Assessing Intervention Responsiveness: Conceptual and Technical Issues

By Lynn S. Fuchs. 2003

281 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/05d0850986590498687792a595074047359d7b3c

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In Developmental and Educational Psychology

Citations in the corpus

Special Education Research Advances Knowledge in Education (2015, background): “Research addressing the development of reliable and valid measures to monitor student progress in academic treatments is needed (L. S. Fuchs, 2003).”
Peer-Assisted Learning Strategies: A “Tier 1” Approach to Promoting English Learners' Response to Intervention (2008, methodology): “Otherwise, it will be difficult to determine whether ELs who struggle to learn to read do so because appropriate instruction is not in place (L. S. Fuchs, 2003; Vaughn, Mathes, Linan-Thompson, & Francis, 2005) or because of language or learning deficits (McCardle et al., 2005).”
Comparison of dual discrepancy criteria to assess response to intervention (2005, methodology): “However, the reading fluency benchmark associated with the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) of 40 words/min by the end of first grade was described as too stringent to discriminate responders from non-responders (Fuchs, 2003).”
Integrating Frameworks From Early Childhood Intervention and School Psychology to Accelerate Growth for All Young Children (2006, background): “Population characteristics influence identification rates and anticipated outcomes (Fuchs, 2003), and the population in early childhood settings is one that is likely to fluctuate depending on which children have access to early childhood education programs.”
Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency (2004, result): “Present findings are reminiscent of earlier work demonstrating the superiority of word identification fluency over nonsense word fluency with a different sample of first graders with more severe reading difficulties (Fuchs, 2003).”
Curriculum-based measurement of oral reading: Passage equivalence and probe-set development (2009, methodology): “Thirty years after its inception, Curriculum-based measurement (CBM) is often used as a primary data source to guide both low stakes and high stakes decisions within problem solving and response-to-intervention decision-making models (Fuchs, Fuchs, McMaster,& Al Otaiba, 2003; Fuchs, 2003; Speece & C”
Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches (2009, unknown): “More specifically, RtI has six core defining features (e.g., Fuchs, 2003; Fuchs & Fuchs, 1998; Fuchs, Fuchs, & Speece, 2002; Fuchs, Mock, Morgan, & Young, 2003; Vaughn, Linan-Thompson, & Hickman, 2003) that are applicable across curriculum areas (e.g., literacy, behavior, numeracy, art, physical…”
Assessing the Instructional Level for Mathematics: A Comparison of Methods (2006, unknown): “able criterion (Fuchs, 2003).”
A Multi-Year Evaluation of the Effects of a Response to Intervention (RTI) Model on Identification of Children for Special Education. (2007, background): “Each approach necessarily requires different decision criteria, cut-scores, and results in different numbers and types of children served (Fuchs, 2003).”
Are Fluency Measures Accurate Predictors of Reading Achievement? (2007, methodology): “Fuchs, Fuchs, and Compton (2004) explored such a system, using a measure of wordidentification fluency (WIF).”