The purpose of the present study was to evaluate a newly-developed measure of preschool learning-related behaviors, designed for the purpose of enhancing identification of the most appropriate tier of intervention for early literacy instruction, in part as a function of behavior characteristics of the student. Reliability and validity evidence were collected and evaluated. This included examination of internal consistency, test-retest reliability, and interrater reliability. Validity evaluation included the collection of criterion-related validity evidence, convergent and discriminant validity evidence, and an evaluation of the capacity of the measure to add value to a decision-making framework within a model of preschool Response to Intervention (RTI). The measure showed strong reliability and promising evidence regarding its capacity use teacher ratings of preschool learning-related behaviors to help identify the most appropriate tier of early literacy intervention. The limitations of the present study and implications for future research are discussed.
University of Minnesota Ph.D. dissertation. June 2014. Major: Educational Psychology. Advisors:Scott McConnell, Theodore Christ. 1 computer file (PDF); vi, 94 pages, appendices A-B.
Schmitt, Braden Anne.
Developing a teacher rating scale of preschool student behavior for use in an RTI decision-making framework.
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.