Modeling Nonlinear Growth With Three Data Points

Kamata, Akihito; Nese, Joseph F. T.; Patarapichayatham, Chalie; Lai, Cheng-Fei

doi:10.1177/1534508412457872

Cited by 22 publications

(16 citation statements)

References 33 publications

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“…To ensure that the linear model provided the best description for the data, a nonlinear growth model was equally estimated. Since our data had only three data points, we modeled nonlinear growth ( * , 1, 2) by freely estimating the first slope factor (Kamata et al, 2012 ; Nese, 2013 ). Assumptions of nonlinear growth were not supported ( b = −0.25, SE = 0.23, p = 0.278).…”

Section: Resultsmentioning

confidence: 99%

Economic Deprivation and Its Effects on Childhood Conduct Problems: The Mediating Role of Family Stress and Investment Factors

Sosu

Schmidt

2017

Front. Psychol.

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This study investigated the mechanisms by which experiences of poverty influence the trajectory of conduct problems among preschool children. Drawing on two theoretical perspectives, we focused on family stress (stress and harsh discipline) and investment variables (educational investment, nutrition, and cognitive ability) as key mediators. Structural equation modeling techniques with prospective longitudinal data from the Growing Up in Scotland survey (N = 3,375) were used. Economic deprivation measured around the first birthday of the sample children had both direct and indirect effects on conduct problems across time (ages 4, 5, and 6). In line with the family stress hypothesis, higher levels of childhood poverty predicted conduct problems across time through increased parental stress and punitive discipline. Consistent with the investment model, childhood deprivation was associated with higher levels of conduct problems via educational investment and cognitive ability. The study extends previous knowledge on the mechanisms of this effect by demonstrating that cognitive ability is a key mediator between poverty and the trajectory of childhood conduct problems. This suggests that interventions aimed at reducing child conduct problems should be expanded to include factors that compromise parenting as well as improve child cognitive ability.

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Section: Resultsmentioning

confidence: 99%

Economic Deprivation and Its Effects on Childhood Conduct Problems: The Mediating Role of Family Stress and Investment Factors

Sosu

Schmidt

2017

Front. Psychol.

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“…and Time 2, and the second slope representing the change between Time 2 and Time 3) and estimated. Note that since the model specified in this manner is just-identified, no fit indices are available (Kamata et al, 2013). The results indicated a significant increase in perceived difficulty between the first and the second measurement point (M = .42), and a somewhat less steep decrease between the second and the third measurement point (M = .19).…”

Section: Mean-level Changesmentioning

confidence: 99%

Mutual relationships between the levels and changes in interest, self-efficacy, and perceived difficulty during a task

Nuutila¹,

Tapola²,

Tuominen³

et al. 2021

Preprint

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This study examined how students’ interest, self-efficacy, and perceived difficulty change during a task, how those changes relate to each other, and how they predict performance. Sixth-graders (N = 1024) rated their interest, self-efficacy, and perceived difficulty repeatedly during a dynamic problem-solving task. Results from the estimated non-linear and piecewise latent growth curve models showed interest and self-efficacy to decrease, and perceived difficulty first to increase, and then to decrease, over time. The levels of and changes in interest and self-efficacy correlated positively with each other, but negatively with perceived difficulty. Task performance was positively predicted by initial interest and less negative change in self-efficacy, and negatively by initial perceived difficulty and steeper increase in it. The results suggest perceived difficulty to have a distinctive role in the dynamics of task-specific motivation, and on-task changes to be relatively independent of more general motivation and competence.

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“…The bulk of studies on ORF growth, however, has predominantly used one of three standardized passage sets-AIMSweb (AIMSweb, 2002), Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Kaminski & Good, 1996), or easyCBM (Alonzo, Tindal, Ulmer, & Glasgow, 2006). At the same time, researchers have explicitly documented effects from these specific measures to report on (a) various analytical models (e.g., linear vs. piecewise growth mixture models or growth mixture modeling using easyCBM as reported by Kamata, Nese, Patarapichayatham, & Lai, 2013), (b) programs (e.g., Reading First using DIBELS as investigated by S. K. Baker et al, 2008), or (c) student demographics (e.g., disaggregated analyses by one or more student sample characteristics such language, Al Otaiba et al, 2009), again using DIBELS. Generally, growth has been documented within rather than across years, primarily because of the lack of comparability in passages over grade levels.…”

Section: Orf Growth Research and Its Extensionsmentioning

confidence: 99%

Growth on Oral Reading Fluency Measures as a Function of Special Education and Measurement Sufficiency

Tindal

Nese

Stevens

et al. 2015

Remedial and Special Education

Self Cite

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Oral reading fluency (ORF) was investigated initially by Deno, Mirkin, and Chiang (1982) with a plethora of studies published since then (Tindal, 2013). As originally designed, ORF was to provide teachers a systematic way to monitor the effects of instruction over time. In the early days, passages were drawn at random from a curriculum series representing a "long range goal" level of difficulty (to be covered within the year) that inherently provided preview and review of material (Fuchs & Deno, 1994). Although the early applications of ORF were oriented to monitoring progress for students with disabilities, it quickly spread to establishing "benchmarks" or norms at various times (seasons) in Grades 1 to 8, beginning with Tindal, Germann, and Deno (1983). Typically, change over time has been reported as words correct per minute (wcpm), using either school days (5) or calendar days (7) to create a weekly metric.Concurrent with the research on ORF, its use in applied settings is becoming nearly ubiquitous with response to intervention (RTI) systems. In part, this is likely due to the emphasis with most RTI approaches on collecting learning data over time to evaluate instruction using some kind decision-making process (Batsche et al., 2005). Typically, RTI includes high-quality, differentiated instruction organized into tiers (levels of intensity) as well as universal screening and progress monitoring to support the decision-making process (Liu, Alonzo, & Tindal, 2011). As a measurement system, ORF appears both technically adequate in its relation to other important indicators (e.g., statewide tests) and is sensitive to change within the year. Shapiro, Zigmond, Wallace, and Marston (2011) noted that, in RTI, "progress monitoring plays such a key role, underlying many of the decisions made through the model" (p. xiv).We position this research in an applied setting where ORF is being used by hundreds of teachers to monitor their students' progress in Tier 2 settings (having been found to be significantly below peers on fall benchmark measures). An important study for our research is that of Mellard, McKnight, and Woods (2009) who concluded that schools were screening students in various ways, using norms or percentage of population as cut points for risk assessment, placing students into instructional tiers (in varying proportions), and monitoring progress in Tiers 2 and 3. Through their in-depth interviews, they noted that "first, the importance of good record keeping systems was a recurring theme" (p. 192). For us, good record keeping includes sufficient progress monitoring to inform the decision-making process.

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Modeling Nonlinear Growth With Three Data Points

Cited by 22 publications

References 33 publications

Economic Deprivation and Its Effects on Childhood Conduct Problems: The Mediating Role of Family Stress and Investment Factors

Economic Deprivation and Its Effects on Childhood Conduct Problems: The Mediating Role of Family Stress and Investment Factors

Mutual relationships between the levels and changes in interest, self-efficacy, and perceived difficulty during a task

Growth on Oral Reading Fluency Measures as a Function of Special Education and Measurement Sufficiency

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