","authors":"Malena A. Nygaard, Heather E. Ormiston, Hallie Enderle","doi":"10.1177/15345084231218614","DOIUrl":"https://doi.org/10.1177/15345084231218614","url":null,"abstract":"Limited research has examined the impact of Bounce Back (BB), a trauma-focused intervention for elementary-age students, on student academic engagement and daily classroom behavior. This study utilized both ongoing direct and indirect measures of student functioning to evaluate student progress and inform the implementation of BB. Participants were six students (four male and two female). We employed an AB single-subject design across cases with follow-up, and we collected data via the Direct Behavior Rating-Single Item Scale (DBR). We also employed a quasi-experimental pretest–posttest design using the Strengths and Difficulties Questionnaire (SDQ), Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), and mySAEBRS across raters before/after intervention implementation. We found either direct or indirect assessment could be used to monitor intervention effectiveness for youth who presented with some internalizing and externalizing problems, whereas indirect measures (i.e., rating scales) showed the primary effect for youth with solely internalizing problems, and direct assessment (i.e., DBR) showed the primary effect for youth with predominantly externalizing behaviors. Selecting progress-monitoring tools based on presenting concerns is important to adequately monitor the effectiveness of school-based mental health interventions. Implications for practice are discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139449966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-24DOI: 10.1177/15345084231220526
R. Zipoli, Sujini Ramachandar
Assessments of oral reading are widely used for screening, progress monitoring, and comprehensive evaluations. Despite the utility and technical adequacy of these tools, there are subgroups of students for whom measures of oral reading may be inappropriate. The first section of this article focuses on how tests of oral reading may underestimate word reading ability and reading fluency among four subgroups of students with speech, language, or learning difficulties. These include school-age students who demonstrate word-finding difficulties (which are common among students with a learning disability or developmental language disorder), developmental stuttering, childhood apraxia of speech, and pediatric dysarthria. The second section offers practical recommendations for more accurate assessment procedures, correct placement decisions, relevant professional learning activities, and strategic interdisciplinary teaming.
{"title":"Oral Reading Assessment: Four Conditions Where Caution Is Warranted","authors":"R. Zipoli, Sujini Ramachandar","doi":"10.1177/15345084231220526","DOIUrl":"https://doi.org/10.1177/15345084231220526","url":null,"abstract":"Assessments of oral reading are widely used for screening, progress monitoring, and comprehensive evaluations. Despite the utility and technical adequacy of these tools, there are subgroups of students for whom measures of oral reading may be inappropriate. The first section of this article focuses on how tests of oral reading may underestimate word reading ability and reading fluency among four subgroups of students with speech, language, or learning difficulties. These include school-age students who demonstrate word-finding difficulties (which are common among students with a learning disability or developmental language disorder), developmental stuttering, childhood apraxia of speech, and pediatric dysarthria. The second section offers practical recommendations for more accurate assessment procedures, correct placement decisions, relevant professional learning activities, and strategic interdisciplinary teaming.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139159912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.1177/15345084231208671
Jason C. Chow, Robin Sayers, Yang Fu, Kristen L. Granger, Shannon McCullough, Corinne Kingsbery, Ashley Morse
The purpose of this study was to conduct a systematic meta-review with the goal of documenting the landscape of measures of classroom management in the school-based literature. Our systematic search for systematic reviews and extraction of primary studies in the classroom management research yielded 73 studies for inclusion that captured 76 different classroom management measures. We present an inclusive repository of measures from the field. Results revealed high levels of variability in aspects of both scales and observational measures across a range of domains assessed. We discuss our descriptive analysis of the landscape of classroom management measures and provide implications for future work.
{"title":"A Systematic Meta-Review of Measures of Classroom Management in School Settings","authors":"Jason C. Chow, Robin Sayers, Yang Fu, Kristen L. Granger, Shannon McCullough, Corinne Kingsbery, Ashley Morse","doi":"10.1177/15345084231208671","DOIUrl":"https://doi.org/10.1177/15345084231208671","url":null,"abstract":"The purpose of this study was to conduct a systematic meta-review with the goal of documenting the landscape of measures of classroom management in the school-based literature. Our systematic search for systematic reviews and extraction of primary studies in the classroom management research yielded 73 studies for inclusion that captured 76 different classroom management measures. We present an inclusive repository of measures from the field. Results revealed high levels of variability in aspects of both scales and observational measures across a range of domains assessed. We discuss our descriptive analysis of the landscape of classroom management measures and provide implications for future work.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138611256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.1177/15345084231214418
Nathan A. Stevenson, Sara McDaniel, S. Hirsch
This introduction to the special issue, “Assessing Classroom Management Practices: Setting the Stage for Effective and Equitable Intervention,” overviews the importance of classroom management and how the field defines classroom management and previews the articles included in this special issue. The purpose of the special issue was to provide readers with wide-ranging assessment tools, their strengths, and weaknesses used to assess classroom management practices. This extends to how researchers analyze classroom management data and novel approaches to analyses. Readers will see the special issue leads with a thorough meta-analysis of existing classroom management assessment tools, followed by descriptions of other tools and related practices.
{"title":"Assessing Classroom Management Practices: Setting the Stage for Effective and Equitable Intervention","authors":"Nathan A. Stevenson, Sara McDaniel, S. Hirsch","doi":"10.1177/15345084231214418","DOIUrl":"https://doi.org/10.1177/15345084231214418","url":null,"abstract":"This introduction to the special issue, “Assessing Classroom Management Practices: Setting the Stage for Effective and Equitable Intervention,” overviews the importance of classroom management and how the field defines classroom management and previews the articles included in this special issue. The purpose of the special issue was to provide readers with wide-ranging assessment tools, their strengths, and weaknesses used to assess classroom management practices. This extends to how researchers analyze classroom management data and novel approaches to analyses. Readers will see the special issue leads with a thorough meta-analysis of existing classroom management assessment tools, followed by descriptions of other tools and related practices.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138616988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-20DOI: 10.1177/15345084231205314
Benjamin J. Lovett, Judith R. Harrison
Ensuring that educational tests are accessible to students with disabilities is a core aspect of fairness in assessment, regardless of the exact uses of the testing. Disability accommodations, as well as universally available accessibility features, can facilitate that access, but determining which supports to offer should be guided by sound empirical research and defensible theoretical frameworks. Here the guest editors introduce a special issue of Assessment for Effective Intervention on this topic of accessibility in assessment. We discuss the importance of the topic, we provide an overview of each article in the issue, and we offer reflections on the present and future of research on this topic.
{"title":"Ensuring Test Access for Students With Disabilities: A Special Issue of <i>Assessment for Effective Intervention</i>","authors":"Benjamin J. Lovett, Judith R. Harrison","doi":"10.1177/15345084231205314","DOIUrl":"https://doi.org/10.1177/15345084231205314","url":null,"abstract":"Ensuring that educational tests are accessible to students with disabilities is a core aspect of fairness in assessment, regardless of the exact uses of the testing. Disability accommodations, as well as universally available accessibility features, can facilitate that access, but determining which supports to offer should be guided by sound empirical research and defensible theoretical frameworks. Here the guest editors introduce a special issue of Assessment for Effective Intervention on this topic of accessibility in assessment. We discuss the importance of the topic, we provide an overview of each article in the issue, and we offer reflections on the present and future of research on this topic.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135618089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-20DOI: 10.1177/15345084231203235
Changyun Liu, Dake Zhang, Max Pandolpho, Julia Yi
This study investigated the effectiveness of four Digitalized Interactive Components (DICs) designed based on cognitive principles to accommodate individual differences among students with learning difficulties in geometry during computer-based assessments. The four DICs included annotations (allowing students to make notes on the screen), pop-up glossary (providing definitions of math terms upon clicking), signaling (displaying corresponding visual information upon clicking verbal information), and rotation (allowing students to rotate shapes). Sixteen high school students with mathematics difficulties participated in the study and were tested with and without the principled DICs. The findings indicate that the principled DICs statistically significantly improved students’ accuracy on the majority of tested problems and increased the average duration engaged in solving geometry problems. Analysis of video data revealed that the pop-up glossary was the most frequently used DIC, followed by signaling, while annotation was the least used.
{"title":"Effects of Principled Digitalized Interactive Components on Geometry Computer-Based Assessment in High Schoolers With Learning Difficulties in Mathematics: A Preliminary Investigation","authors":"Changyun Liu, Dake Zhang, Max Pandolpho, Julia Yi","doi":"10.1177/15345084231203235","DOIUrl":"https://doi.org/10.1177/15345084231203235","url":null,"abstract":"This study investigated the effectiveness of four Digitalized Interactive Components (DICs) designed based on cognitive principles to accommodate individual differences among students with learning difficulties in geometry during computer-based assessments. The four DICs included annotations (allowing students to make notes on the screen), pop-up glossary (providing definitions of math terms upon clicking), signaling (displaying corresponding visual information upon clicking verbal information), and rotation (allowing students to rotate shapes). Sixteen high school students with mathematics difficulties participated in the study and were tested with and without the principled DICs. The findings indicate that the principled DICs statistically significantly improved students’ accuracy on the majority of tested problems and increased the average duration engaged in solving geometry problems. Analysis of video data revealed that the pop-up glossary was the most frequently used DIC, followed by signaling, while annotation was the least used.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135617975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-15DOI: 10.1177/15345084231202407
Xin Lin, Sarah R. Powell
Developing mathematics proficiency requires an understanding of mathematics vocabulary. Although previous research has developed several measures of mathematics vocabulary at different grade levels, no study focused solely on fraction vocabularies. We developed and tested a measure of fraction vocabulary for students in Grade 4 to determine the internal consistency and difficulty level of such a measure. Analysis indicated the measure demonstrated high internal consistency. Students, on average, answered less than one-third of fraction vocabularies correctly. We also detected performance differences between students with and without mathematics difficulty and dual-language learners and their peers.
{"title":"Development of a Fraction Vocabulary Measure","authors":"Xin Lin, Sarah R. Powell","doi":"10.1177/15345084231202407","DOIUrl":"https://doi.org/10.1177/15345084231202407","url":null,"abstract":"Developing mathematics proficiency requires an understanding of mathematics vocabulary. Although previous research has developed several measures of mathematics vocabulary at different grade levels, no study focused solely on fraction vocabularies. We developed and tested a measure of fraction vocabulary for students in Grade 4 to determine the internal consistency and difficulty level of such a measure. Analysis indicated the measure demonstrated high internal consistency. Students, on average, answered less than one-third of fraction vocabularies correctly. We also detected performance differences between students with and without mathematics difficulty and dual-language learners and their peers.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135759644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-05DOI: 10.1177/15345084231187087
Catherine P. Bradshaw, Heather L. McDaniel, Chelsea A. Kaihoi, Summer S. Braun, Elise T. Pas, Jessika H. Bottiani, A. Cash, Katrina J. Debnam
This article focuses on the psychometric properties and characteristics of the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an observational assessment administered by trained external observers of teacher practices, classroom context, and student behaviors at the classroom level. Study 1 examines variability, reliability, and convergence between ASSIST scores with data from 3,298 classrooms nested within 185 elementary, middle, and high schools. We report school-level intraclass correlations (ICCs), standard deviations, means, and reliability estimates of ASSIST scales; investigate the correspondence among ASSIST-measured constructs with multilevel correlations; and explore school-level predictors of ASSIST global scale scores. Study 2 further examines reliability over time and convergent validity using repeated ASSIST and Classroom Assessment Scoring System–Secondary (CLASS-S) observations in classrooms of 335 teachers in 41 middle schools. The ASSIST global measures exhibited moderate to good reliability across three same-teacher observations (ICCs ranged from .69 to .82). Associations between all ASSIST and CLASS-S scales suggested close correspondence of the measures, especially at the teacher level and school level. Together, these findings highlight the utility of the ASSIST observational measure, both as a research and practice tool, across multiple school types and classroom contexts, and with potential to inform coaching to improve teachers’ classroom management.
{"title":"Examining the Psychometrics and Characteristics of the Assessing School Settings: Interactions of Students and Teachers","authors":"Catherine P. Bradshaw, Heather L. McDaniel, Chelsea A. Kaihoi, Summer S. Braun, Elise T. Pas, Jessika H. Bottiani, A. Cash, Katrina J. Debnam","doi":"10.1177/15345084231187087","DOIUrl":"https://doi.org/10.1177/15345084231187087","url":null,"abstract":"This article focuses on the psychometric properties and characteristics of the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an observational assessment administered by trained external observers of teacher practices, classroom context, and student behaviors at the classroom level. Study 1 examines variability, reliability, and convergence between ASSIST scores with data from 3,298 classrooms nested within 185 elementary, middle, and high schools. We report school-level intraclass correlations (ICCs), standard deviations, means, and reliability estimates of ASSIST scales; investigate the correspondence among ASSIST-measured constructs with multilevel correlations; and explore school-level predictors of ASSIST global scale scores. Study 2 further examines reliability over time and convergent validity using repeated ASSIST and Classroom Assessment Scoring System–Secondary (CLASS-S) observations in classrooms of 335 teachers in 41 middle schools. The ASSIST global measures exhibited moderate to good reliability across three same-teacher observations (ICCs ranged from .69 to .82). Associations between all ASSIST and CLASS-S scales suggested close correspondence of the measures, especially at the teacher level and school level. Together, these findings highlight the utility of the ASSIST observational measure, both as a research and practice tool, across multiple school types and classroom contexts, and with potential to inform coaching to improve teachers’ classroom management.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47293886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-02DOI: 10.1177/15345084231190285
Jessica N. Torelli, Christina R. Noel, T. Gross, Kaitlin A. Morris
Teachers critically need classroom management skills. To develop these skills, teachers need high-quality professional development (PD). To support teachers, schools need practical tools for assessing the effects of PD on teachers’ use of classroom management practices. The adapted alternating treatments design (AATD) may be a tool for this purpose. We conducted an initial pilot investigation testing the potential of AATDs to evaluate the effects of PD on teachers’ use of classroom management practices for eight P–12 teachers. We successfully used AATDs to evaluate PD effects in all cases across two phases of PD (online module instruction, online module + peer coaching). Results suggest the potential promise of using AATDs to evaluate the effects of PD on teachers’ use of classroom management practices. Results also showed didactic training alone was often insufficient to increase use of practices, whereas peer coaching was effective in increasing use of at least one practice for all teachers.
{"title":"The Potential Promise of Using Adapted Alternating Treatment Designs to Assess Teachers’ Use of Classroom Management Practices","authors":"Jessica N. Torelli, Christina R. Noel, T. Gross, Kaitlin A. Morris","doi":"10.1177/15345084231190285","DOIUrl":"https://doi.org/10.1177/15345084231190285","url":null,"abstract":"Teachers critically need classroom management skills. To develop these skills, teachers need high-quality professional development (PD). To support teachers, schools need practical tools for assessing the effects of PD on teachers’ use of classroom management practices. The adapted alternating treatments design (AATD) may be a tool for this purpose. We conducted an initial pilot investigation testing the potential of AATDs to evaluate the effects of PD on teachers’ use of classroom management practices for eight P–12 teachers. We successfully used AATDs to evaluate PD effects in all cases across two phases of PD (online module instruction, online module + peer coaching). Results suggest the potential promise of using AATDs to evaluate the effects of PD on teachers’ use of classroom management practices. Results also showed didactic training alone was often insufficient to increase use of practices, whereas peer coaching was effective in increasing use of at least one practice for all teachers.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49146502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：