Applied Empiricism: Ensuring the Validity of Causal Response to Intervention Decisions

Abstract School personnel make a variety of decisions within multitiered problem-solving frameworks, including the decision to assign a student to group-based support, to design an individualized support plan, or classify a student as eligible for special education. Each decision is founded upon a j...
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Autor*in:	Kilgus, Stephen P. [verfasserIn] Collier-Meek, Melissa A. Johnson, Austin H. Jaffery, Rose

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2014

Schlagwörter:	Response to intervention Research methods Validity

Anmerkung:	© California Association of School Psychologists 2014

Übergeordnetes Werk:	Enthalten in: Contemporary school psychology - New York, NY [u.a.] : Springer, 1996, 18(2014), 1 vom: 07. Jan., Seite 1-12
Übergeordnetes Werk:	volume:18 ; year:2014 ; number:1 ; day:07 ; month:01 ; pages:1-12

Links:	Volltext

DOI / URN:	10.1007/s40688-013-0009-z

Katalog-ID:	SPR037393669

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allfields	10.1007/s40688-013-0009-z doi (DE-627)SPR037393669 (SPR)s40688-013-0009-z-e DE-627 ger DE-627 rakwb eng Kilgus, Stephen P. verfasserin aut Applied Empiricism: Ensuring the Validity of Causal Response to Intervention Decisions 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © California Association of School Psychologists 2014 Abstract School personnel make a variety of decisions within multitiered problem-solving frameworks, including the decision to assign a student to group-based support, to design an individualized support plan, or classify a student as eligible for special education. Each decision is founded upon a judgment regarding whether the student has responded to intervention. These and other conclusions are inherently causal, thus requiring that educators carefully consider the internal, construct, and conclusion validity of each decision to ensure its defensibility. Researchers have identified multiple variables that are likely to moderate these validities, including the integrity with which interventions are implemented, the psychometric adequacy of progress-monitoring tools, the extent to which interventions and supports are matched to a student's needs, and the approach to single-case research design. We therefore review each of these variables in the interest of assisting practitioners to design acceptable and valid multi-tiered frameworks of prevention and service delivery. Response to intervention (dpeaa)DE-He213 Research methods (dpeaa)DE-He213 Validity (dpeaa)DE-He213 Collier-Meek, Melissa A. aut Johnson, Austin H. aut Jaffery, Rose aut Enthalten in Contemporary school psychology New York, NY [u.a.] : Springer, 1996 18(2014), 1 vom: 07. Jan., Seite 1-12 (DE-627)684131269 (DE-600)2647171-1 2161-1505 nnns volume:18 year:2014 number:1 day:07 month:01 pages:1-12 https://dx.doi.org/10.1007/s40688-013-0009-z lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 18 2014 1 07 01 1-12
spelling	10.1007/s40688-013-0009-z doi (DE-627)SPR037393669 (SPR)s40688-013-0009-z-e DE-627 ger DE-627 rakwb eng Kilgus, Stephen P. verfasserin aut Applied Empiricism: Ensuring the Validity of Causal Response to Intervention Decisions 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © California Association of School Psychologists 2014 Abstract School personnel make a variety of decisions within multitiered problem-solving frameworks, including the decision to assign a student to group-based support, to design an individualized support plan, or classify a student as eligible for special education. Each decision is founded upon a judgment regarding whether the student has responded to intervention. These and other conclusions are inherently causal, thus requiring that educators carefully consider the internal, construct, and conclusion validity of each decision to ensure its defensibility. Researchers have identified multiple variables that are likely to moderate these validities, including the integrity with which interventions are implemented, the psychometric adequacy of progress-monitoring tools, the extent to which interventions and supports are matched to a student's needs, and the approach to single-case research design. We therefore review each of these variables in the interest of assisting practitioners to design acceptable and valid multi-tiered frameworks of prevention and service delivery. Response to intervention (dpeaa)DE-He213 Research methods (dpeaa)DE-He213 Validity (dpeaa)DE-He213 Collier-Meek, Melissa A. aut Johnson, Austin H. aut Jaffery, Rose aut Enthalten in Contemporary school psychology New York, NY [u.a.] : Springer, 1996 18(2014), 1 vom: 07. Jan., Seite 1-12 (DE-627)684131269 (DE-600)2647171-1 2161-1505 nnns volume:18 year:2014 number:1 day:07 month:01 pages:1-12 https://dx.doi.org/10.1007/s40688-013-0009-z lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 18 2014 1 07 01 1-12
allfields_unstemmed	10.1007/s40688-013-0009-z doi (DE-627)SPR037393669 (SPR)s40688-013-0009-z-e DE-627 ger DE-627 rakwb eng Kilgus, Stephen P. verfasserin aut Applied Empiricism: Ensuring the Validity of Causal Response to Intervention Decisions 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © California Association of School Psychologists 2014 Abstract School personnel make a variety of decisions within multitiered problem-solving frameworks, including the decision to assign a student to group-based support, to design an individualized support plan, or classify a student as eligible for special education. Each decision is founded upon a judgment regarding whether the student has responded to intervention. These and other conclusions are inherently causal, thus requiring that educators carefully consider the internal, construct, and conclusion validity of each decision to ensure its defensibility. Researchers have identified multiple variables that are likely to moderate these validities, including the integrity with which interventions are implemented, the psychometric adequacy of progress-monitoring tools, the extent to which interventions and supports are matched to a student's needs, and the approach to single-case research design. We therefore review each of these variables in the interest of assisting practitioners to design acceptable and valid multi-tiered frameworks of prevention and service delivery. Response to intervention (dpeaa)DE-He213 Research methods (dpeaa)DE-He213 Validity (dpeaa)DE-He213 Collier-Meek, Melissa A. aut Johnson, Austin H. aut Jaffery, Rose aut Enthalten in Contemporary school psychology New York, NY [u.a.] : Springer, 1996 18(2014), 1 vom: 07. Jan., Seite 1-12 (DE-627)684131269 (DE-600)2647171-1 2161-1505 nnns volume:18 year:2014 number:1 day:07 month:01 pages:1-12 https://dx.doi.org/10.1007/s40688-013-0009-z lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 18 2014 1 07 01 1-12
allfieldsGer	10.1007/s40688-013-0009-z doi (DE-627)SPR037393669 (SPR)s40688-013-0009-z-e DE-627 ger DE-627 rakwb eng Kilgus, Stephen P. verfasserin aut Applied Empiricism: Ensuring the Validity of Causal Response to Intervention Decisions 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © California Association of School Psychologists 2014 Abstract School personnel make a variety of decisions within multitiered problem-solving frameworks, including the decision to assign a student to group-based support, to design an individualized support plan, or classify a student as eligible for special education. Each decision is founded upon a judgment regarding whether the student has responded to intervention. These and other conclusions are inherently causal, thus requiring that educators carefully consider the internal, construct, and conclusion validity of each decision to ensure its defensibility. Researchers have identified multiple variables that are likely to moderate these validities, including the integrity with which interventions are implemented, the psychometric adequacy of progress-monitoring tools, the extent to which interventions and supports are matched to a student's needs, and the approach to single-case research design. We therefore review each of these variables in the interest of assisting practitioners to design acceptable and valid multi-tiered frameworks of prevention and service delivery. Response to intervention (dpeaa)DE-He213 Research methods (dpeaa)DE-He213 Validity (dpeaa)DE-He213 Collier-Meek, Melissa A. aut Johnson, Austin H. aut Jaffery, Rose aut Enthalten in Contemporary school psychology New York, NY [u.a.] : Springer, 1996 18(2014), 1 vom: 07. Jan., Seite 1-12 (DE-627)684131269 (DE-600)2647171-1 2161-1505 nnns volume:18 year:2014 number:1 day:07 month:01 pages:1-12 https://dx.doi.org/10.1007/s40688-013-0009-z lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 18 2014 1 07 01 1-12
allfieldsSound	10.1007/s40688-013-0009-z doi (DE-627)SPR037393669 (SPR)s40688-013-0009-z-e DE-627 ger DE-627 rakwb eng Kilgus, Stephen P. verfasserin aut Applied Empiricism: Ensuring the Validity of Causal Response to Intervention Decisions 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © California Association of School Psychologists 2014 Abstract School personnel make a variety of decisions within multitiered problem-solving frameworks, including the decision to assign a student to group-based support, to design an individualized support plan, or classify a student as eligible for special education. Each decision is founded upon a judgment regarding whether the student has responded to intervention. These and other conclusions are inherently causal, thus requiring that educators carefully consider the internal, construct, and conclusion validity of each decision to ensure its defensibility. Researchers have identified multiple variables that are likely to moderate these validities, including the integrity with which interventions are implemented, the psychometric adequacy of progress-monitoring tools, the extent to which interventions and supports are matched to a student's needs, and the approach to single-case research design. We therefore review each of these variables in the interest of assisting practitioners to design acceptable and valid multi-tiered frameworks of prevention and service delivery. Response to intervention (dpeaa)DE-He213 Research methods (dpeaa)DE-He213 Validity (dpeaa)DE-He213 Collier-Meek, Melissa A. aut Johnson, Austin H. aut Jaffery, Rose aut Enthalten in Contemporary school psychology New York, NY [u.a.] : Springer, 1996 18(2014), 1 vom: 07. Jan., Seite 1-12 (DE-627)684131269 (DE-600)2647171-1 2161-1505 nnns volume:18 year:2014 number:1 day:07 month:01 pages:1-12 https://dx.doi.org/10.1007/s40688-013-0009-z lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 18 2014 1 07 01 1-12
language	English
source	Enthalten in Contemporary school psychology 18(2014), 1 vom: 07. Jan., Seite 1-12 volume:18 year:2014 number:1 day:07 month:01 pages:1-12
sourceStr	Enthalten in Contemporary school psychology 18(2014), 1 vom: 07. Jan., Seite 1-12 volume:18 year:2014 number:1 day:07 month:01 pages:1-12
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Response to intervention Research methods Validity
isfreeaccess_bool	false
container_title	Contemporary school psychology
authorswithroles_txt_mv	Kilgus, Stephen P. @@aut@@ Collier-Meek, Melissa A. @@aut@@ Johnson, Austin H. @@aut@@ Jaffery, Rose @@aut@@
publishDateDaySort_date	2014-01-07T00:00:00Z
hierarchy_top_id	684131269
id	SPR037393669
language_de	englisch
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author	Kilgus, Stephen P.
spellingShingle	Kilgus, Stephen P. misc Response to intervention misc Research methods misc Validity Applied Empiricism: Ensuring the Validity of Causal Response to Intervention Decisions
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topic_title	Applied Empiricism: Ensuring the Validity of Causal Response to Intervention Decisions Response to intervention (dpeaa)DE-He213 Research methods (dpeaa)DE-He213 Validity (dpeaa)DE-He213
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title	Applied Empiricism: Ensuring the Validity of Causal Response to Intervention Decisions
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title_full	Applied Empiricism: Ensuring the Validity of Causal Response to Intervention Decisions
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author_browse	Kilgus, Stephen P. Collier-Meek, Melissa A. Johnson, Austin H. Jaffery, Rose
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title_sort	applied empiricism: ensuring the validity of causal response to intervention decisions
title_auth	Applied Empiricism: Ensuring the Validity of Causal Response to Intervention Decisions
abstract	Abstract School personnel make a variety of decisions within multitiered problem-solving frameworks, including the decision to assign a student to group-based support, to design an individualized support plan, or classify a student as eligible for special education. Each decision is founded upon a judgment regarding whether the student has responded to intervention. These and other conclusions are inherently causal, thus requiring that educators carefully consider the internal, construct, and conclusion validity of each decision to ensure its defensibility. Researchers have identified multiple variables that are likely to moderate these validities, including the integrity with which interventions are implemented, the psychometric adequacy of progress-monitoring tools, the extent to which interventions and supports are matched to a student's needs, and the approach to single-case research design. We therefore review each of these variables in the interest of assisting practitioners to design acceptable and valid multi-tiered frameworks of prevention and service delivery. © California Association of School Psychologists 2014
abstractGer	Abstract School personnel make a variety of decisions within multitiered problem-solving frameworks, including the decision to assign a student to group-based support, to design an individualized support plan, or classify a student as eligible for special education. Each decision is founded upon a judgment regarding whether the student has responded to intervention. These and other conclusions are inherently causal, thus requiring that educators carefully consider the internal, construct, and conclusion validity of each decision to ensure its defensibility. Researchers have identified multiple variables that are likely to moderate these validities, including the integrity with which interventions are implemented, the psychometric adequacy of progress-monitoring tools, the extent to which interventions and supports are matched to a student's needs, and the approach to single-case research design. We therefore review each of these variables in the interest of assisting practitioners to design acceptable and valid multi-tiered frameworks of prevention and service delivery. © California Association of School Psychologists 2014
abstract_unstemmed	Abstract School personnel make a variety of decisions within multitiered problem-solving frameworks, including the decision to assign a student to group-based support, to design an individualized support plan, or classify a student as eligible for special education. Each decision is founded upon a judgment regarding whether the student has responded to intervention. These and other conclusions are inherently causal, thus requiring that educators carefully consider the internal, construct, and conclusion validity of each decision to ensure its defensibility. Researchers have identified multiple variables that are likely to moderate these validities, including the integrity with which interventions are implemented, the psychometric adequacy of progress-monitoring tools, the extent to which interventions and supports are matched to a student's needs, and the approach to single-case research design. We therefore review each of these variables in the interest of assisting practitioners to design acceptable and valid multi-tiered frameworks of prevention and service delivery. © California Association of School Psychologists 2014
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title_short	Applied Empiricism: Ensuring the Validity of Causal Response to Intervention Decisions
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up_date	2024-07-03T22:34:40.962Z
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fullrecord_marcxml	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR037393669</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230328182456.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201007s2014 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s40688-013-0009-z</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR037393669</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s40688-013-0009-z-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Kilgus, Stephen P.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Applied Empiricism: Ensuring the Validity of Causal Response to Intervention Decisions</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2014</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© California Association of School Psychologists 2014</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract School personnel make a variety of decisions within multitiered problem-solving frameworks, including the decision to assign a student to group-based support, to design an individualized support plan, or classify a student as eligible for special education. 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