Comprehensive System of Assessment to Intervention Using Curriculum-Based Assessments

By M. Burns. 2002

51 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/a2460ab61a35b092be4904913be7dd72b7938919

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. M. Burns
2. Robin S. Codding
3. G. Lukito
4. A. Vanderheyden
5. Cynthia L. Jiban
6. Christina H. Boice
7. R. Kubina
8. James D. Stocker

In Statistics and Probability

1. M. Burns
2. Robin S. Codding
3. G. Lukito
4. A. Vanderheyden
5. Cynthia L. Jiban
6. Christina H. Boice
7. James D. Stocker
8. R. Kubina

Citations in the corpus

• Meta-Analysis of Acquisition and Fluency Math Interventions With Instructional and Frustration Level Skills: Evidence for a Skill-by-Treatment Interaction (2010, background): “Student scores that fell within the frustration level range would suggest that the interventionist either work backwards in the curriculum sequence until an instructional level is found (VanDerHeyden & Burns, 2005; VanDerHeyden, Witt, & Naquin, 2003) or implement an intervention within the skill unt”
• Assessing the Instructional Level for Mathematics: A Comparison of Methods (2006, background): “Given the importance of an instructional match between student skill and curriculum (Ysseldyke & Christenson, 2002), and that assessment of the instructional level and subsequent interventions based on those data have been consistently linked to improved student outcomes in reading (Burns, 2002; Bur”