Comparison of dual discrepancy criteria to assess response to intervention
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Progress monitoring alone is insufficient; instruction should be tailored to student needs.
“(1) Progress monitoring alone is insufficient; rather, instruction should be tailored to student needs.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [200]
Student strengths and weaknesses can be identified with skills analysis in conjunction with consultation.
“(4) Student strengths and weaknesses can be identified with skills analysis in conjunction with consultation.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [200]
Meaningful programmatic changes can be facilitated with consultation.
“(5) Meaningful programmatic changes can be facilitated with consultation.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [200]
Both raising goals when progress is higher than expected and changing instruction when progress is less than expected are needed.
“(2) Both types of changes are needed: (a) raising goals when progress is higher than expected and (b) changing instruction when progress is less than expected.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [200]
Within 20 years, research on data-based decision making was sufficient to arrive at some generalizations.
“Within 20 years, the research on data-based decision making was sufficient to arrive at some generalizations (without and with achievement results) [200].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [200]
Decision making is facilitated with computerized data collection, storage, management, and analysis.
“(3) Decision making is facilitated (made more efficient and with greater satisfaction) with computerized data collection, storage, management, and analysis.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [200]
Cites
Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003) · Learning Disabilities Research & Practice · doi:10.1111/1540-5826.00072 · Cited by 868 · see citing works
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Assessing the Instructional Level for Mathematics: A Comparison of Methods
Burns, M. K., VanDerHeyden, A. M., & Jiban, C. L. (2006) · School Psychology Review · doi:10.1080/02796015.2006.12087975 · Cited by 96 · see citing works
Self-citationReliability of Decision-Making Frameworks for Response to Intervention for Reading
Burns, M. K., Scholin, S. E., Kosciolek, S., & Livingston, J. (2010) · Journal of Psychoeducational Assessment · doi:10.1177/0734282909342374 · Cited by 76 · see citing works
Self-citationCurriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present
Tindal, G. (2013) · ISRN Education · doi:10.1155/2013/958530 · Cited by 59 · see citing works
- Authors
- Burns, M. K., & Senesac, B. V.
- Affiliations
- University of Minnesota (US)
- Central Michigan University (US)
- Corresponding author
- Burns, Matthew K.
- ORCID
- Burns, Matthew K.
- Venue
- Journal of School Psychology
- Publisher
- Elsevier BV
- Published
- 2005-11
- Volume
- 43
- Issue
- 5
- Pages
- 393-406
- ISSN
- 0022-4405 (ISSN-L)
- OpenAlex
- W2007915158
- Cited by
- 111
- References
- 1
- Citations by year
- 2024: 1 · 2023: 1 · 2022: 3 · 2021: 3 · 2020: 40 · 2019: 1 · 2018: 1 · 2017: 3 · 2016: 7 · 2015: 4 · 2014: 4 · 2013: 5 · 2012: 4
- FWCI
- 7.60
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of School Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- reading disorders, responsiveness to intervention, early identification of learning difficulties, reading difficulties
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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