TITLE

EFFECT OF ACQUISITION RATES ON OFF-TASK BEHAVIOR WITH CHILDREN IDENTIFIED AS HAVING LEARNING DISABILITIES

AUTHOR(S)
Burns, Matthew K.; Dean, Vincent J.
PUB. DATE
October 2005
SOURCE
Learning Disability Quarterly;Fall2005, Vol. 28 Issue 4, p273
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Research has consistently demonstrated the importance of providing an appropriate level of challenge, called the instructional level, within curricular material. Although the instructional level is a generally well-defined and researched construct, much less data exist on the acquisition rate (AR) component of an appropriate level of challenge. The current study used curriculum-based assessment to assess the AR of five fourth-grade students diagnosed with a reading disability and taught each 20 words from the Esperanto International Language over two sessions (10 each session). Students were observed during instruction, and the number of demonstrated off-task behaviors was converted to a mean rate of off-task behaviors/minute. Comparison of pre- and post-AR data showed that each student demonstrated an increase in off-task behaviors while rehearsing the word that immediately exceeded his or her AR. Implications for practice and suggestions for future research are discussed.
ACCESSION #
18900459

 

Related Articles

  • Curriculum-based assessment: Testing what is taught... Jones, Eric D.; Southern, W. Thomas; Brigham, Frederick J. // Intervention in School & Clinic;Mar98, Vol. 33 Issue 4, p239 

    Discusses the features of curriculum-based assessment (CBA) that are common to all approaches and that appear to contribute most to instructional effectiveness. Discussion on CBA and instructional effectiveness; Implementation procedures; Obstacles to CBA.

  • The National Year 6 and Year 10 Civics and Citizenship Sample Assessment.  // Ethos;Sep2004, Vol. 12 Issue 3, p8 

    Provides information on a national assessment of civics and citizenship of year 6 primary students and year 10 secondary students from across Australia in October 2004. Objective of the assessment; Aspects of civics and citizenship to be assessed; Method to be used in conducting the assessment.

  • The Assessment Puzzle. Farr, Roger // Educational Leadership;Nov91, Vol. 49 Issue 3, p95 

    This article illustrates the need to reform language arts assessment programs in the U.S. There is no question that excellent language arts assessment programs must include multiple samples of student work, gathered under a variety of conditions, and gathered in different ways. This more broadly...

  • ASSUMPTIONS UNDERLYING CRITERION REFERENCED ASSESSMENTS ARE EDUCATIONALLY SOUND. Dilendik, John R. // Education;Fall78, Vol. 99 Issue 1 

    Discusses the validity of the assumptions underlying criterion referenced assessments of students. Experience of anxiety and ambivalence by teachers due to traditional grading practices; Conflict between the assumptions of traditional practices and emerging educational purpose; Consistency of...

  • MONITORING DEVELOPMENTAL PROGRESS OF YOUNG EXCEPTIONAL CHILDREN: THE CURRICULAR EFFICIENCY INDEX (CEI). Bagnato, Stephen J.; Neisworth, John T. // Journal of Special Education;Summer83, Vol. 17 Issue 2 

    Offers the Curricular Efficiency Index as a practical method for evaluating monthly the developmental gains of young handicapped children by comparing their progress with that of a comparable group of nonhandicapped peers in attaining developmental objectives of any commercially available...

  • Evaluating Curriculum-Based Measurement Slope Estimates Using Data From Triannual Universal Screenings. Ardoin, Scott P.; Christ, Theodore J. // School Psychology Review;2008, Vol. 37 Issue 1, p109 

    Schools are increasingly using curriculum-based measurement reading procedures to conduct universal screenings as a means of identifying students whose level and rate of growth are discrepant from peers. Despite abundant evidence supporting the reliability and validity of curriculum-based...

  • Monitoring Early Reading Development in First Grade: Word Identification Fluency Versus Nonsense Word Fluency. Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L. // Exceptional Children;Fall2004, Vol. 71 Issue 1, p7 

    This study contrasts the validity of 2 early reading curriculum-based measurement (CBM) measures: word identification fluency and nonsense word fluency. At-risk children (n = 151) were assessed (a) on criterion reading measures in the fall and spring of first grade and (b) on the 2 CBM measures...

  • Using CBM as an Indicator of Decoding, Word Reading, and Comprehension: Do the Relations Change With Grade? Hosp, Michelle K.; Fuchs, Lynn S. // School Psychology Review;2005, Vol. 34 Issue 1, p9 

    Abstract. The primary purpose of this study was to assess whether the relation between curriculum-based measurement (CBM) and specific reading skills changes as a function of grade. In addition, this study sought to identify cutscores that correspond with benchmark performance on a variety of...

  • The Authentic Alternative for Assessment in Early Intervention: An Emerging Evidence-Based Practice. Bagnato, Stephen J. // Journal of Early Intervention;Fall2005, Vol. 28 Issue 1, p17 

    Early childhood intervention requires assessment procedures that are designed and field-validated specifically for young children with disabilities, capture real-life competencies in everyday routines, help plan individual programs, and document incremental improvements in developmental...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics