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Examining the Validity of Office Discipline Referrals as an Indicator of Student Behavior Problems
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Pas, Elise T.; Bradshaw, Catherine P.; Mitchell, Mary M. – Psychology in the Schools, 2011
Office discipline referral (ODR) data are increasingly used to monitor student behavior problems and the impact of interventions, but there has been limited research examining their validity. The current study examined the concordance of ODRs with teacher ratings of student behavior using data on 8,645 children in 335 classrooms at 21 elementary…
Descriptors: Behavior Problems, Student Behavior, Discipline, Academic Achievement
Problem Analysis: Examining the Selection and Evaluation of Data during Problem-Solving Consultation
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Newell, Markeda L.; Newell, Terrance S. – Psychology in the Schools, 2011
The purpose of this study was to analyze how school psychologists engaged in problem analysis during problem-solving consultation. Five aspects of the problem analysis process were examined: 1) the types of questions participants asked during problem identification, 2) the types of data participants requested, 3) the frequency of requests for each…
Descriptors: School Psychologists, Identification, Problem Solving, Simulated Environment
Supporting Valid Decision Making: Uses and Misuses of Assessment Data within the Context of RtI
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Ball, Carrie R.; Christ, Theodore J. – Psychology in the Schools, 2012
Within an RtI problem-solving context, assessment and decision making generally center around the tasks of problem identification, problem analysis, progress monitoring, and program evaluation. We use this framework to discuss the current state of the literature regarding curriculum based measurement, its technical properties, and its utility for…
Descriptors: Identification, Theory Practice Relationship, Adaptive Testing, Decision Making
Utilizing the Convergence of Data for Expedited Evaluations: Guidelines for School Psychologists
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Clopton, Kerri L.; Etscheidt, Susan – Psychology in the Schools, 2009
The purpose of this article is to propose that a combined response to intervention (RTI)-psychoeducational assessment model be used for expedited evaluations required during disciplinary proceedings [Individuals with Disabilities Education Improvement Act, 20 U.S.C. Section 1415(k)(5)(D)(ii)]. An expedited evaluation would determine if the child…
Descriptors: Early Intervention, Formative Evaluation, Disability Identification, Psychoeducational Methods
Visual Analysis of Single-Subject Studies by School Psychologists.
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Furlong, Michael J.; Wampold, Bruce E. – Psychology in the Schools, 1981
To guide the unbiased process of visual inference, a four-step model is presented for the assessment of reliability, intervention effect, meaningfulness, and generalizability. A Visual Inference Checklist (VIC) systematizes this assessment process. (Author)
Descriptors: Bias, Data Analysis, Evaluation Methods, Identification
Effects of Subject and Rater Characteristics on the Accuracy of Visual Analysis of Single Subject Data.
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Richards, Stephen B.; Taylor, Ronald L.; Ramasamy, Rangasamy – Psychology in the Schools, 1997
Using the split-middle methods of trend estimation, evaluates the accuracy of interpretation of single subject data by comparing raters' visual analysis of behavior change with statistical determination of behavior change. Results indicate visual analysis accuracy was less than chance. Rater and student characteristics largely did not affect the…
Descriptors: Data Analysis, Data Interpretation, Inferences, Research Problems