Pub Date : 2023-06-03DOI: 10.1177/15345084231175511
Allison F. Gilmour, J. Wehby, J. Boyle, Howard P. Wills, Paul Caldarella
Multitiered systems for supporting students’ behavior in schools rely on teachers using generally effective classroom management strategies, Tier 1 practices. However, few tools exist to easily assess classwide Tier 1 practices. In this brief report, we describe one potential tool, the Classroom Atmosphere Rating Scale–Brief (CARS-B), and assess the properties of the tool using item response theory and multilevel models. We found that most items on the CARS-B had acceptable discriminations and difficulty estimates. Teachers’ CARS-B latent scores were positively associated with student group on-task. We discuss potential changes to the CARS-B and its use in research and practice.
{"title":"A Preliminary Investigation of a Brief Tier 1 Classroom Management Measure","authors":"Allison F. Gilmour, J. Wehby, J. Boyle, Howard P. Wills, Paul Caldarella","doi":"10.1177/15345084231175511","DOIUrl":"https://doi.org/10.1177/15345084231175511","url":null,"abstract":"Multitiered systems for supporting students’ behavior in schools rely on teachers using generally effective classroom management strategies, Tier 1 practices. However, few tools exist to easily assess classwide Tier 1 practices. In this brief report, we describe one potential tool, the Classroom Atmosphere Rating Scale–Brief (CARS-B), and assess the properties of the tool using item response theory and multilevel models. We found that most items on the CARS-B had acceptable discriminations and difficulty estimates. Teachers’ CARS-B latent scores were positively associated with student group on-task. We discuss potential changes to the CARS-B and its use in research and practice.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45308454","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 : 2023-05-22DOI: 10.1177/15345084231174924
Ke Huang, M. Conroy, Patricia A. Snyder, David I. Miller, K. Sutherland
The Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS) has been widely used to measure the social skills and behaviors of children and adolescents that are challenging. Studies examining the psychometric properties of the SSIS-TRS have been conducted, but the dimensional structure and item properties of the SSIS-TRS have not been extensively examined with samples of preschool-age children at risk for social-emotional and behavioral difficulties. This current study was designed to examine (a) the dimensional structure of the Social Skills scale and Problem Behaviors scale of the SSIS-TRS and (b) the item function of the SSIS-TRS using item response theory analyses with data collected from teachers of a sample of 469 preschool-age children at risk for social–emotional and behavioral difficulties. A four-dimensional structure (i.e., Cooperation, Empathy and Relationship, Engagement and Interaction, and Self-Control) and a three-dimensional structure (i.e., Aggression and Defiance, Disruptiveness and Stereotypy, and Withdrawal) were identified for the Social Skills and Problem Behaviors scales, respectively. Item parameters of the SSIS-TRS were estimated using the generalized partial credit model. Item information curves were plotted for individual items; behavior indicators providing higher information for measuring corresponding social skills and problem behaviors constructs were identified. The limitations and implications for the present study are discussed.
{"title":"Examining the Psychometric Integrity of the Social Skills Improvement System Teacher Rating Scale Scores for a Sample of Preschool-Age Children","authors":"Ke Huang, M. Conroy, Patricia A. Snyder, David I. Miller, K. Sutherland","doi":"10.1177/15345084231174924","DOIUrl":"https://doi.org/10.1177/15345084231174924","url":null,"abstract":"The Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS) has been widely used to measure the social skills and behaviors of children and adolescents that are challenging. Studies examining the psychometric properties of the SSIS-TRS have been conducted, but the dimensional structure and item properties of the SSIS-TRS have not been extensively examined with samples of preschool-age children at risk for social-emotional and behavioral difficulties. This current study was designed to examine (a) the dimensional structure of the Social Skills scale and Problem Behaviors scale of the SSIS-TRS and (b) the item function of the SSIS-TRS using item response theory analyses with data collected from teachers of a sample of 469 preschool-age children at risk for social–emotional and behavioral difficulties. A four-dimensional structure (i.e., Cooperation, Empathy and Relationship, Engagement and Interaction, and Self-Control) and a three-dimensional structure (i.e., Aggression and Defiance, Disruptiveness and Stereotypy, and Withdrawal) were identified for the Social Skills and Problem Behaviors scales, respectively. Item parameters of the SSIS-TRS were estimated using the generalized partial credit model. Item information curves were plotted for individual items; behavior indicators providing higher information for measuring corresponding social skills and problem behaviors constructs were identified. The limitations and implications for the present study are discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"190 - 200"},"PeriodicalIF":1.3,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41706817","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 : 2023-04-28DOI: 10.1177/15345084231170317
Leah Dembitzer, Ryan J. Kettler
To investigate the impact of universal testing accommodations on a computer-based reading comprehension test, accessibility, reliability, and validity were evaluated. Tests with and without accommodations were administered to 131 twelfth-grade students in three schools. Scores on Curriculum-Based Measurement probes determined groups of Students Without Functional Impairment ( n = 83) and Students With Functional Impairment ( n = 44) in the access skill of reading fluency. Results indicated that ability in access skills is associated with use of accommodations, and that high accessibility can assist in removing the impact of construct-irrelevant skill. No score boost or differential boost was found; validity evaluation offered meaningful results. No reliability change was found. The results of this study support child study team members individualizing accommodations to target deficits in access skills, selecting accommodations on criteria other than differential boost, and offering appropriate accommodations more universally.
{"title":"Universally Designed Accommodations on a Reading Comprehension Test: What Do They Accomplish?","authors":"Leah Dembitzer, Ryan J. Kettler","doi":"10.1177/15345084231170317","DOIUrl":"https://doi.org/10.1177/15345084231170317","url":null,"abstract":"To investigate the impact of universal testing accommodations on a computer-based reading comprehension test, accessibility, reliability, and validity were evaluated. Tests with and without accommodations were administered to 131 twelfth-grade students in three schools. Scores on Curriculum-Based Measurement probes determined groups of Students Without Functional Impairment ( n = 83) and Students With Functional Impairment ( n = 44) in the access skill of reading fluency. Results indicated that ability in access skills is associated with use of accommodations, and that high accessibility can assist in removing the impact of construct-irrelevant skill. No score boost or differential boost was found; validity evaluation offered meaningful results. No reliability change was found. The results of this study support child study team members individualizing accommodations to target deficits in access skills, selecting accommodations on criteria other than differential boost, and offering appropriate accommodations more universally.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65474645","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 : 2023-01-29DOI: 10.1177/15345084231152477
S. Witmer, Emily C. Bouck
One perceived advantage of computer-based testing is that accessibility tools can be embedded within the testing format, allowing students with disabilities to use them when necessary to remove unique barriers within testing. However, an important assumption is that students activate and use the tools when needed. Initial data from large-scale computer-based testing suggest many students with disabilities are not using them; information is needed to understand why. Both computer skills and motivation are likely necessary for students to use accessibility tools; therefore, we explored whether prior computer use, math motivation, and test motivation predicted accessibility tool use on a national math test. We further explored the relationship between accessibility tool use and test performance. Accessibility tool use was relatively infrequent. Test motivation was weakly associated with text-to-speech use. Use of eliminate choice and scratchwork tools were weakly associated with performance. When combined with related empirical work, findings suggest a potential need to improve student test motivation and corresponding use of accessibility tools to improve validity of low-stakes test scores. However, given the weak relationships identified between tool use and performance, evidence-based math interventions are anticipated to be more helpful for improving math performance than mere promotion of accessibility tool use.
{"title":"Predictors of Accessibility Tool Use on a Low-Stakes Computer-Based Math Test","authors":"S. Witmer, Emily C. Bouck","doi":"10.1177/15345084231152477","DOIUrl":"https://doi.org/10.1177/15345084231152477","url":null,"abstract":"One perceived advantage of computer-based testing is that accessibility tools can be embedded within the testing format, allowing students with disabilities to use them when necessary to remove unique barriers within testing. However, an important assumption is that students activate and use the tools when needed. Initial data from large-scale computer-based testing suggest many students with disabilities are not using them; information is needed to understand why. Both computer skills and motivation are likely necessary for students to use accessibility tools; therefore, we explored whether prior computer use, math motivation, and test motivation predicted accessibility tool use on a national math test. We further explored the relationship between accessibility tool use and test performance. Accessibility tool use was relatively infrequent. Test motivation was weakly associated with text-to-speech use. Use of eliminate choice and scratchwork tools were weakly associated with performance. When combined with related empirical work, findings suggest a potential need to improve student test motivation and corresponding use of accessibility tools to improve validity of low-stakes test scores. However, given the weak relationships identified between tool use and performance, evidence-based math interventions are anticipated to be more helpful for improving math performance than mere promotion of accessibility tool use.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46286659","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 : 2022-11-23DOI: 10.1177/15345084221138947
E. Dowdy, M. Furlong, Karen Nylund-Gibson, Dina A N Arch, T. Hinton, D. Carter
The original Social Emotional Distress Survey–Secondary (SEDS-S) assesses adolescents’ past month’s experiences of psychological distress. Given the continued need for and use of brief measures of student social-emotional distress, this study examined a five-item version (SEDS-S-Brief) to evaluate its use for surveillance of adolescents’ wellness in schools. Three samples completed the SEDS-S-Brief. Sample 1 was a cross-sectional sample of 105,771 students from 113 California secondary schools; responses were used to examine validity evidence based on internal structure. Sample 2 consisted of 10,770 secondary students who also completed the Social Emotional Health Survey-Secondary-2020, Mental Health Continuum–Short Form, Multidimensional Student Life Satisfaction Scale, and selected Youth Risk Behavior Surveillance items (chronic sadness and suicidal ideation). Sample 2 responses examined validity evidence based on relations to other variables. Sample 3 consisted of 773 secondary students who completed the SEDS-S-Brief annually for 3 years, providing response stability coefficients. The SEDS-S-Brief was invariant across students based on sex, grade level, and Latinx status, supporting its use across diverse groups in schools. Additional analyses indicated moderate to strong convergent and discriminant validity characteristics and 1- and 2-year temporal stability. The findings advance the field toward comprehensive mental health surveillance practices to inform services for youth in schools.
最初的社会情绪困扰调查-二级(SEDS-S)评估青少年过去一个月的心理困扰经历。鉴于对学生社会情绪困扰的简短测量的持续需求和使用，本研究检验了一个五项版本(SEDS-S-Brief)来评估其在学校青少年健康监测中的应用。三个样本完成了SEDS-S-Brief。样本1是来自113所加州中学的105771名学生的横截面样本;回应被用来检验基于内部结构的效度证据。样本2由10770名中学生组成，他们还完成了《社会情绪健康调查-中学-2020》、《心理健康连续简表》、《多维学生生活满意度量表》和选定的青少年危险行为监测项目(慢性悲伤和自杀意念)。样本2的回答基于与其他变量的关系来检验有效性证据。样本3由773名中学生组成，他们连续3年每年完成sds - s - brief，提供响应稳定性系数。SEDS-S-Brief在性别、年级水平和拉丁裔学生中是不变的，支持在学校不同群体中使用。额外的分析表明，中度到强的收敛和判别效度特征和1年和2年的时间稳定性。研究结果推动了该领域全面的心理健康监测实践，为学校青少年服务提供信息。
{"title":"Validating a Brief Student Distress Measure For Schoolwide Wellness Surveillance","authors":"E. Dowdy, M. Furlong, Karen Nylund-Gibson, Dina A N Arch, T. Hinton, D. Carter","doi":"10.1177/15345084221138947","DOIUrl":"https://doi.org/10.1177/15345084221138947","url":null,"abstract":"The original Social Emotional Distress Survey–Secondary (SEDS-S) assesses adolescents’ past month’s experiences of psychological distress. Given the continued need for and use of brief measures of student social-emotional distress, this study examined a five-item version (SEDS-S-Brief) to evaluate its use for surveillance of adolescents’ wellness in schools. Three samples completed the SEDS-S-Brief. Sample 1 was a cross-sectional sample of 105,771 students from 113 California secondary schools; responses were used to examine validity evidence based on internal structure. Sample 2 consisted of 10,770 secondary students who also completed the Social Emotional Health Survey-Secondary-2020, Mental Health Continuum–Short Form, Multidimensional Student Life Satisfaction Scale, and selected Youth Risk Behavior Surveillance items (chronic sadness and suicidal ideation). Sample 2 responses examined validity evidence based on relations to other variables. Sample 3 consisted of 773 secondary students who completed the SEDS-S-Brief annually for 3 years, providing response stability coefficients. The SEDS-S-Brief was invariant across students based on sex, grade level, and Latinx status, supporting its use across diverse groups in schools. Additional analyses indicated moderate to strong convergent and discriminant validity characteristics and 1- and 2-year temporal stability. The findings advance the field toward comprehensive mental health surveillance practices to inform services for youth in schools.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"159 - 169"},"PeriodicalIF":1.3,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42155197","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 : 2022-11-02DOI: 10.1177/15345084221133559
Milena A. Keller-Margulis, M. Matta, Lindsey Landry Pierce, Katherine Zopatti, Erin K. Reid, G. T. Schanding
Measuring and identifying risk for reading difficulties at the kindergarten level is necessary for providing intervention as early as possible. The purpose of this study was to examine concurrent validity evidence of two kindergarten reading screeners, Acadience Reading and Texas Primary Reading Inventory (TPRI), as well as diagnostic accuracy at different performance levels on the Woodcock-Johnson IV (WJ IV) Reading Cluster and across (N = 96) emergent bilingual and monolingual English learners in kindergarten. Findings indicated moderate correlations between Acadience Reading and TPRI with the WJ IV. Diagnostic accuracy results showed screening measures were inadequate when predicting WJ IV performance above 90 SS (standard score), but results improved for almost all measures and student groups when the threshold for performance was lowered to 80 SS. Acadience Reading Below Benchmark (AR BB) offered the lowest overall accuracy for emerging bilingual (EB) students. Implications for efficient and accurate use of reading screeners in schools are discussed.
在幼儿园阶段测量和识别阅读困难的风险对于尽早提供干预是必要的。本研究的目的是检验两种幼儿园阅读筛选器——学术阅读和德州初级阅读量表(TPRI)的并发效度证据，以及在Woodcock-Johnson IV (WJ IV)阅读聚类和(N = 96)幼儿园新兴双语和单语英语学习者不同表现水平上的诊断准确性。研究结果表明，学术阅读和TPRI与WJ IV之间存在中度相关性。诊断准确性结果显示，在预测WJ IV成绩高于90分(标准分数)时，筛选措施是不充分的，但当表现阈值降低到80分时，几乎所有措施和学生群体的结果都有所改善。学术阅读低于基准(AR BB)为新兴双语(EB)学生提供了最低的总体准确性。讨论了在学校中有效和准确地使用阅读筛选器的意义。
{"title":"A Comparison of Reading Screeners in Kindergarten: The Texas Primary Reading Inventory and Acadience Reading With English Learners and Monolingual English Speakers","authors":"Milena A. Keller-Margulis, M. Matta, Lindsey Landry Pierce, Katherine Zopatti, Erin K. Reid, G. T. Schanding","doi":"10.1177/15345084221133559","DOIUrl":"https://doi.org/10.1177/15345084221133559","url":null,"abstract":"Measuring and identifying risk for reading difficulties at the kindergarten level is necessary for providing intervention as early as possible. The purpose of this study was to examine concurrent validity evidence of two kindergarten reading screeners, Acadience Reading and Texas Primary Reading Inventory (TPRI), as well as diagnostic accuracy at different performance levels on the Woodcock-Johnson IV (WJ IV) Reading Cluster and across (N = 96) emergent bilingual and monolingual English learners in kindergarten. Findings indicated moderate correlations between Acadience Reading and TPRI with the WJ IV. Diagnostic accuracy results showed screening measures were inadequate when predicting WJ IV performance above 90 SS (standard score), but results improved for almost all measures and student groups when the threshold for performance was lowered to 80 SS. Acadience Reading Below Benchmark (AR BB) offered the lowest overall accuracy for emerging bilingual (EB) students. Implications for efficient and accurate use of reading screeners in schools are discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"127 - 137"},"PeriodicalIF":1.3,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43365295","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 : 2022-08-25DOI: 10.1177/15345084221118316
Wesley A. Sims, Rondy Yu, Kathleen R King, Danielle Zahn, Nina Mandracchia, Elissa M. Monteiro, Melissa Klaib
Classroom management (CM) practices have a well-established, intuitive, and empirical connection with student academic, social, emotional, and behavioral outcomes. CM, defined as educator practices used to create supportive classroom environments, may be the implementation factor that is most impactful of the universal Tier I supports. Recognizing the importance of CM and existing deficiencies in pre- and in-service training for teachers, schools are increasingly turning to data-driven professional development activities as a solution. The current study continues the validation process of the Direct Behavior Rating-Classroom Management (DBR-CM), an efficient and flexible measure of teacher CM practices in secondary school settings. Data were collected from 140 U.S. Midwest middle and high school classrooms. Results found DBR-CM scores to be significantly correlated with several scores on concurrently completed measures of CM, including those that rely on systematic direct observation and rating scales. Findings continue the accumulation of validity evidence to address extrapolation, generalization, and theory-based inferences underlying the interpretation and intended uses of the DBR-CM. Results are promising and build on previous DBR-CM validation work. Limitations and implications are discussed.
{"title":"Measuring Classroom Management in Secondary Settings: Ongoing Validation of the Direct Behavior Rating-Classroom Management","authors":"Wesley A. Sims, Rondy Yu, Kathleen R King, Danielle Zahn, Nina Mandracchia, Elissa M. Monteiro, Melissa Klaib","doi":"10.1177/15345084221118316","DOIUrl":"https://doi.org/10.1177/15345084221118316","url":null,"abstract":"Classroom management (CM) practices have a well-established, intuitive, and empirical connection with student academic, social, emotional, and behavioral outcomes. CM, defined as educator practices used to create supportive classroom environments, may be the implementation factor that is most impactful of the universal Tier I supports. Recognizing the importance of CM and existing deficiencies in pre- and in-service training for teachers, schools are increasingly turning to data-driven professional development activities as a solution. The current study continues the validation process of the Direct Behavior Rating-Classroom Management (DBR-CM), an efficient and flexible measure of teacher CM practices in secondary school settings. Data were collected from 140 U.S. Midwest middle and high school classrooms. Results found DBR-CM scores to be significantly correlated with several scores on concurrently completed measures of CM, including those that rely on systematic direct observation and rating scales. Findings continue the accumulation of validity evidence to address extrapolation, generalization, and theory-based inferences underlying the interpretation and intended uses of the DBR-CM. Results are promising and build on previous DBR-CM validation work. Limitations and implications are discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"149 - 158"},"PeriodicalIF":1.3,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41547591","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 : 2022-08-16DOI: 10.1177/15345084221118090
M. Santiago-Rosario, K. McIntosh, Sara A. Whitcomb
This study examined the self-reports of 33 Grades K–6 teachers from the Culturally Responsive Classroom Management Self-Efficacy Scale (CRCMSE) in relation to observed classroom management practices (praise, opportunities to respond, and reprimands) and classroom-level student outcomes (correct academic responses, disruptive behavior, and office discipline referrals). Additionally, we explored the relation between CRCMSE ratings, observed classroom management practices, and racial equity in school discipline. Results showed that on average, teachers rated their culturally responsive competencies moderately high. There were no significant associations between CRCMSE ratings and observed classroom practices or racial equity in discipline. However, the delivery of praise statements was strongly associated with racial equity. Possible implications for measuring cultural responsiveness using self-report are also discussed.
{"title":"Examining Teachers’ Culturally Responsive Classroom Management Self-Efficacy","authors":"M. Santiago-Rosario, K. McIntosh, Sara A. Whitcomb","doi":"10.1177/15345084221118090","DOIUrl":"https://doi.org/10.1177/15345084221118090","url":null,"abstract":"This study examined the self-reports of 33 Grades K–6 teachers from the Culturally Responsive Classroom Management Self-Efficacy Scale (CRCMSE) in relation to observed classroom management practices (praise, opportunities to respond, and reprimands) and classroom-level student outcomes (correct academic responses, disruptive behavior, and office discipline referrals). Additionally, we explored the relation between CRCMSE ratings, observed classroom management practices, and racial equity in school discipline. Results showed that on average, teachers rated their culturally responsive competencies moderately high. There were no significant associations between CRCMSE ratings and observed classroom practices or racial equity in discipline. However, the delivery of praise statements was strongly associated with racial equity. Possible implications for measuring cultural responsiveness using self-report are also discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"170 - 176"},"PeriodicalIF":1.3,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47453233","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 : 2022-08-07DOI: 10.1177/15345084221111338
Lindsay M. Fallon, Sadie C. Cathcart, Austin H. Johnson, T. Minami, Breda V. O’Keeffe, Emily R. DeFouw, G. Sugai
When students require support to improve outcomes in a variety of domains, educators provide youth with school-based intervention. When educators require support to improve their professional practice, school leaders and support personnel (e.g., school psychologists) provide teachers with professional development (PD), consultation, and coaching. This multi-study article describes how the Assessment of Culturally and Contextually Relevant Supports (ACCReS) was developed with the purpose of assessment driving intervention for teachers in need of support to engage in culturally responsive practice. Items for the ACCReS were created via a multi-step process including review by both expert and practitioner panels. Then, results of an exploratory factor analysis with a national sample of U.S. teachers (N = 500) in Study 1 yielded three subscales. A confirmatory factor analysis conducted with a separate sample of teachers (N = 400) in Study 2 produced adequate model fit. In Study 3, analyses with another final sample of teachers (N = 99) indicated preliminary evidence of convergent validity between the ACCReS and two measures of teacher self-efficacy of culturally responsive practice. Data from the ACCReS can shape the content of educator intervention (e.g., PD) and promote more equitable student outcomes for youth.
{"title":"A Teacher Self-Assessment of Culturally Relevant Practice to Inform Educator Professional Development Decisions in MTSS Contexts","authors":"Lindsay M. Fallon, Sadie C. Cathcart, Austin H. Johnson, T. Minami, Breda V. O’Keeffe, Emily R. DeFouw, G. Sugai","doi":"10.1177/15345084221111338","DOIUrl":"https://doi.org/10.1177/15345084221111338","url":null,"abstract":"When students require support to improve outcomes in a variety of domains, educators provide youth with school-based intervention. When educators require support to improve their professional practice, school leaders and support personnel (e.g., school psychologists) provide teachers with professional development (PD), consultation, and coaching. This multi-study article describes how the Assessment of Culturally and Contextually Relevant Supports (ACCReS) was developed with the purpose of assessment driving intervention for teachers in need of support to engage in culturally responsive practice. Items for the ACCReS were created via a multi-step process including review by both expert and practitioner panels. Then, results of an exploratory factor analysis with a national sample of U.S. teachers (N = 500) in Study 1 yielded three subscales. A confirmatory factor analysis conducted with a separate sample of teachers (N = 400) in Study 2 produced adequate model fit. In Study 3, analyses with another final sample of teachers (N = 99) indicated preliminary evidence of convergent validity between the ACCReS and two measures of teacher self-efficacy of culturally responsive practice. Data from the ACCReS can shape the content of educator intervention (e.g., PD) and promote more equitable student outcomes for youth.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"48 1","pages":"100 - 112"},"PeriodicalIF":1.3,"publicationDate":"2022-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43059626","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 : 2022-07-29DOI: 10.1177/15345084221112858
Nicole B. Wiggs, L. Reddy, Ryan J. Kettler, Anh N. Hua, C. Dudek, Adam J. Lekwa, B. Bronstein
The Classroom Strategies Assessment System (CSAS) is a multi-rater, multi-method (direct observation and rating scale methodology) assessment of teachers’ use of research-based instructional and behavior management strategies. The present study investigated the association between teacher self-report and school administrator ratings using the CSAS Teacher (CSAS-T) and Observer (CSAS-O) Forms in 15 high-poverty U.S. charter schools. The CSAS-T and CSAS-O were designed to be used concurrently as a valid formative assessment of teacher practice. Findings include small, but statistically significant correlations between the CSAS-T and CSAS-O. Analysis of a multi-trait–multi-method (MTMM) matrix found teachers and observers to be measuring different constructs. No mean score differences were found between teacher self-reported instruction and behavior management strategy use compared with school administrators’ observed ratings. Furthermore, school administrators and teachers have similar ratings of overall effectiveness, with the majority of teachers in the sample being rated at or above effective. Overall, findings offer support for using the CSAS-O and CSAS-T for guiding professional development conversations.
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