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Developing a teacher rating scale of preschool student behavior for use in an RTI decision-making framework

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Developing a teacher rating scale of preschool student behavior for use in an RTI decision-making framework

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2014-06

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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.

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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.

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Schmitt, Braden Anne. (2014). Developing a teacher rating scale of preschool student behavior for use in an RTI decision-making framework. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/165800.

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