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Social and Behavioral Sciences Commons™
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Articles 1 - 3 of 3
Full-Text Articles in Social and Behavioral Sciences
An Investigation Of The Best Practices For Assessing And Intervening With Autism In The Education System, Madison B. Huffstutter
An Investigation Of The Best Practices For Assessing And Intervening With Autism In The Education System, Madison B. Huffstutter
Chancellor’s Honors Program Projects
No abstract provided.
Predicting Academic Performance On High-Stakes Tests: Development Of The Brief Behavior, Academic, And Social Screener (B-Bass), Trisha Danielle Franklin
Predicting Academic Performance On High-Stakes Tests: Development Of The Brief Behavior, Academic, And Social Screener (B-Bass), Trisha Danielle Franklin
Doctoral Dissertations
In order to develop the Brief Behavior, Academic, and Social Screener (B-BASS), an experimental measure for identifying students at risk for academic underachievement and for predicting performance on high-stakes tests, data were obtained from elementary teachers for 198 third- through fifth-grade rural elementary students in the Southeastern United States. Teachers provided ratings on items within the following global domains: cognitive ability, social/emotional traits, socioeconomic and family characteristics, and executive functions using a brief, practical, contextually appropriate format, one sensitive to local norms. Results reveal strong test-retest correlations (r indices > .95) and moderate to high inter-correlations among the items. Based …
Predicting High-Stakes Tests Of Math Achievement Using A Group-Administered Rti Instrument: Validating Skills Measured By The Monitoring Instructional Responsiveness: Math, Jeremy Thomas Coles
Predicting High-Stakes Tests Of Math Achievement Using A Group-Administered Rti Instrument: Validating Skills Measured By The Monitoring Instructional Responsiveness: Math, Jeremy Thomas Coles
Doctoral Dissertations
Three universal screeners and nine progress monitoring probes from the Monitoring Instructional Responsiveness: Math (MIR:M), a silent, group-administered math assessment designed for implementation with an RTI Model, were administered to 223 fifth-grade students. The growth parameters of the overall MIR:M composite and two global composites (math calculation and math reasoning) identified significant variation in student growth, within significant linear and quadratic trajectories. However, there were significant differences in the nature of the growth trajectories that have applied educational implications. In addition, growth parameters across the three composites provided significant predictive potential when using the Tennessee Comprehensive Assessment Program (TCAP) Achievement …