EVALUATING THE PREDICTIVE VALIDITY OF ACADEMIC AND SOCIAL-EMOTIONAL SCREENING ASSESSMENTS FOR MEASURING ACADEMIC AND SOCIAL-EMOTIONAL SUCCESS AT THE END OF FIRST GRADE PDF Download
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Author: Amber Christine Erhart
Publisher:
ISBN:
Category :
Languages : en
Pages : 140
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Book Description
By the end of the kindergarten, students are expected to possess early academic skills as well as the social maturity to be successful in first grade. Students leaving kindergarten without these readiness skills are sometimes held back in first grade or referred for a special education evaluation in later grades if they fail to make adequate progress. However, before a special education referral can be made, the education system must demonstrate that the deficit is not due to a lack of instruction. Response-to-Intervention is a preventive intervention framework supported by federal legislation (No Child Left Behind (NCLB); 2002 and Individuals with Disabilities Education Act (IDEIA); 2004) that ensures that only valid special education referrals (i.e., referrals based on quantitative data) are processed. Using a multi-tiered assessment and intervention approach, students are first identified as at-risk through the use of screening tools designed to indicate academic or behavioral deficits. At-risk students are then exposed to evidence-based interventions with increasing levels of intensity to determine the type and amount of support needed. However, response-to-intervention has yet to be extended down to kindergarten students, and the screening instruments available for this population have yet to be evaluated for their predictive validity with end of first grade academic and behavioral performance. This study examines the predictive validity of psychometrically sound academic and behavioral screening instruments with first grade academic and social-emotional success. Participants included kindergarten students (n=290) from five ethnically diverse elementary schools located in a small suburban city in a mid-Atlantic state. Early literacy, early numeracy, writing, and social-emotional screening assessments were administered three times a year to determine whether the screening tools were adequate measures of kindergarten readiness skills for first grade academic and social-emotional success. Participants were followed from the beginning of kindergarten until the end of first grade to determine which skills measured by the screening assessments were the most predictive of a conceptual model of first grade academic and social-emotional success. The results indicated that the social-emotional screening assessment was able to significantly predict social-emotional success at the end of first grade. Kindergarten academic screening assessments however, were not able to significantly predict first grade academic success. Results also indicated that there were significant differences in scores across gender, ethnicity and family composition.
Author: Amber Christine Erhart
Publisher:
ISBN:
Category :
Languages : en
Pages : 140
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Book Description
By the end of the kindergarten, students are expected to possess early academic skills as well as the social maturity to be successful in first grade. Students leaving kindergarten without these readiness skills are sometimes held back in first grade or referred for a special education evaluation in later grades if they fail to make adequate progress. However, before a special education referral can be made, the education system must demonstrate that the deficit is not due to a lack of instruction. Response-to-Intervention is a preventive intervention framework supported by federal legislation (No Child Left Behind (NCLB); 2002 and Individuals with Disabilities Education Act (IDEIA); 2004) that ensures that only valid special education referrals (i.e., referrals based on quantitative data) are processed. Using a multi-tiered assessment and intervention approach, students are first identified as at-risk through the use of screening tools designed to indicate academic or behavioral deficits. At-risk students are then exposed to evidence-based interventions with increasing levels of intensity to determine the type and amount of support needed. However, response-to-intervention has yet to be extended down to kindergarten students, and the screening instruments available for this population have yet to be evaluated for their predictive validity with end of first grade academic and behavioral performance. This study examines the predictive validity of psychometrically sound academic and behavioral screening instruments with first grade academic and social-emotional success. Participants included kindergarten students (n=290) from five ethnically diverse elementary schools located in a small suburban city in a mid-Atlantic state. Early literacy, early numeracy, writing, and social-emotional screening assessments were administered three times a year to determine whether the screening tools were adequate measures of kindergarten readiness skills for first grade academic and social-emotional success. Participants were followed from the beginning of kindergarten until the end of first grade to determine which skills measured by the screening assessments were the most predictive of a conceptual model of first grade academic and social-emotional success. The results indicated that the social-emotional screening assessment was able to significantly predict social-emotional success at the end of first grade. Kindergarten academic screening assessments however, were not able to significantly predict first grade academic success. Results also indicated that there were significant differences in scores across gender, ethnicity and family composition.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 900
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1082
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Author:
Publisher:
ISBN: 9780708720578
Category :
Languages : en
Pages :
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Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309671035
Category : Social Science
Languages : en
Pages : 317
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Book Description
Social isolation and loneliness are serious yet underappreciated public health risks that affect a significant portion of the older adult population. Approximately one-quarter of community-dwelling Americans aged 65 and older are considered to be socially isolated, and a significant proportion of adults in the United States report feeling lonely. People who are 50 years of age or older are more likely to experience many of the risk factors that can cause or exacerbate social isolation or loneliness, such as living alone, the loss of family or friends, chronic illness, and sensory impairments. Over a life course, social isolation and loneliness may be episodic or chronic, depending upon an individual's circumstances and perceptions. A substantial body of evidence demonstrates that social isolation presents a major risk for premature mortality, comparable to other risk factors such as high blood pressure, smoking, or obesity. As older adults are particularly high-volume and high-frequency users of the health care system, there is an opportunity for health care professionals to identify, prevent, and mitigate the adverse health impacts of social isolation and loneliness in older adults. Social Isolation and Loneliness in Older Adults summarizes the evidence base and explores how social isolation and loneliness affect health and quality of life in adults aged 50 and older, particularly among low income, underserved, and vulnerable populations. This report makes recommendations specifically for clinical settings of health care to identify those who suffer the resultant negative health impacts of social isolation and loneliness and target interventions to improve their social conditions. Social Isolation and Loneliness in Older Adults considers clinical tools and methodologies, better education and training for the health care workforce, and dissemination and implementation that will be important for translating research into practice, especially as the evidence base for effective interventions continues to flourish.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 734
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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309314429
Category : Social Science
Languages : en
Pages : 501
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Book Description
The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.
Author: Gerald Matthews
Publisher: MIT Press
ISBN: 9780262632966
Category : Family & Relationships
Languages : en
Pages : 724
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Book Description
A comprehensive, scientific examination of the popular psychological construct of emotional intelligence.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
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Book Description
