Pub Date : 2020-08-04DOI: 10.1080/15377903.2020.1799130
Emily D. Walden, L. Leve, L. Lindstrom
Abstract School psychologists serve a critical role directly and indirectly in postsecondary transition of adolescents with disabilities, given their expertise and skills in special education and interventions. The National Association of School Psychologists (NASP) Domains of Practice (2010) provide guidelines for school psychologists’ service delivery, which reference activities relevant to building career and college readiness. Paths 2 the Future (P2F) is an evidence-based curriculum that provides instruction for young women with disabilities to support postsecondary career and college readiness. In this article, we propose an alignment of the P2F curriculum to the NASP Domains of Practice to illustrate how P2F can be embedded into school psychology practice to serve the unique needs of young women with disabilities.
{"title":"Paths 2 the Future College and Career Readiness Curriculum: Recommendations for School Psychologists","authors":"Emily D. Walden, L. Leve, L. Lindstrom","doi":"10.1080/15377903.2020.1799130","DOIUrl":"https://doi.org/10.1080/15377903.2020.1799130","url":null,"abstract":"Abstract School psychologists serve a critical role directly and indirectly in postsecondary transition of adolescents with disabilities, given their expertise and skills in special education and interventions. The National Association of School Psychologists (NASP) Domains of Practice (2010) provide guidelines for school psychologists’ service delivery, which reference activities relevant to building career and college readiness. Paths 2 the Future (P2F) is an evidence-based curriculum that provides instruction for young women with disabilities to support postsecondary career and college readiness. In this article, we propose an alignment of the P2F curriculum to the NASP Domains of Practice to illustrate how P2F can be embedded into school psychology practice to serve the unique needs of young women with disabilities.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"127 - 139"},"PeriodicalIF":1.0,"publicationDate":"2020-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1799130","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49494243","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 : 2020-07-02DOI: 10.1080/15377903.2019.1682735
Robin S. Codding, J. Begeny, Kourtney R. Kromminga, Rebecca Edmunds, Jenna M. Klaft, Calvary R. Diggs, Annie Hansen-Burke
Abstract Overall mathematics proficiency of fourth graders in the U.S. continues to be poor and students falling at or below the 25th percentile display declining performance (NCES, 2017), which suggests the need for schools to provide supplemental intervention supports as soon as skill gaps are observed. Unfortunately, there is a paucity of small group intervention programs that address whole number knowledge for elementary-aged children. Moreover, the contribution of motivational aspects of small group academic interventions is understudied and may be important for enhancing persistence and effort in mathematics. The purpose of this study was to examine the relative impact of two forms of intervention on mixed addition and subtraction fact fluency with second grade students: (a) evidence-based instructional components alone, and (b) a combination of instructional and motivational components. A multiple baseline design across three groups of second grade students was employed. Across groups, students benefitted from the combined intervention of both instructional and motivational components. Individual performance suggested variability in responsiveness to treatment. Participants rated the combined treatment package more favorably than the instructional components in isolation.
{"title":"Do Motivational Strategies Improve the Effects of a Small-Group Math Intervention Program?","authors":"Robin S. Codding, J. Begeny, Kourtney R. Kromminga, Rebecca Edmunds, Jenna M. Klaft, Calvary R. Diggs, Annie Hansen-Burke","doi":"10.1080/15377903.2019.1682735","DOIUrl":"https://doi.org/10.1080/15377903.2019.1682735","url":null,"abstract":"Abstract Overall mathematics proficiency of fourth graders in the U.S. continues to be poor and students falling at or below the 25th percentile display declining performance (NCES, 2017), which suggests the need for schools to provide supplemental intervention supports as soon as skill gaps are observed. Unfortunately, there is a paucity of small group intervention programs that address whole number knowledge for elementary-aged children. Moreover, the contribution of motivational aspects of small group academic interventions is understudied and may be important for enhancing persistence and effort in mathematics. The purpose of this study was to examine the relative impact of two forms of intervention on mixed addition and subtraction fact fluency with second grade students: (a) evidence-based instructional components alone, and (b) a combination of instructional and motivational components. A multiple baseline design across three groups of second grade students was employed. Across groups, students benefitted from the combined intervention of both instructional and motivational components. Individual performance suggested variability in responsiveness to treatment. Participants rated the combined treatment package more favorably than the instructional components in isolation.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"235 - 260"},"PeriodicalIF":1.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2019.1682735","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49387879","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 : 2020-06-24DOI: 10.1080/15377903.2020.1780660
Jorge Verlenden, Shereen C. Naser, Jeffrey Brown
Abstract Behavioral and social-emotional challenges experienced in childhood are risk factors for negative educational and health outcomes. Universal social-emotional screening in schools has been identified as an effective approach to identifying children at risk for mental health and behavioral challenges and is congruent with tiered frameworks for data-based decision-making and mental health service delivery. Even so, implementation of screening in schools has been limited, and many schools continue to rely on office discipline referrals (ODRs) as a primary source for the identification of students needing support. This paper uses two case studies to illustrate key steps in the process of implementing universal screening. The case studies demonstrate a systematic approach to implementation and ways in which universal screening can be used to support multi-tiered systems of support (MTSS) initiatives, highlighting the importance of foundational planning using a multidisciplinary team of school personnel.
{"title":"Steps in the Implementation of Universal Screening for Behavioral and Emotional Risk to Support Multi-Tiered Systems of Support: Two Case Studies","authors":"Jorge Verlenden, Shereen C. Naser, Jeffrey Brown","doi":"10.1080/15377903.2020.1780660","DOIUrl":"https://doi.org/10.1080/15377903.2020.1780660","url":null,"abstract":"Abstract Behavioral and social-emotional challenges experienced in childhood are risk factors for negative educational and health outcomes. Universal social-emotional screening in schools has been identified as an effective approach to identifying children at risk for mental health and behavioral challenges and is congruent with tiered frameworks for data-based decision-making and mental health service delivery. Even so, implementation of screening in schools has been limited, and many schools continue to rely on office discipline referrals (ODRs) as a primary source for the identification of students needing support. This paper uses two case studies to illustrate key steps in the process of implementing universal screening. The case studies demonstrate a systematic approach to implementation and ways in which universal screening can be used to support multi-tiered systems of support (MTSS) initiatives, highlighting the importance of foundational planning using a multidisciplinary team of school personnel.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"69 - 107"},"PeriodicalIF":1.0,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1780660","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47134118","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 : 2020-06-22DOI: 10.1080/15377903.2020.1780659
M. Lambert, Allen G. Garcia, M. Epstein, D. Cullinan, Jodie Martin
Abstract The purpose of this article is to provide a qualitative review of the published research on the Scales for Assessing Emotional Disturbance-3: Screener noting the psychometric properties and overall findings. Results from 10 studies were reviewed and summarized. Across the studies, internal consistency, test–retest reliability, and inter-rater agreement were satisfactory. Unidimensionality of the tests scores was supported, and several studies reported only trivial degrees of bias across racial/ethnic and linguistic backgrounds. Diagnostic utility was acceptable as were convergent relations with other measures of psychopathology. Social validity was also satisfactory. This review indicates that the psychometric properties of the scores from the Screener meet acceptable professional standards and supports its use in school-based programs to identify at-risk students.
{"title":"A Review of the Research on the Scales for Assessing Emotional Disturbance: Screener","authors":"M. Lambert, Allen G. Garcia, M. Epstein, D. Cullinan, Jodie Martin","doi":"10.1080/15377903.2020.1780659","DOIUrl":"https://doi.org/10.1080/15377903.2020.1780659","url":null,"abstract":"Abstract The purpose of this article is to provide a qualitative review of the published research on the Scales for Assessing Emotional Disturbance-3: Screener noting the psychometric properties and overall findings. Results from 10 studies were reviewed and summarized. Across the studies, internal consistency, test–retest reliability, and inter-rater agreement were satisfactory. Unidimensionality of the tests scores was supported, and several studies reported only trivial degrees of bias across racial/ethnic and linguistic backgrounds. Diagnostic utility was acceptable as were convergent relations with other measures of psychopathology. Social validity was also satisfactory. This review indicates that the psychometric properties of the scores from the Screener meet acceptable professional standards and supports its use in school-based programs to identify at-risk students.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"43 - 68"},"PeriodicalIF":1.0,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1780659","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43937206","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 : 2020-06-05DOI: 10.1080/15377903.2020.1772433
T. Cleary
Abstract The overall purpose of the current paper was to examine the social validity perceptions of middle school students and school personnel (i.e., school psychologist, counselors, assistant principal) regarding the importance of effects and appropriateness of an academic, self-regulated learning (SRL) intervention called the Self-Regulation Empowerment Program (SREP). Based on qualitative data gathered from a free-response question with students and multiple focus groups with SREP coaches (i.e., school personnel), the study provided support for the premise that SREP has a positive effect on middle school students’ motivational and strategic skills. Although the coaches noted a few important logistical and contextual challenges when implementing SREP, they underscored three essential components (i.e., planning, strategy training, reflection) but focused most heavily on the value of reflection activities. This study highlights the importance of gathering social validity data from key stakeholders within school contexts, as well as the relevance of using multi-source, multi-method social validity assessment approaches. Implications for school personnel and school-based assessment practices are underscored.
{"title":"Social Validity Perceptions of the Self-Regulation Empowerment Program (SREP): A Qualitative Investigation","authors":"T. Cleary","doi":"10.1080/15377903.2020.1772433","DOIUrl":"https://doi.org/10.1080/15377903.2020.1772433","url":null,"abstract":"Abstract The overall purpose of the current paper was to examine the social validity perceptions of middle school students and school personnel (i.e., school psychologist, counselors, assistant principal) regarding the importance of effects and appropriateness of an academic, self-regulated learning (SRL) intervention called the Self-Regulation Empowerment Program (SREP). Based on qualitative data gathered from a free-response question with students and multiple focus groups with SREP coaches (i.e., school personnel), the study provided support for the premise that SREP has a positive effect on middle school students’ motivational and strategic skills. Although the coaches noted a few important logistical and contextual challenges when implementing SREP, they underscored three essential components (i.e., planning, strategy training, reflection) but focused most heavily on the value of reflection activities. This study highlights the importance of gathering social validity data from key stakeholders within school contexts, as well as the relevance of using multi-source, multi-method social validity assessment approaches. Implications for school personnel and school-based assessment practices are underscored.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"16 - 42"},"PeriodicalIF":1.0,"publicationDate":"2020-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1772433","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41892704","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 : 2020-06-01DOI: 10.1080/15377903.2020.1772432
Ethan R. Van Norman, Peter M. Nelson
Abstract Educators and researchers measure student improvement in words read correct per minute (WRCM) to evaluate student response to reading interventions. The utility of evaluating improvement in WRCM via curriculum-based measures to make instructional decisions is based upon the assumption that growth in WRCM is predictive of performance on meaningful distal outcomes (e.g., state achievement tests). This study explored the relative value of measuring growth in WRCM to predict performance on an end of year state achievement test after controlling for baseline performance. We used quantile regression to analyze outcomes from 449 grade three students receiving tier II reading interventions to measure the relationship between growth in WRCM and performance on an end of year test across different levels of performance on that test. Results suggest that growth in WRCM is a meaningful predictor of performance on the end of year test after statistically controlling for baseline performance amongst students that perform better on that test (> 50th percentile). However, the amount of explained variance was consistently small (< 5%). Progress monitoring measures that more closely resemble the criterion of interest may be worth exploring for students that have made the transition from fluency to comprehension, while measures targeting lower order skills may be warranted for students with persistent fluency deficits.
{"title":"The Importance of Growth in Oral Reading Fluency to Predict Performance on High-Stakes Assessments among Students Receiving Supplemental Intervention","authors":"Ethan R. Van Norman, Peter M. Nelson","doi":"10.1080/15377903.2020.1772432","DOIUrl":"https://doi.org/10.1080/15377903.2020.1772432","url":null,"abstract":"Abstract Educators and researchers measure student improvement in words read correct per minute (WRCM) to evaluate student response to reading interventions. The utility of evaluating improvement in WRCM via curriculum-based measures to make instructional decisions is based upon the assumption that growth in WRCM is predictive of performance on meaningful distal outcomes (e.g., state achievement tests). This study explored the relative value of measuring growth in WRCM to predict performance on an end of year state achievement test after controlling for baseline performance. We used quantile regression to analyze outcomes from 449 grade three students receiving tier II reading interventions to measure the relationship between growth in WRCM and performance on an end of year test across different levels of performance on that test. Results suggest that growth in WRCM is a meaningful predictor of performance on the end of year test after statistically controlling for baseline performance amongst students that perform better on that test (> 50th percentile). However, the amount of explained variance was consistently small (< 5%). Progress monitoring measures that more closely resemble the criterion of interest may be worth exploring for students that have made the transition from fluency to comprehension, while measures targeting lower order skills may be warranted for students with persistent fluency deficits.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"37 1","pages":"1 - 15"},"PeriodicalIF":1.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1772432","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43748092","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 : 2020-04-15DOI: 10.1080/15377903.2020.1749204
Bradley S. Bloomfield, A. Fischer, Hunter C. King, Erica L. Lehman, Racheal R. Clark
Abstract In schools, special education teachers and paraprofessionals are expected to support the completion of functional behavior assessment procedures in the development of a behavior support plan. Often times, school-personnel are limited in their training and resources, particularly in situations where experimental procedures are necessary. This exploratory study aimed to assess the remote delivery of a comprehensive functional analysis (FA) training package via telehealth to school personnel and examine the nature of implementor error through rate of omission and commission errors within and across FA conditions. Paraprofessionals and a special education teacher were trained over telehealth using telepresence robots to implement functional analyses in the schools. Three functional analyses were then conducted. Information regarding procedural integrity, acceptability, and rates of omission and commission errors during each FA condition are presented, along with implications for research and practice.
{"title":"Exploring Implementor Error during Remotely Conducted School-Based Functional Analysis Telehealth Training Package","authors":"Bradley S. Bloomfield, A. Fischer, Hunter C. King, Erica L. Lehman, Racheal R. Clark","doi":"10.1080/15377903.2020.1749204","DOIUrl":"https://doi.org/10.1080/15377903.2020.1749204","url":null,"abstract":"Abstract In schools, special education teachers and paraprofessionals are expected to support the completion of functional behavior assessment procedures in the development of a behavior support plan. Often times, school-personnel are limited in their training and resources, particularly in situations where experimental procedures are necessary. This exploratory study aimed to assess the remote delivery of a comprehensive functional analysis (FA) training package via telehealth to school personnel and examine the nature of implementor error through rate of omission and commission errors within and across FA conditions. Paraprofessionals and a special education teacher were trained over telehealth using telepresence robots to implement functional analyses in the schools. Three functional analyses were then conducted. Information regarding procedural integrity, acceptability, and rates of omission and commission errors during each FA condition are presented, along with implications for research and practice.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"347 - 375"},"PeriodicalIF":1.0,"publicationDate":"2020-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1749204","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41790055","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 : 2020-04-13DOI: 10.1080/15377903.2020.1749203
Rachel L. Salinger
Abstract Stigmatization of students with disabilities relates to adverse long-term effects. Research provides evidence that the majority of students maintain negative cognitive and affective attitudes toward peers with disabilities. As these attitudes begin to develop in childhood and directly affect students in the educational context, schools are responsible for addressing this stigma. In order to increase the acceptance of students with disabilities, research supports the use of programs focusing on education, social contact, or advocacy. As the frequency of teachers’ use of empirically-based practices to increase acceptance of students with disabilities is limited, research carries implications for teachers as well as school psychologists, administrators, and educational institutions in providing the appropriate support for teachers to successfully implement strategies to reduce stigma. This article aims to review research on empirically-based practices to address disability stigma in the classroom, inclusive of studies revealing ineffective practices, and discuss practical applications for school psychologists in the school setting.
{"title":"Empirically Based Practices to Address Disability Stigma in the Classroom","authors":"Rachel L. Salinger","doi":"10.1080/15377903.2020.1749203","DOIUrl":"https://doi.org/10.1080/15377903.2020.1749203","url":null,"abstract":"Abstract Stigmatization of students with disabilities relates to adverse long-term effects. Research provides evidence that the majority of students maintain negative cognitive and affective attitudes toward peers with disabilities. As these attitudes begin to develop in childhood and directly affect students in the educational context, schools are responsible for addressing this stigma. In order to increase the acceptance of students with disabilities, research supports the use of programs focusing on education, social contact, or advocacy. As the frequency of teachers’ use of empirically-based practices to increase acceptance of students with disabilities is limited, research carries implications for teachers as well as school psychologists, administrators, and educational institutions in providing the appropriate support for teachers to successfully implement strategies to reduce stigma. This article aims to review research on empirically-based practices to address disability stigma in the classroom, inclusive of studies revealing ineffective practices, and discuss practical applications for school psychologists in the school setting.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"324 - 345"},"PeriodicalIF":1.0,"publicationDate":"2020-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1749203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47774272","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 : 2020-04-13DOI: 10.1080/15377903.2020.1749205
Dustin Ducharme, Andrew T. Roach, Q. Wellons
Abstract Transition services support students with disabilities in accessing post-secondary school opportunities including employment. This study used both quantitative and qualitative methods to gather data on practicing school psychologists’ experiences, attitudes, and training related to the school to employment transition process. Participants’ responses on surveys (n = 38) and interviews (n = 7) indicated that school psychologists see themselves as having skills that would contribute to the transition process but that they experience barriers such as resource allocation, lack of training, and minimal knowledge of the empirical support for transition services that make it difficult to participate. The results also suggest that school psychologists have existing skills that could be applied to the transition process. Recommendations are provided as to how school psychologists can support youth school-to-work transition with minimal adjustment to their existing role.
{"title":"The Role of School Psychologists in Employment-Focused Transition Services","authors":"Dustin Ducharme, Andrew T. Roach, Q. Wellons","doi":"10.1080/15377903.2020.1749205","DOIUrl":"https://doi.org/10.1080/15377903.2020.1749205","url":null,"abstract":"Abstract Transition services support students with disabilities in accessing post-secondary school opportunities including employment. This study used both quantitative and qualitative methods to gather data on practicing school psychologists’ experiences, attitudes, and training related to the school to employment transition process. Participants’ responses on surveys (n = 38) and interviews (n = 7) indicated that school psychologists see themselves as having skills that would contribute to the transition process but that they experience barriers such as resource allocation, lack of training, and minimal knowledge of the empirical support for transition services that make it difficult to participate. The results also suggest that school psychologists have existing skills that could be applied to the transition process. Recommendations are provided as to how school psychologists can support youth school-to-work transition with minimal adjustment to their existing role.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"376 - 400"},"PeriodicalIF":1.0,"publicationDate":"2020-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1749205","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46014453","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 : 2020-04-11DOI: 10.1080/15377903.2020.1749202
Nicole E. Mathes, S. Witmer, Martin A. Volker
Abstract Understanding educators’ perceptions about the validity and ease of providing various accommodated test administrations is critical for assisting them in promoting the accessibility of testing and instruction. One-hundred forty-eight educators completed a survey of their perceptions of the validity and ease of providing over 30 different test accommodations, encompassing both academic and behavioral supports. Results indicated that teachers generally considered the selected accommodations as allowing for valid measurement during testing, although academic accommodations tended to be more commonly perceived as allowing for valid testing than behavioral support accommodations. Specific accommodations varied considerably in terms of their perceived ease of provision, with behavioral support accommodations tending to be perceived as easier to provide than academic accommodations. Implications for future research and practice are provided.
{"title":"Middle School Teachers’ Perceptions of Academic and Behavioral Support Testing Accommodations","authors":"Nicole E. Mathes, S. Witmer, Martin A. Volker","doi":"10.1080/15377903.2020.1749202","DOIUrl":"https://doi.org/10.1080/15377903.2020.1749202","url":null,"abstract":"Abstract Understanding educators’ perceptions about the validity and ease of providing various accommodated test administrations is critical for assisting them in promoting the accessibility of testing and instruction. One-hundred forty-eight educators completed a survey of their perceptions of the validity and ease of providing over 30 different test accommodations, encompassing both academic and behavioral supports. Results indicated that teachers generally considered the selected accommodations as allowing for valid measurement during testing, although academic accommodations tended to be more commonly perceived as allowing for valid testing than behavioral support accommodations. Specific accommodations varied considerably in terms of their perceived ease of provision, with behavioral support accommodations tending to be perceived as easier to provide than academic accommodations. Implications for future research and practice are provided.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":"36 1","pages":"293 - 323"},"PeriodicalIF":1.0,"publicationDate":"2020-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1749202","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47749910","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}
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