Zobrazeno 1 - 10
of 24
pro vyhledávání: '"Benjamin G. Solomon"'
Autor:
Christopher H. Skinner, Kristen Fowler, Gary L. Cates, Brain Poncy, Gary J. Duhon, Benjamin G. Solomon, Phillip J. Belfiore
Publikováno v:
Psychology in the Schools.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6705d547e09539fe8be4d0887f240a34
https://doi.org/10.1002/pits.22931
https://doi.org/10.1002/pits.22931
Publikováno v:
Assessment for Effective Intervention. 47:234-244
Bayesian regression has emerged as a viable alternative for the estimation of curriculum-based measurement (CBM) growth slopes. Preliminary findings suggest such methods may yield improved efficiency relative to other linear estimators and can be emb
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d89cba6b4f6ae2e2ed2962f49ab1696f
https://doi.org/10.1177/15345084211040219
https://doi.org/10.1177/15345084211040219
Publikováno v:
Assessment for Effective Intervention. 47:170-178
The current availability of research examining the precision of single-skill mathematics (SSM) curriculum-based measurements (CBMs) for progress monitoring is limited. Given the observed variance in administration conditions across current practice a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c85cf5aea0bafb4c2ba137681bd6b4fe
https://doi.org/10.1177/15345084211035055
https://doi.org/10.1177/15345084211035055
Autor:
Brit’ny L. Stein, Elizabeth Banks, Debbie Enos, Benjamin G. Solomon, Chase Kitterman, Sierra Villanueva
Publikováno v:
The Journal of Special Education. 56:14-24
An ever-growing call for the use of evidence-based practice has come up against the logistical hurdles of a lack of resources and expertise, particularly in rural schools that work with historically underserved students. Although integrated learning
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9bf6c557d04f9d5da24c911ee2e6f735
https://doi.org/10.1177/00224669211014168
https://doi.org/10.1177/00224669211014168
Autor:
Gary J. Duhon, Christopher H. Skinner, M. Patricia Hernandez-Nuhfer, Brian C. Poncy, Benjamin G. Solomon
Publikováno v:
School Psychology Review. 49:386-398
The current study examined digits correct per minute (DCPM) growth using explicit timing procedures across varying instructional set sizes (ISSs) and dose. Specifically, the study used a randomized...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::96d73795e14ef494ccf83c3e352a10a1
https://doi.org/10.1080/2372966x.2020.1777832
https://doi.org/10.1080/2372966x.2020.1777832
Publikováno v:
School Psychology Review. 51:526-537
An adapted alternating treatments design was used to compare the effects of class-wide applications of Taped Problems (TP) and Explicit Timing (ET) interventions on digits correct per minute (DCPM)...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::43162853c96e4bfcdac3ed8dc82e7cc2
https://doi.org/10.1080/2372966x.2020.1823796
https://doi.org/10.1080/2372966x.2020.1823796
Autor:
Benjamin G. Solomon, Amanda M. VanDerHeyden, Emily C. Solomon, Erika R. Korzeniewski, Lexy L. Payne, Kayla V. Campaña, Chasen R. Dillon
Publikováno v:
School psychology (Washington, D.C.). 37(3)
Math curriculum-based measurement (CBM) is an essential tool for multi-tiered systems of support decision making, but the reliability of math CBMs has received little research, particularly using more rigorous methods such as generalizability (G) the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3572586f7f5806d1511fa75dbcbd2041
https://pubmed.ncbi.nlm.nih.gov/35049329
https://pubmed.ncbi.nlm.nih.gov/35049329
Precision of Single-Skill Math CBM Time-Series Data: The Effect of Probe Stratification and Set Size
Autor:
Lexy L. Payne, Jillian Dawes, Erin A. Marr, Carmela Battista, Benjamin G. Solomon, Kayla V. Campana, Alex Silva
Publikováno v:
Journal of Psychoeducational Assessment. 38:724-739
Comparatively little research exists on single-skill math (SSM) curriculum-based measurements (CBMs) for the purpose of monitoring growth, as may be done in practice or when monitoring intervention effectiveness within group or single-case research.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7785747c041c193a32e9402e3dce874b
https://doi.org/10.1177/0734282919894096
https://doi.org/10.1177/0734282919894096
Publikováno v:
School psychology (Washington, D.C.). 35(5)
Understanding typical rates of growth under intervention is necessary to establish what environmental expectations one should have and serves as a benchmark when investigating novel interventions. These trends are not well understood in the math doma
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::47351e8733f541171dea4f83cff6b148
https://pubmed.ncbi.nlm.nih.gov/32955277
https://pubmed.ncbi.nlm.nih.gov/32955277
Publikováno v:
Assessment for Effective Intervention. 45:184-193
Brief experimental analysis (BEA) is a well-researched approach to conducting problem analysis, where potential interventions are pilot tested using a single-subject alternating treatment design. However, its brevity may lead to a high frequency of d
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::507aeac872b21731dee2587b8e45f17b
https://doi.org/10.1177/1534508418808365
https://doi.org/10.1177/1534508418808365