![2010-2011 DDS participation rates relative to 2009-2010 NCES enrollments by grade. School characteristics. We can describe various characteristics of schools in our sample using the NCES data from 2009-2010 (NCES, 2011). The comparability of SSP and all other non-SSP schools in the U.S. is presented in the two right-most columns in Tables 5 through 11, by grade. The composition of all U.S. public schools and the DDS as a whole is listed in the first two columns, for an additional point of reference. Some differences are noticeable. Overall, SSP schools are distributed differently throughout the country, with significantly more SSP schools found in the Midwest and significantly fewer SSP schools found in the South, relative to other, non-participating U.S. schools. In kindergarten, there are also significantly more SSP schools located in the Northeast [X 2 (3, N = 51,152) =17.75, p = .0005]. Other differences in geographic](https://www.researchgate.net/profile/Kelli-Cummings/publication/259311785/figure/fig2/AS:669424541519872@1536614656066/DDS-participation-rates-relative-to-2009-2010-NCES-enrollments-by-grade-School_Q320.jpg)
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DIBELS data system: 2010-2011 percentile ranks for DIBELS next benchmark assessments
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Summer reading loss is a prevalent problem that occurs primarily for students who are not exposed to or encouraged to read at home or in summer programs when school is out. This problem prevails among early readers from low-income backgrounds. This study provided 31 six and seven-year-old children with a structured guided reading program through an existing community summer program (e.g., YMCA). Specifically, camp counselors were trained to deliver scripted guided reading instruction daily in ability groups consistent with student age. Researchers were able to establish the need for reading instruction to, at minimum, prevent summer reading loss by administering the Informal Reading Inventory (IRI) prior to intervention. Further, weekly oral reading fluency assessments were completed for all participants throughout the 9-week reading program. Results suggest that both six and seven-year-old children performed consistently across the summer program, without any summer reading loss measured. The implications for practitioners and researchers from this simple, efficient summer reading program are discussed.
This study evaluated the classification accuracy of a second grade oral reading fluency curriculum-based measure (R-CBM) in predicting third grade state test performance. It also compared the long-term classification accuracy of local and publisher-recommended R-CBM cut scores. Participants were 266 students who were divided into a calibration sample (n = 170) and two cross-validation samples (n = 46; n = 50), respectively. Using calibration sample data, local fall, winter, and spring R-CBM cut scores for predicting students' state test performance were developed using three methods: discrimi-nant analysis (DA), logistic regression (LR), and receiver operating characteristic curve analysis (ROC). The classification accuracy of local and publisher-recommended cut scores was evaluated across subsamples. Only DA and ROC produced cut scores that maintained adequate sensitivity (≥.70) across cohorts; however, LR and publisher-recommended scores had higher levels of specificity and overall correct classification. Implications for developing local cut scores are discussed.
The purpose of this study was to examine and compare the classification accuracy of early static prereading measures and early dynamic assessment reading measures administered to 600 kindergarten students. At the beginning of kindergarten, all of the participants were administered two commonly used static prereading measures. The participants were then administered either a dynamic assessment featuring an onset-rime decoding strategy or a dynamic assessment featuring a sound-by-sound strategy. At the end of first grade, those same participants' reading ability was assessed using multiple reading measures. Results indicated that the dynamic assessments yielded significantly higher classification accuracy over the static measures, but that the classification accuracy of the two dynamic assessments did not differ significantly. Sensitivity for the static measures was less than 80%, and specificity ranged from 33% to 51%. The sensitivity and specificity for the dynamic assessments was greater than 80% for all children, with the exception of specificity for the Hispanic children, which was at or greater than 70%. Results also indicated that the combination of static and dynamic measures did not improve the classification accuracy over the dynamic assessments alone. Dynamic assessment appears to be a promising approach to classifying young children at risk for future reading difficulty.
Background: Many children with autism spectrum disorders present with behavioral difficulties that necessitate the use of an abbreviated measure of intelligence. The authors of the Stanford- Binet Intelligence Scales, Fifth Edition (SB5) (Roid, 2003) report a correlation of .81 between the Full Scale IQ (FSIQ) and Abbreviated IQ (ABIQ) for children ages 2 to 5 and a correlation of .87 for children ages 6 and above. Coolican, et. al, (2008) examined the performance of children with ASD on the SB5 and determined that ABIQ scores accounted for 89.9% of the variance in the FSIQ, and that ABIQ overestimated FSIQ in 15 out of 17 cases.
Objectives: To determine the relationship between the SB5 ABIQ and FSIQ in a sample of children with ASD; to determine this relationship when the sample is stratified on level of cognitive functioning; and to determine the rate of false positives/negatives for children with scores above and below 70.
Methods: This study utilizes the Autism Treatment Network (ATN) Registry data. 519 children (male = 441; ages 2-17 years) who had a SB5 FSIQ (thus, generating an ABIQ) were included in the study. Correlations between the FSIQ and ABIQ and a regression analysis were performed to determine the proportion of variance in the FSIQ accounted for by the ABIQ. Subjects were also split into High Functioning (IQ >70) vs. Low Functioning groups. Correlation coefficients were run between ABIQ and FSIQ for these two groups. FSIQ scores and ABIQ scores were analyzed to examine the rate of false positives (ABIQ <70 and FSIQ > 70) and false negatives (ABIQ > 70 and FSIQ < 70).
Results: The correlation between the ABIQ and the FSIQ for the entire sample was r=.899 (p<.0001) and a regression using the FSIQ as the dependent variable showed a strong relationship (r=.910, p<.0001) for the entire group. There was a weaker (but significant) correlation between ABIQ and FSIQ for the 212 subjects with IQ scores < 70 (r=.672) while the relationship between ABIQ and FSIQ for subjects with cognitive levels > 70 was stronger (r=.806, p<.0001). There was 90% agreement for individuals (n=178) who were low functioning on the FSIQ and the ABIQ (10% rate of false positive) and 85% agreement rate for individuals (n=341) who were high functioning on the FSIQ and the ABIQ (15% false negatives).
Conclusions: Results show a strong relationship between abbreviated and full cognitive measures of intelligence in a sample of children with ASD. Compared to Roid’s rate of false positives for the SB5 standardization sample (<1%), we see an increased rate of false positives and false negatives. This suggests that while the ABIQ may both over and underestimate overall cognitive abilities, it is a valid estimate of intelligence.
Examined the reliability, validity, and sensitivity of 3 experimental measures developed to assess 3 areas of early literacy: phonological awareness, vocabulary development, and fluency in letter naming. The measures were designed for repeated use to identify children with difficulty acquiring basic early literacy skills and to evaluate the effectiveness of interventions for these children. Ss were 37 kindergarten and 41 1st-grade children. Results suggest that the measures displayed adequate psychometric properties for kindergarten children who were not yet reading. Reliabilities were moderate to high and evidence was obtained for the criterion-related validity of the measures. Sensitivity of the measures was supported, although further research is needed. As expected, the experimental measures were less useful for 1st graders who were reading well. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Framework for program evaluation in public health
References
Centers for Disease Control and Prevention (1999). Framework for program evaluation in public
health. Morbidity and Mortality Weekly Report, 48, RR-11.
Test of reading fluency
Children's Educational Services. (1987). Test of reading fluency. Minneapolis, MN: Author.
Sentinel Schools in the DIBELS Data System
- K D Cummings
- T Bousselot
- J M Smith
- M Brown
- N Beemer
- P C Kennedy
- S Munir-Mchill
- S K Baker
- E J Kame'enui
Cummings, K.D., Bousselot, T., Smith, J.M., Brown, M., Beemer, N., Kennedy, P.C., Munir-McHill, S., Baker, S.K., & Kame'enui, E.J. (2011). Sentinel Schools in the DIBELS Data
System (2010-2011): A description of Methods (Technical Report 1103). Eugene, OR:
University of Oregon.
Assessing phonemic awareness in early kindergarten: Development and initial validation of first sound fluency (FSF)
- K D Cummings
- R A Kaminski
- R H Good
- M Neil
Cummings, K.D., Kaminski, R.A., Good, R.H., & O'Neil, M. (2011). Assessing phonemic
awareness in early kindergarten: Development and initial validation of first sound fluency
(FSF). Assessment for Effective Intervention, 36(2), 94-106.
DIBELS 6th Edition Technical Adequacy Information
Dynamic Measurement Group. (2008). DIBELS 6th Edition Technical Adequacy Information
(Tech. Rep. No. 6). Eugene, OR: Author. Available: https://dibels.org/pubs.html.