Response to Intervention (RtI) and the Impact on School Psychologist Roles: Perceptions and Acceptance of Systems Change

Aspiranti, Kathleen B.; Hilton-Prillhart, Angela; Bebech, Alanna; Dula, Mark E.

doi:10.1007/s40688-019-00243-2

Cited by 2 publications

(1 citation statement)

References 25 publications

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“…CBM probes in mathematics are available for problem-solving/reasoning and computation, including individual operational measures of foundational mathematics facts. The importance of fluency with foundational mathematics facts in all operations is well documented in the literature (see Aspiranti et al, 2019;Miller et al, 2011;Skinner, 1998), and CBM probes are crucial in the identification of students in need of fluency-building instruction and intervention.…”

Section: Introductionmentioning

confidence: 99%

Student performance on mathematics CBMs across paper and tablet modalities

Reynolds

Aspiranti

Henze

2023

Psychology in the Schools

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Tablet-based technology has become a conduit for the administration of curriculum-based measurement (CBM) tools. Using tablets to administer CBM probes has many advantages; however, little is known about how students perform on CBMs when administered via a tablet. The current investigation compared digits correct per minute obtained from 44 third-grade students on CBM addition fluency probes administered via three different modalities.Students completed the probes using traditional paper and pencil, a tablet using their fingers to write the answer, or a tablet application using a keyboard to type the answer. A within-subjects group design showed students performed significantly better on the tablet when using their finger to write the answer, even though most students (58%) indicated this was their least preferred modality. The discussion focuses on the implications for educators and the use of different CBM modalities for interindividual and intraindividual comparisons.

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Section: Introductionmentioning

confidence: 99%

Student performance on mathematics CBMs across paper and tablet modalities

Reynolds

Aspiranti

Henze

2023

Psychology in the Schools

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Modern models of prevention and correction of learning difficulties in the work of school support services in foreign countries

Isaev

Косарецкий²,

Koroleva³

2022

Современная Зарубежная Психология

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The article describes the approaches to prevention and correction of learning difficulties used in the work of school support services abroad (USA, Australia, Portugal, Sweden, Finland, etc.). The general features of the implemented models are supposed to be: multilevel support system, multidisciplinary (interdisciplinary) teams, use of an individual development (education, support) plan, etc. The features of the roles of school level specialists (teacher, school psychologist, social worker, etc.) and their interaction in the process of organizing assistance to children are also taken into consideration. We paid attention to the specific features of the implementation of approaches, problems and limitations encountered in practice and discussed the perspective for the implementation of these approaches in Russian education.

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Response to Intervention (RtI) and the Impact on School Psychologist Roles: Perceptions and Acceptance of Systems Change

Cited by 2 publications

References 25 publications

Student performance on mathematics CBMs across paper and tablet modalities

Student performance on mathematics CBMs across paper and tablet modalities

Modern models of prevention and correction of learning difficulties in the work of school support services in foreign countries

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