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VanDerHeyden, Amanda M.; Codding, Robin S.; Martin, Ryan – School Psychology Review, 2017
Schools need evidence-based guidance on which measures in mathematics, administered under what particular set of conditions (e.g., time of year), provide the most useful prediction. The purpose of this study was to examine decision accuracy among commonly used screening measures with a priority toward identifying the least costly screening…
Descriptors: Evidence Based Practice, Mathematics Tests, Scores, Computation
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Codding, Robin S.; Mercer, Sterett; Connell, James; Fiorello, Catherine; Kleinert, Whitney – School Psychology Review, 2016
There is a paucity of evidence supporting the use of curriculum-based mathematics measures (M-CBMs) at the middle school level, which makes data-based decisions challenging for school professionals. The purpose of this study was to examine the relationships among three existing M-CBM indices: (a) basic facts, (b) concepts/application, and (c)…
Descriptors: Curriculum Based Assessment, Mathematics Tests, Middle School Students, Mathematical Concepts
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Janus, Nancy G.; Podolec, Melanie – School Psychology Review, 1982
Working with three groups of mildly to severely mentally retarded children in counseling sessions, it was found that the ease with which groups develop and work productively is dependent upon the social-emotional makeup of their members more than upon their mental retardation. Recommendations for public school counseling are presented. (Author/PN)
Descriptors: Adolescents, Group Counseling, Mental Retardation, Preadolescents