The current article reviews research published in Assessment for Effective Intervention during the past 3 years. A total of 57 research articles were published during that period, with a current rejection rate of approximately 78%. A close examination of the pool of articles revealed seven overarching themes: behavioral assessment tools, group differences, interventions to improve student outcomes, legal and professional issues, conceptual models for practice, predictive validity, and psychometric properties of assessment tools. Although the category with the most articles (n = 19, 33%) was interventions to improve student outcomes, only 2 studies provided assessment data that evaluated the effectiveness of interventions. There were considerable data regarding the potential instructional implications of spelling assessment during this 3-year period, as well as an increase in studies that examined the diagnostic accuracy of various measures. The review of research and the proposed conceptual models for practice suggest that assessment data as gathered in schools should be used within a problem-solving framework to improve student outcomes.
Albers, C.A., Kenyon, D.M., & Boals, T.J. ( 2009). Measures for determining English language proficiency and the resulting implications for instructional provision and intervention . Assessment for Effective Intervention, 34, 74-85.
2.
Alonzo, J., Basaraba, D., Tindal, G., & Carriveau, R.S. (2009). They read, but how well do they understand? An empirical look at the nuances of measuring reading comprehension. Assessment for Effective Intervention, 35, 34-44.
3.
Arndt, E.J., & Foorman, B.R. ( 2010). Second grade spellers: What types of errors are they making?Assessment for Effective Intervention, 36, 57-67.
4.
Baglici, S.P., Codding, R., & Tryon, G. ( 2010). Extending the research on the tests of early numeracy: Longitudinal analyses over two school years. Assessment for Effective Intervention, 35, 89-102.
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Beirne-Smith, M., & Riley, T.F. ( 2009). Spelling assessment of students with disabilities: Formal and informal procedures. Assessment for Effective Intervention , 34, 170-177.
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Borsuk, E.R. ( 2010). Examination of an administrator-read vocabulary-matching measure as an indicator of science achievement. Assessment for Effective Intervention, 35, 168-177.
7.
Chafouleas, S.M., Kilgus, S.P., & Hernandez, P. ( 2009). Using direct behavior rating (DBR) to screen for school social risk: A preliminary comparison of methods in a kindergarten sample . Assessment for Effective Intervention, 34, 214-223.
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Chafouleas, S.M., Riley-Tillman, T.C., & Christ, T.J. ( 2009). Direct behavior rating (DBR): An emerging method for assessing social behavior within a tiered intervention system. Assessment for Effective Intervention, 34, 195-200.
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Chappell, J.C., Stephens, T.L., Kinnison, L., & Pettigrew, J.D. (2009). Educational diagnosticians’ understanding of phonological awareness, phonemic awareness, and reading fluency . Assessment for Effective Intervention, 35, 24-33.
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Christ, T.J., & Boice, C. ( 2009). Rating scale items: A brief review of nomenclature, components, and formatting to inform the development of direct behavior rating (DBR). Assessment for Effective Intervention, 34, 242-250.
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Christ, T.J., Riley-Tillman, T.C., & Chafouleas, S.M. (2009). Foundation for the development and use of direct behavior rating (DBR) to assess and evaluate student behavior . Assessment for Effective, 34, 201-213.
12.
Coleman, C., Gregg, N., McLain, L., & Bellair, L.W. ( 2009). A comparison of spelling performance across young adults with and without dyslexia. Assessment for Effective Intervention , 34, 94-105.
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Cook, C.R., Volpe, R.J., & Livanis, A. ( 2010). Constructing a roadmap for future universal screening research beyond academics. Assessment for Effective Intervention , 35, 197-205.
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Decker, D.M., & Bolt, S.E. ( 2008). Challenges and opportunities for promoting student achievement through large-scale assessment results: Research, reflections, and future directions. Assessment for Effective Intervention, 34, 43-51.
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De La Paz, S. ( 2009). Rubrics: Heuristics for developing writing strategies . Assessment for Effective Intervention, 34, 134-146.
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Ditkowsky, B., & Koonce, D.A. ( 2010). Predicting performance on high-stakes assessment for proficient students and students at risk with oral reading fluency growth . Assessment for Effective Intervention, 35, 159-167.
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Elliott, S.N., Gresham, F.M., Frank, J.L., & Beddow, P.A. ( 2008). Intervention validity of social behavior rating scales: Features of assessments that link results to treatment plans. Assessment for Effective Intervention, 34, 15-24.
18.
Englert, C.S., Mariage, T.V., Okolo, C.M., Shankland, R.K., Moxley, K.D., Courtad, C.A., et al. (2009). The learning-to-learn strategies of adolescent students with disabilities: Highlighting, note taking, planning, and writing expository texts. Assessment for Effective Intervention, 34, 147-161.
19.
Fabiano, G.A., Vujnovic, R., Naylor, J., Pariseau, M., & Robins, M. ( 2009). An investigation of the technical adequacy of a daily behavior report card for monitoring progress of students with attention-deficit/hyperactivity disorder in special education placements. Assessment for Effective Intervention, 34(4), 231-241.
20.
Foorman, B.R., & Petscher, Y. ( 2010). Development of spelling and differential relations to text reading in Grades 3-12. Assessment for Effective Intervention , 36, 7-20.
21.
Fore, C., Boon, R.T., Burke, M.D., & Martin, C. ( 2009). Validating curriculum-based measurement for students with emotional and behavioral disorders in middle school. Assessment for Effective Intervention, 34, 67-73.
22.
Fuchs, L.S., Fuchs, D., & Zumeta, R.O. ( 2008). A curricularsampling approach to progress monitoring: Mathematics concepts and applications. Assessment for Effective Intervention, 33, 225-233.
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Hagans, K.S. ( 2008). A response-to-intervention approach to decreasing early literacy differences in first graders from different socioeconomic backgrounds: Evidence for the intervention validity of the DIBELS. Assessment for Effective Intervention, 34, 35-42.
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Johnson, E.S., Jenkins, J.R., & Petscher, Y. ( 2010). Improving the accuracy of a direct route screening process . Assessment for Effective Intervention, 35, 131-140.
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Kelley, B., Hosp, J.L., & Howell, K.W. ( 2008). Curriculum-based evaluation and math: An overview. Assessment for Effective Intervention, 33, 250-256.
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Lembke, E.S., Foegen, A., Whittaker, T.A., & Hampton, D. ( 2008). Establishing technically adequate measures of progress in early numeracy. Assessment for Effective Intervention, 33, 206-214.
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Livanis, A., & Mouzakitis, A. (2010). The treatment validity of autism screening instruments. Assessment for Effective Intervention, 35, 206-217.
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Madaus, J., Rinaldi, C., Bigaj, S., & Chafouleas, S.M. (2009). An examination of current assessment practices in northeastern school districts. Assessment for Effective Intervention, 34, 86-93.
29.
Martinez, R.S., Missall, K.N., Graney, S.B., Aricak, O.T., & Clarke, B. ( 2009). Technical adequacy of early numeracy curriculum-based measurement in kindergarten. Assessment for Effective Intervention , 34, 116-125.
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Masterson, J.J., & Apel, K. ( 2010). The spelling sensitivity score: Noting developmental changes in spelling knowledge. Assessment for Effective Intervention , 36, 35-45.
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McIntosh, K., Brown, J.A., Borgmeier, C.J. ( 2008). Validity of functional behavior assessment within a response to intervention framework: Evidence, recommended practice, and future directions . Assessment for Effective Intervention, 34, 6-14.
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Miller, L. ( 2009). Informal and qualitative assessment of writing skills in students with disabilities. Assessment for Effective Intervention , 34, 178-191.
33.
Mooney, P., McCarter, K.S., Schraven, J., & Haydel, B. ( 2010). The relationship between content area general outcome measurement and statewide testing in sixth-grade world history. Assessment for Effective Intervention, 35, 148-158.
Oakes, W.P., Wilder, K.S., Lane, K.L., Powers, L., Yokoyama, L.T.K., O’Hare, M.E., et al. (2010). Psychometric properties of the Student Risk Screening Scale: An effective tool for use in diverse urban elementary schools. Assessment for Effective Intervention, 35, 231-239.
36.
Penner-Williams, J., Smith, T.E.C., & Gartin, B.C. ( 2009). Written language expression: Assessment instruments and teacher tools. Assessment for Effective Intervention, 34, 162-169.
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Puranik, C., & Apel, K. ( 2010). Effect of assessment task and letter writing ability on preschool children’s spelling performance. Assessment for Effective Intervention, 36, 46-56.
38.
Reynolds, M.C. ( 1975). Trends in special education: Implications for measurement . In W. Hively & M. C. Reynolds (Eds.), Domain-referenced testing in special education (pp. 15-28). Minneapolis: University of Minnesota, Leadership Training Institute .
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Ritchey, K.D., Coker, D.L., & McCraw, S.B. (2010). A comparison of metrics for scoring beginning spelling. Assessment for Effective Intervention , 35, 78-88.
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Riley-Tillman, T.C., Methe, S.A., & Weegar, K. ( 2009). Examining the use of direct behavior rating on formative assessment of class-wide engagement: A case study. Assessment for Effective Intervention, 34, 224-230.
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Robbins, K.P., Hosp, J.L., Hosp, M.K., & Flynn, L.J. ( 2010). Assessing specific grapho-phonemic skills in elementary schools. Assessment for Effective Intervention, 36, 21-34.
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Shapiro, E.S., & Clemens, N.H. ( 2009). A conceptual model for evaluating system effects of response to intervention. Assessment for Effective Intervention, 35, 3-16.
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Sullivan, A. ( 2010). Preliminary psychometric data for the academic coping strategies scale. Assessment for Effective Intervention, 35(2), 114-127.
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Sutton, J.P., Frye, E.M., & Frawley, P.A. ( 2009). Nationally Certified Educational Diagnostician (NCED): The professional credential for assessment specialists. Assessment for Effective Intervention, 35, 17-23.
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VanDerHeyden, A.M., & Burns, M.K. ( 2008). Examination of the utility of various measures of mathematics proficiency. Assessment for Effective Intervention, 33, 215-224.
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Volpe, R.J., Briesch, A.M., & Chafouleas, S.M. (2010). Linking screening for emotional and behavioral problems to problem-solving efforts: An adaptive model of behavioral assessment. Assessment for Effective Intervention, 35, 240-244.
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Wanzek, J., Roberts, G., Linan-Thompson, S., Vaughn, S., Woodruff, A.L., & Murray, C.S. ( 2010). Differences in the relationship of oral reading fluency and high-stakes measures of reading comprehension. Assessment for Effective Intervention, 35, 67-77.
