Assessment for Effective Intervention 

About: Assessment for Effective Intervention is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Test validity & Curriculum-based measurement. It has an ISSN identifier of 1534-5084. Over the lifetime, 842 publications have been published receiving 13049 citations.

Comprehensive Test of Phonological Processing

Abstract: in learning to read are most frequently contributed to weaknesses in the ability to process the phonological features of language (Blachman, 1994; Blachman, Tangel, Ball, Black, & McGraw, 1999; Fletcher & Lyon, 1998; Mathes, Howard, Allen, & Fuchs, 1998; National Research Council, 1998; Torgesen, Wagner, Rashotte, 1994; Torgesen, Wagner, Rashotte, Alexander, & Conway, 1997). The term phonology is of Greek origin, phone meaning &dquo;voice&dquo; or &dquo;sound.&dquo; Phonological processing refers to the use of the sound system of language to process written and oral infonnation, including sensitivity to the sound segments in verbal language (Clark & Uhry, 1995; Harm & Seidenberg, 1999; Mathes &

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.

Foundation for the Development and Use of Direct Behavior Rating (DBR) to Assess and Evaluate Student Behavior

Abstract: Direct Behavior Rating (DBR) is a method of social—emotional and behavior assessment that combines the immediacy of systematic direct observation and the efficiency of behavior rating scales. The purpose of this article is to discuss the defensibility and usability of DBR. This article provides a brief summary of (a) the past, present, and future directions of social— emotional and behavior assessment methods in schools; (b) the defining features of DBR; (c) the guiding principles for DBR development and evaluation; and (d) DBR research to date. Special emphasis is placed on single-item scale DBR (SIS-DBR) and three general outcome behaviors that are most relevant for use in schools. Research and recommendations for standard SIS-DBR instrumentation and procedures are reviewed, along with future directions for research and practice.

The Behavioral and Emotional Rating Scale: A Strength-Based Approach to Assessment

Abstract: Assessment of children referred to and receiving special education services is based on a deficit model. Recently, questions about a deficit-driven assessment model have led to calls for alternativ...