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Cited by 42Behavioral and Psychological StudiesReading and Literacy DevelopmentEducational Assessment and Improvement

The response in response to intervention: Evaluating the utility of assessing maintenance of intervention effects

Ardoin, Scott P.·2006·Psychology in the Schools
DOI 10.1002/pits.20181
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Abstract

Extensive evidence exists demonstrating the utility of Curriculum-Based Measurement in reading (R-CBM) for progress-monitoring purposes; however, most studies have evaluated R-CBM from a traditional psychometric perspective, which allows for variability in individual student's data that is not a function of increased skills (i.e., measurement error) to be ignored. Although measurement error can be ignored when the level of interest is at the group level, it is difficult to ignore at the individual-child level when evaluating intervention effectiveness. To account for measurement error, it is recommended that R-CBM data be collected twice weekly for 10 weeks before making decisions regarding intervention effectiveness. Waiting 10 weeks to learn that an intervention is ineffective is troublesome. The current study explores maintenance of intervention effects as a supplemental procedure to R-CBM progress-monitoring procedures. Data from 4 students suggest that maintenance data might be valuable in the early termination of ineffective interventions. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 713–725, 2006.

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  • Decisions can also be based on goal lines or aim lines; decision rules for intervention change, including service eligibility, are based upon these goal lines in concert with an empirically sound instructional and decision making sequence.

    “Decisions can also be based on goal lines or aim lines.Decision rules for intervention change, including service eligibility, are based upon these goal lines in concert with an empirically sound instructional and decision making sequence [192,224].”

    From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [224]

  • Although aim lines may improve decisions, they also have limitations: disagreement in estimates, distraction from other data qualities, ambiguous results that can lead to misinterpretations, and confounding growth with level of baseline performance.

    “Although aim lines may improve decisions, they also have their limitations: disagreement in estimates, distraction from other data qualities, ambiguous results that can lead to misinterpretations [192], and confounding growth with level of baseline performance [194,224].”

    From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [224]

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Authors
Ardoin, S. P.
Affiliations
University of South Carolina (US)
Corresponding author
Ardoin, Scott P.
ORCID
Ardoin, Scott P.
Venue
Psychology in the Schools
Publisher
Wiley
Published
2006
Volume
43
Issue
6
Pages
713-725
ISSN
  • 0033-3085 (ISSN-L)
  • 1520-6807
DOI
10.1002/pits.20181
OpenAlex
W2012772493
Cited by
41
References
21
Citations by year
2024: 1 · 2022: 1 · 2020: 2 · 2019: 2 · 2018: 4 · 2017: 1 · 2016: 1 · 2015: 4 · 2014: 3 · 2013: 4 · 2012: 5
FWCI
4.53
Type
journal article
Language
en
Open access
closed
Licence
doi.wiley.com/10.1002/tdm_license_1.1 (tdm, 3530 d)
Locations
Psychology in the Schools (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
Keywords
maintenance of intervention effects, curriculum-based measurement, reading progress monitoring, measurement error, intervention effectiveness, reading instruction

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