Drew Braun

Bio: Drew Braun is an academic researcher from Bethel University. The author has contributed to research in topics: Special education & Predictive validity. The author has an hindex of 5, co-authored 5 publications receiving 461 citations.

Relationships Between Academics and Problem Behavior in the Transition from Middle School to High School

Abstract: Given the increased risk factors in the transition from middle school to high school, this study tracked academic and school discipline records for students receiving general and special education ...

Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings:

Abstract: As recent research efforts have focused on preventing reading difficulties and enhancing the effectiveness of special education services for students with reading problems, similar efforts in mathematics have not been realized. This article describes the development and preliminary field testing of a set of measures designed to screen students in kindergarten and first grade to identify those at risk for potential mathematics difficulties. Evidence-based steps to streamline the screening process are described, and plans for testing the predictive validity of the measures are outlined.

Reading Skills and Function of Problem Behavior in Typical School Settings

Abstract: The authors examined the relation between variables maintaining problem behavior and reading performance for elementary-age students. Participants were 51 students in Grades 4, 5, and 6 who had received two or more office discipline referrals in 2003-2004. Students were grouped by teacher-indicated function of problem behavior. The prevalence of behavioral function for students in general and special education is reported, and differences were determined for the number of discipline referrals and oral reading fluency rates. Chi-square analysis indicated differences in base rates of function between students in general and special education. Multivariate analysis of variance indicated significant differences in oral reading fluency by function of problem behavior, and follow-up analyses indicated significantly lower fluency scores for students whose indicated function was escape from academic tasks. These findings provide evidence for a coercion model in the classroom. The results are discussed in terms of...

Immediate Effects of a Program to Promote School Readiness in Low-Income Children: Results of a Pilot Study

Abstract: Children from low-income backgrounds demonstrate poorer school readiness skills than their higher-income peers. The Kids in Transition to School (KITS) Program was developed to increase early literacy, social skills, and self-regulatory skills among children with inadequate school readiness. In the present study, 39 families participated in a pilot efficacy trial conducted through a community collaboration to examine the feasibility and impact of the KITS program with families from disadvantaged neighborhoods. Participating families were demographically representative of the larger populations in the participating school districts. Children who received the intervention demonstrated significantly greater improvements in letter naming, initial sound fluency, and understanding of concepts about print than their peers who did not participate in the intervention, as well as decreases in aggressive responses to peer provocation and increases in self-regulation skills. Results suggest that a brief, focused school readiness intervention is feasible to conduct with low-income families and may improve critical skills.

Early math matters: kindergarten number competence and later mathematics outcomes.

Abstract: Children's number competencies over 6 time points, from the beginning of kindergarten to the middle of 1st grade, were examined in relation to their mathematics achievement over 5 later time points, from the end of 1st grade to the end of 3rd grade. The relation between early number competence and mathematics achievement was strong and significant throughout the study period. A sequential process growth curve model showed that kindergarten number competence predicted rate of growth in mathematics achievement between 1st and 3rd grades as well as achievement level through 3rd grade. Further, rate of growth in early number competence predicted mathematics performance level in 3rd grade. Although low-income children performed more poorly than their middle-income counterparts in mathematics achievement and progressed at a slower rate, their performance and growth were mediated through relatively weak kindergarten number competence. Similarly, the better performance and faster growth of children who entered kindergarten at an older age were explained by kindergarten number competence. The findings show the importance of early number competence for setting children's learning trajectories in elementary school mathematics.

Early Identification and Interventions for Students With Mathematics Difficulties

Abstract: This article highlights key findings from the small body of research on mathematics difficulties (MD) relevant to early identification and early intervention. The research demonstrates that (a) for many children, mathematics difficulties are not stable over time; (b) the presence of reading difficulties seems related to slower progress in many aspects of mathematics; (c) almost all students with MD demonstrate problems with accurate and automatic retrieval of basic arithmetic combinations, such as 6 + 3. The following measures appear to be valid and reliable indicators of potential MD in kindergartners: (a) magnitude comparison (i.e., knowing which digit in a pair is larger), (b) sophistication of counting strategies, (c) fluent identification of numbers, and (d) working memory (as evidenced by reverse digit span). These are discussed in terms of the components of number sense. Implications for early intervention strategies are explored.

Examining the Evidence Base for School-Wide Positive Behavior Support

Abstract: As the field of education embraces the task of adopting evidence-based practices, ongoing discussion will be appropriate about the standards and format for determining whether an intervention is supported by data on its effectiveness. We propose here six criteria that may be useful in this discussion and apply these criteria to assessment of Schoolwide Positive Behavior Support (SWPBS). Because multiple systems and practices are combined within a three-tiered behavior support framework, SWPBS presents a complex, though useful, example. We propose that a sufficiently rigorous and voluminous body of scholarship establishes SWPBS as an evidence-based practice for use in public schools, by typical educational personnel, to decrease problem behavior and promote prosocial behavior. Further research is needed, however, to better assess the breadth, interaction effects with effective intervention, and sustainability of SWPBS implementation and outcomes. After decades of productive research on the development of effective educational practices, the focus is expanding from transforming practices that “work” as part of iso

Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. NCEE 2009-4060.

Abstract: Manipulatives are usually used in lower grades in the initial stages of learning as teachers introduce basic concepts with whole numbers. This exposure to concrete objects is often fleeting and transitory. The use of manipulatives in upper elementary school grades is virtually nonexistent.117 117. Howard, Perry, and Lindsay (1996); Howard, Perry, and Conroy (1995). RECOMMEnDATIOn 5. InTERvEnTIOn MATERIAlS ShOulD InCluDE OPPORTunITIES fOR ThE STuDEnT ( 33 ) The panel suggests that the interventionist use concrete objects in two ways. First, in lower elementary grades, use concrete objects more extensively in the initial stages of learning to reinforce the understanding of basic concepts and operations.118 Concrete models are routinely used to teach basic foundational concepts such as place value.119 They are also useful in teaching other aspects of mathematics such as multiplication facts. When a multiplication fact is memorized by question and answer alone, a student may believe that numbers are to be memorized rather than understood. For example, 4 × 6 equals 24. When shown using manipulatives (as in example 7, p. 35), 4 × 6 means 4 groups of 6, which total as 24 objects. 118. Darch (1989); Fuchs, Seethaler et al. (2008); Fuchs, Fuchs, Craddock et al. (2008). 119. Fuchs et al. (2005); Fuchs, Seethaler et al. (2008); Fuchs, Powell et al. (2008). Second, in the upper grades, use concrete objects when visual representations do not seem sufficient in helping students understand mathematics at the more abstract level. Use manipulatives expeditiously, and focus on fading them away systematically to reach the abstract level.120 In other words, explicitly teach students the concepts and operations when students are at the concrete level and consistently repeat the instructional procedures at the visual and abstract levels. Using consistent language across representational systems (manipulatives, visual representations, and abstract symbols) has been an important component in several research studies.121 Example 8 (p. 35) shows a set of matched concrete, visual, and abstract representations of a concept involving solving singlevariable equations. 120. Fuchs et al. (2005); Witzel (2005); Witzel, Mercer, and Miller (2003). 121. Fuchs et al. (2005); Butler et al. (2003); Witzel (2005); Witzel, Mercer, and Miller (2003). Example 4. Representation of the counting on strategy using a number line 0 1 2 3 4 5 6 7 8 9 10 RECOMMEnDATIOn 5. InTERvEnTIOn MATERIAlS ShOulD InCluDE OPPORTunITIES fOR ThE STuDEnT ( 34 ) Example 5. Using visual representations for multidigit addition Example 6. Strip diagrams can help students make sense of fractions A group of ten can be drawn with a long line to indicate that ten ones are joined to form one ten: Simple drawings help make sense of two-digit addition with regrouping: 36