Convergent evidence scaling for multiple assessment indicators: conceptual issues, applications, and technical challenges

Journal article

Busse, R. T., Elliott, Stephen and Kratochwill, Thomas R.. (2010). Convergent evidence scaling for multiple assessment indicators: conceptual issues, applications, and technical challenges. Journal of Applied School Psychology. 26(2), pp. 149 - 161. https://doi.org/10.1080/15377901003712728
AuthorsBusse, R. T., Elliott, Stephen and Kratochwill, Thomas R.
Abstract

The purpose of this article is to present Convergent Evidence Scaling (CES) as an emergent method for combining data from multiple assessment indicators. The CES method combines single-case assessment data by converging data gathered across multiple persons, settings, or measures, thereby providing an overall criterion-referenced outcome on which to base decisions. Examples are described using CES for monitoring treatment integrity and for treatment evaluation to demonstrate the use of the method within consultation problem-solving and response-to-intervention models. The article concludes with a discussion of the strengths and limitations of the CES method.

Keywordsconvergent evidence scaling; progress monitoring; single-case outcomes
Year2010
JournalJournal of Applied School Psychology
Journal citation26 (2), pp. 149 - 161
PublisherRoutledge
ISSN1537-7903
Digital Object Identifier (DOI)https://doi.org/10.1080/15377901003712728
Scopus EID2-s2.0-77951764446
Page range149 - 161
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
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