Development and Validation of a Process for Screening Referrals to Special Education

By A. Vanderheyden, Josepha Witt, Gale M. Naquin. 2003

108 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8089857b2a73f2e865d82e04eda06d7fe440a71f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. A. Vanderheyden
2. D. Gilbertson
3. Josepha Witt
4. F. Gresham
5. G. Sugai
6. Milena A. Keller‐Margulis
7. Brandi Simonsen
8. Diane Myers

In Education

1. A. Vanderheyden
2. D. Gilbertson
3. Josepha Witt
4. F. Gresham

Citations in the corpus

• Current Status and Future Directions of School-Based Behavioral Interventions (2004, background): “For example, VanDerHeyden, Witt, and Naquin (2003) showed that universal screening consisting of curriculum-based measurement probes and brief interventions resulted in fewer false positive identifications of students referred for special education than teacher referral alone.”
• A Multi-Year Evaluation of the Effects of a Response to Intervention (RTI) Model on Identification of Children for Special Education. (2007, methodology): “Based upon previous research with STEEP (VanDerHeyden & Witt, 2005; VanDerHeyden et al., 2005; VanDerHeyden et al., 2003), we hypothesized that use of STEEP would reduce the number of special education evaluations and improve indicators of disproportionality by increasing decision accuracy.”
• Technical Adequacy of Response to Intervention Decisions (2011, methodology): “…is particularly evident and influential in classification agreement analysis outcomes where academic risk status is the outcome being predicted (Speece, 2005; Speece, Mills, Ritchey, & Hillman, 2003; VanDerHeyden et al., 2003; VanDerHeyden & Witt, 2005; VanDerHeyden, Witt, & Barnett, 2005).”