Research Brief: Assessing Social Validity of School-wide Positive Behavior Support Plans: Evidence for the Reliability and Structure of the Primary Intervention Rating Scale

Journal article

Lane, Kathleen Lynne, Kalberg, Jemma, Bruhn, Allison, Driscoll, Steven A., Wehby, Jospeh H. and Elliott, Stephen. (2009). Research Brief: Assessing Social Validity of School-wide Positive Behavior Support Plans: Evidence for the Reliability and Structure of the Primary Intervention Rating Scale. School Psychology Review. 38(1), pp. 135 - 144.
AuthorsLane, Kathleen Lynne, Kalberg, Jemma, Bruhn, Allison, Driscoll, Steven A., Wehby, Jospeh H. and Elliott, Stephen
Abstract

This study provides initial evidence for the reliability and structural validity of scores from the Primary Intervention Rating Scale (Lane, Robertson, adapted version of the Intervention Rating Profile-15 (Witt & Elliott, 1985) designed to assess faculty's perceptions of social validity of primary prevention plans prior to intervention onset. Results indicated the Primary Intervention Rating Scale is a one-factor instrument, with high internal consistency and utility. These results were found to replicate across educators from elementary, middle, and high schools. In addition, there was a significant, positive relation between social validity and treatment integrity when examining data at the school-site level. Limitations and future directions are offered.

Year2009
JournalSchool Psychology Review
Journal citation38 (1), pp. 135 - 144
PublisherNational Association of School Psychologists
ISSN0279-6015
Scopus EID2-s2.0-66349137314
Page range135 - 144
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
Permalink -

https://acuresearchbank.acu.edu.au/item/884z1/research-brief-assessing-social-validity-of-school-wide-positive-behavior-support-plans-evidence-for-the-reliability-and-structure-of-the-primary-intervention-rating-scale

Log in to edit

Restricted files

Publisher's version

  • 127
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Teachers' ratings of social skills and problem behaviors as concurrent predictors of students' bullying behavior
Elliott, Stephen N., Hwang, Yoon-Suk and Wang, Jin. (2019). Teachers' ratings of social skills and problem behaviors as concurrent predictors of students' bullying behavior. Journal of Applied Developmental Psychology. 60, pp. 119 - 126. https://doi.org/10.1016/j.appdev.2018.12.005
Empowering engagement: creating learning opportunities for students from challenging backgrounds
Ng, Clarence, Bartlett, Brendan and Elliott, Stephen. (2018). Empowering engagement: creating learning opportunities for students from challenging backgrounds. https://doi.org/10.1007/978-3-319-94652-8
Development and initial validation of a social emotional learning assessment for universal screening
Elliott, Stephen, Davies, Michael D., Frey, Jennifer R., Gresham, Frank M. and Cooper, Greta. (2018). Development and initial validation of a social emotional learning assessment for universal screening. Journal of Applied Developmental Psychology. 55, pp. 39 - 51. https://doi.org/10.1016/j.appdev.2017.06.002
Modeling the time-varying nature of student exceptionality classification on achievement growth
Nese, Joseph, Stevens, Joseph, Schulte, Ann, Tindal, Gerald and Elliott, Stephen. (2017). Modeling the time-varying nature of student exceptionality classification on achievement growth. Journal of Special Education. 51(1), pp. 38 - 49. https://doi.org/10.1177/0022466916668164
Influence of opportunity to learn indices and education status on students' mathematics achievement growth
Elliott, Stephen, Kurz, Alexander, Tindal, Gerald and Yel, Nedim. (2017). Influence of opportunity to learn indices and education status on students' mathematics achievement growth. Remedial and Special Education. 38(3), pp. 145 - 158. https://doi.org/10.1177/0741932516663000
Understanding relational aggression during early childhood: an examination of the association with language and other social and cognitive skills
Shahaeian, Ameneh, Razmjoee, Maryam, Wang, Chen, Elliott, Stephen and Hughes, Claire. (2017). Understanding relational aggression during early childhood: an examination of the association with language and other social and cognitive skills. Early Childhood Research Quarterly. 40, pp. 204 - 214. https://doi.org/10.1016/j.ecresq.2017.04.002
Using adjustments to support the learning and assessment needs of students with disabilities: Macau and mainland China teachers' report
Davies, Michael D., Elliott, Stephen, Sin, Kuen F., Yan, Zi and Yel, Nedim. (2017). Using adjustments to support the learning and assessment needs of students with disabilities: Macau and mainland China teachers' report. International Journal of Disability, Development and Education. 65(1), pp. 1 - 21. https://doi.org/10.1080/1034912X.2017.1346238
A test-retest analysis of the Vanderbilt Assessment for Leadership in Education in the USA
Minor, Elizabeth Covay, Porter, Andrew C., Murphy, Joseph, Goldring, Ellen B. and Elliott, Stephen. (2016). A test-retest analysis of the Vanderbilt Assessment for Leadership in Education in the USA. Educational Assessment, Evaluation and Accountability. 29(2), pp. 211 - 224. https://doi.org/10.1007/s11092-016-9254-9
Item and test design considerations for students with special needs
Elliott, Stephen and Kettler, Ryan J.. (2016). Item and test design considerations for students with special needs. In In S. Lane, M. R. Raymond and T. M. Haladyna (Ed.). Handbook of test development Routledge, Taylor & Francis Group.
Achievement gaps for students with disabilities: Stable, widening, or narrowing on a state-wide reading comprehension test?
Schulte, Ann C., Stevens, Joseph J., Elliott, Stephen N., Tindal, Gerald and Nese, Joseph F. T.. (2016). Achievement gaps for students with disabilities: Stable, widening, or narrowing on a state-wide reading comprehension test? Journal of Educational Psychology. 108(7), pp. 925 - 942. https://doi.org/10.1037/edu0000107
Technology-enhanced learning in college mathematics remediation
Foshee, Cecile M., Elliott, Stephen N. and Atkinson, Robert K.. (2016). Technology-enhanced learning in college mathematics remediation. British Journal of Educational Technology. 47(5), pp. 893 - 905. https://doi.org/10.1111/bjet.12285
Digital instructional strategies and their role in classroom learning
Yarbro, Jessica, McKnight, Katherine, Elliott, Stephen, Kurz, Alexander and Wardlow, Liane. (2016). Digital instructional strategies and their role in classroom learning. Journal of Research on Technology in Education. 48(4), pp. 274 - 289. https://doi.org/10.1080/15391523.2016.1212632
Documenting support needs and adjustment gaps for students with disabilities: Teacher practices in Australian classrooms and on national tests
Davies, Michael D., Elliott, Stephen N. and Cumming, Joy. (2016). Documenting support needs and adjustment gaps for students with disabilities: Teacher practices in Australian classrooms and on national tests. International Journal of Inclusive Education. 20(12), pp. 1252 - 1269. https://doi.org/10.1080/13603116.2016.1159256
Documenting reading achievement and growth for students taking alternate assessments
Tindal, Gerald, Nese, Joseph F. T., Farley, Dan, Saven, Jessica L. and Elliott, Stephen N.. (2016). Documenting reading achievement and growth for students taking alternate assessments. Exceptional Children. 82(3), pp. 321 - 336. https://doi.org/10.1177/0014402915585492
The convergent and divergent validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED) : Instructional leadership and emotional intelligence
Goldring, Ellen, Cravens, Xiu, Porter, Andrew, Murphy, Joseph and Elliott, Stephen. (2015). The convergent and divergent validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED) : Instructional leadership and emotional intelligence. Journal of Educational Administration. 53(2), pp. 177 - 196. https://doi.org/10.1108/JEA-06-2013-0067
Addressing the missing instructional data problem : Using a teacher log to document tier 1 instruction
Kurz, Alexander, Elliott, Stephen and Roach, Andrew. (2015). Addressing the missing instructional data problem : Using a teacher log to document tier 1 instruction. Remedial and Special Education. 36(6), pp. 361 - 373. https://doi.org/10.1177/0741932514567365
Facilitating opportunity to learn for students with disabilities with instructional feedback data
Roach, Andrew, Kurz, Alexander and Elliott, Stephen. (2015). Facilitating opportunity to learn for students with disabilities with instructional feedback data. Preventing School Failure. 59(3), pp. 168 - 178. https://doi.org/10.1080/1045988X.2014.901288
The influence of multiple administrations of a state achievement test on passing rates for student groups
Nese, Joseph, Tindal, Gerald, Stevens, Joseph and Elliott, Stephen. (2015). The influence of multiple administrations of a state achievement test on passing rates for student groups. Education Policy Analysis Archives. 23(70), pp. 1 - 26. https://doi.org/10.14507/epaa.v23.1974
Measuring opportunity to learn and achievement growth : Key research issues with implications for the effective education of all students
Elliott, Stephen. (2015). Measuring opportunity to learn and achievement growth : Key research issues with implications for the effective education of all students. Remedial and Special Education. 36(1), pp. 58 - 64. https://doi.org/10.1177/0741932514551282
Growth and gaps in mathematics achievement of students with and without disabilities on a statewide achievement test
Stevens, Joseph, Schulte, Ann, Elliott, Stephen, Nese, Joseph and Tindal, Gerald. (2015). Growth and gaps in mathematics achievement of students with and without disabilities on a statewide achievement test. Journal of School Psychology. 53(1), pp. 45 - 62. https://doi.org/10.1016/j.jsp.2014.11.001
Using the SSIS assessments with Australian students : A comparative analysis of test psychometrics to the US normative sample
Sherbow, Amanda, Kettler, Ryan, Elliott, Stephen, Davies, Michael and Dembitzer, Leah. (2015). Using the SSIS assessments with Australian students : A comparative analysis of test psychometrics to the US normative sample. School Psychology International (Print). 36(3), pp. 313 - 321. https://doi.org/10.1177/0143034315574767
Systems for assessing and improving students' social skills to achieve competence
Elliott, Stephen, Frey, Jennifer and Davies, Michael. (2015). Systems for assessing and improving students' social skills to achieve competence. In In Joseph A. Durlak, Celene E. Domitrovich and Roger P. Weissberg & Thomas P. Gullotta (Ed.). pp. 301 - 319 The Guilford Press.
Variability in lateralised blood flow response to language is associated with language development in children aged 1-5 years
Kohler, M., Keage, H. A. D., Spooner, R., Flitton, A., Hofmann, J., Churches, O. F., Elliott, Stephen and Badcock, N. A.. (2015). Variability in lateralised blood flow response to language is associated with language development in children aged 1-5 years. Brain and Language. 145-146, pp. 34 - 41. https://doi.org/10.1016/j.bandl.2015.04.004
Distractor functioning in modified items for test accessibility
Rodriguez, Michael, Kettler, Ryan and Elliott, Stephen. (2014). Distractor functioning in modified items for test accessibility. SAGE Open. 4(4), pp. 1 - 10. https://doi.org/10.1177/2158244014553586
Social skills intervention planning for preschoolers: using the SSiS-Rating scales to identify target behaviors valued by parents and teachers
Frey, Jennifer, Elliott, Stephen and Kaiser, Ann. (2014). Social skills intervention planning for preschoolers: using the SSiS-Rating scales to identify target behaviors valued by parents and teachers. Assessment for Effective Intervention. 39(3), pp. 182 - 192. https://doi.org/10.1177/1534508413488415
Assessing opportunity-to-learn for students with disabilities in general and special education classes
Kurz, Alexander, Elliott, Stephen N., Lemons, Christopher J., Zigmond, Naomi, Kloo, Amanda and Kettler, Ryan J.. (2014). Assessing opportunity-to-learn for students with disabilities in general and special education classes. Assessment for Effective Intervention. 40(1), pp. 24 - 39. https://doi.org/10.1177/1534508414522685
Developing social skills of students with additional needs within the context of the Australian Curriculum
Davies, Michael D., Cooper, Greta, Kettler, Ryan J. and Elliott, Stephen N.. (2014). Developing social skills of students with additional needs within the context of the Australian Curriculum. Australasian Journal of Special Education. 39(1), pp. 37 - 55. https://doi.org/10.1017/jse.2014.9
Student and teacher ratings of academic compentence: An examination of cross-informant agreement
Kettler, Ryan J., Elliott, Stephen N., DiPerna, James C., Bolt, Daniel M., Reiser, Deitra and Resurreccion, Leilani. (2014). Student and teacher ratings of academic compentence: An examination of cross-informant agreement. Journal of Applied School Psychology. 30(4), pp. 338 - 354. https://doi.org/10.1080/15377903.2014.950442
A known group analysis validity study of the Vanderbilt Assessment of Leadership in Education in US elementary and secondary schools
Minor, Elizabeth Covay, Porter, Andrew C., Murphy, Joseph, Goldring, Ellen B., Cravens, Xiu and Elliott, Stephen N.. (2014). A known group analysis validity study of the Vanderbilt Assessment of Leadership in Education in US elementary and secondary schools. Educational Assessment, Evaluation and Accountability. 26(1), pp. 1 - 20. https://doi.org/10.1007/s11092-013-9180-z
Assessing students' opportunity to learn the intended curriculum using an online teacher log : Initial validity evidence
Kurz, Alexander, Elliott, Stephen, Kettler, Ryan and Yel, Nedim. (2014). Assessing students' opportunity to learn the intended curriculum using an online teacher log : Initial validity evidence. Educational Assessment. 19(3), pp. 159 - 184. https://doi.org/10.1080/10627197.2014.934606
Evaluating and advancing the effective teaching of special educators with a dynamic instructional practices portfolio
Elliott, Stephen N., Roach, Andrew T. and Kurz, Alexander. (2014). Evaluating and advancing the effective teaching of special educators with a dynamic instructional practices portfolio. Assessment for Effective Intervention. 39(2), pp. 83 - 98. https://doi.org/10.1177/1534508413511491
Predicting end-of-year achievement test performance: A comparison of assessment methods
Kettler, Ryan, Elliott, Stephen, Kurz, Alexander, Zigmond, Naomi, Lemons, Christopher, Kloo, Amanda, Shrago, Jacqueline, Beddow, Peter, Williams, Leila and Bruen, Charles. (2014). Predicting end-of-year achievement test performance: A comparison of assessment methods. Assessment for Effective Intervention. 39(3), pp. 156 - 169. https://doi.org/10.1177/1534508413475644
Setting proficiency standards for school leadership assessment: an examination of cut score decision making
Cravens, Xiu Chen, Goldring, Ellen B., Porter, Andrew C., Polikoff, Morgan S., Murphy, Joseph and Elliott, Stephen. (2013). Setting proficiency standards for school leadership assessment: an examination of cut score decision making. Educational Administration Quarterly. 49(1), pp. 124 - 160. https://doi.org/10.1177/0013161X12455330
Modified alternate assessment participation screening consortium
Elliott, Stephen, Kettler, Ryan, Zigmond, Naomi and Kurz, Alexander. (2013). Modified alternate assessment participation screening consortium United States of America: National Center on Educational Outcomes.
Test accessibility: Item reviews and lessons learned from four state assessments
Beddow, Peter, Elliott, Stephen and Kettler, Ryan J.. (2013). Test accessibility: Item reviews and lessons learned from four state assessments. Education Research International. 2013, pp. 1 - 12. https://doi.org/10.1155/2013/952704
Consortium for modified alternate assessment development and implementation: Lessons learned
Elliott, Stephen N., Rodriguez, Michael C., Roach, Andrew T., Beddow, Peter A., Kettler, Ryan J. and Kurz, Alexander. (2013). Consortium for modified alternate assessment development and implementation: Lessons learned Minneapolis, United States of America: National Center on Educational Outcomes.
Promoting Social Skills: Enabling Academic and Interpersonal Successes
Elliott, Stephen, Elliott, Stephen, Frey, Jennifer R. and DiPerna, James Clyde. (2012). Promoting Social Skills: Enabling Academic and Interpersonal Successes. In Best Practices in School Crisis Prevention and Intervention pp. 55 - 78 National Association of School Psychologists.
Australian students with disabilities accessing NAPLAN: Lessons from a decade of inclusive assessment in the United States
Elliott, Stephen, Davies, Michael and Kettler, Ryan. (2012). Australian students with disabilities accessing NAPLAN: Lessons from a decade of inclusive assessment in the United States. International Journal of Disability, Development and Education. 59(1), pp. 7 - 19. https://doi.org/10.1080/1034912X.2012.654934
Testing a multi-stage screening system: Predicting performance on Australia's national achievement test using teachers' ratings of academic and social behaviors
Kettler, Ryan, Elliott, Stephen, Davies, Michael and Griffin, Patrick. (2012). Testing a multi-stage screening system: Predicting performance on Australia's national achievement test using teachers' ratings of academic and social behaviors. School Psychology International. 33(1), pp. 93 - 111. https://doi.org/10.1177/0143034311403036
The Vanderbilt Assessment of Leadership in Education: Measuring Learning-Centered Leadership
Murphy, Joseph, Goldring, Ellen B., Cravens, Xiu, Elliott, Stephen and Porter, Andrew C.. (2011). The Vanderbilt Assessment of Leadership in Education: Measuring Learning-Centered Leadership. Journal of East China Normal University.
The effects of accommodations on adolescents' self-efficacy and test performance
Feldman, Elizabeth, Kim, Jee-Seon and Elliott, Stephen. (2011). The effects of accommodations on adolescents' self-efficacy and test performance. The Journal of Special Education. 45(2), pp. 77 - 88. https://doi.org/10.1177/0022466909353791
Comparability of the social skills rating system to the social skills improvement system :content and psychometric comparisons across elementary and secondary age levels
Gresham, Frank, Elliott, Stephen, Vance, Michael and Cook, Clayton. (2011). Comparability of the social skills rating system to the social skills improvement system :content and psychometric comparisons across elementary and secondary age levels. School Psychology Quarterly. 26(1), pp. 27 - 44. https://doi.org/10.1037/a0022662
Modified multiple-choice items for alternate assessments :reliability, difficulty, and differential boost
Kettler, Ryan, Rodriguez, Michael, Bolt, Daniel, Elliott, Stephen, Beddow, Peter and Kurz, Alexander. (2011). Modified multiple-choice items for alternate assessments :reliability, difficulty, and differential boost. Applied Measurement in Education. 24(3), pp. 210 - 234. https://doi.org/10.1080/08957347.2011.580620
Preschoolers' social skills: Advances in assessment for intervention using social behavior ratings
Frey, Jennifer R., Elliott, Stephen N. and Gresham, Frank M.. (2011). Preschoolers' social skills: Advances in assessment for intervention using social behavior ratings. School Mental Health. 3(4), pp. 179 - 190. https://doi.org/10.1007/s12310-011-9060-y
Alignment of the intended, planned, and enacted curriculum in general and special education and Its relation to student achievement
Kurz, Alexander, Elliott, Stephen, Wehby, Jospeh and Smithson, John. (2010). Alignment of the intended, planned, and enacted curriculum in general and special education and Its relation to student achievement. The Journal of Special Education. 44(3), pp. 131 - 145. https://doi.org/10.1177/0022466909341196
Cross-informant agreement for ratings for social skill and problem behavior ratings: an investigation of the social skills improvement system - rating scales
Gresham, Frank, Elliott, Stephen, Cook, Clayton, Vance, Michael and Kettler, Ryan. (2010). Cross-informant agreement for ratings for social skill and problem behavior ratings: an investigation of the social skills improvement system - rating scales. Psychological Assessment. 22(1), pp. 157 - 166. https://doi.org/10.1037/a0018124
Base rates of social skills acquisition/performance deficits, strengths, and problem behaviors: An analysis of the social skills improvement system-rating scales
Gresham, Frank, Elliott, Stephen and Kettler, Ryan. (2010). Base rates of social skills acquisition/performance deficits, strengths, and problem behaviors: An analysis of the social skills improvement system-rating scales. Psychological Assessment. 22(4), pp. 809 - 815. https://doi.org/10.1037/a0020255
What do alternate assessments of alternate academic achievement standards measure? A multitrait-multimethod analysis
Kettler, Ryan, Elliott, Stephen, Beddow, Peter, Compton, Elizabeth, McGrath, Dawn, Kaase, Kristopher, Bruen, Charles, Ford, Lisa and Hinton, Kent. (2010). What do alternate assessments of alternate academic achievement standards measure? A multitrait-multimethod analysis. Exceptional Children. 76(4), pp. 457 - 474. https://doi.org/10.1177/001440291007600405
A brief broadband system for screening children at risk for academic difficulties and poor achievement test performance: Validity evidence and applications to practice
Kettler, Ryan and Elliott, Stephen. (2010). A brief broadband system for screening children at risk for academic difficulties and poor achievement test performance: Validity evidence and applications to practice. Journal of Applied School Psychology. 26(4), pp. 282 - 307. https://doi.org/10.1080/15377903.2010.518584
Leaders for productive schools
Murphy, Joseph, Elliott, Stephen, Goldring, Ellen B. and Porter, Andrew C.. (2010). Leaders for productive schools. In International Encyclopedia of Education pp. 746 - 751 Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00461-9
Incorporating student input in developing alternate assessments based on modified academic achievement standards
Roach, Andrew, Beddow, Peter, Kurz, Alexander, Kettler, Ryan and Elliott, Stephen. (2010). Incorporating student input in developing alternate assessments based on modified academic achievement standards. Exceptional Children. 77(1), pp. 61 - 80.
Investigating the validity and reliability of the Vanderbilt Assessment of Leadership in Education
Porter, Andrew, Polikoff, Morgan, Goldring, Ellen, Murphy, Joseph, Elliott, Stephen and May, Henry. (2010). Investigating the validity and reliability of the Vanderbilt Assessment of Leadership in Education. The Elementary School Journal. 111(2), pp. 282 - 313. https://doi.org/10.1086/656301
Convergent evidence scaling for multiple assessment indicators: conceptual issues, applications, and technical challenges
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
Developing a psychometrically sound assessment of school leadership: the VAL-ED as a case study
Porter, Andrew, Polikoff, Morgan, Goldring, Ellen, Murphy, Joseph, Elliott, Stephen and May, Henry. (2010). Developing a psychometrically sound assessment of school leadership: the VAL-ED as a case study. Educational Administration Quarterly. 46(2), pp. 135 - 173. https://doi.org/10.1177/1094670510361747
Effects of using modified items to test students with persistent academic difficulties
Elliott, Stephen, Kettler, Ryan J., Beddow, Peter, Kurz, Alexander, Compton, Elizabeth, McGrath, Dawn, Bruen, Charles, Hinton, Kent, Palmer, Porter, Rodriguez, Michael C., Bolt, Daniel M. and Roach, Andrew T.. (2010). Effects of using modified items to test students with persistent academic difficulties. Exceptional Children. 76(4), pp. 475 - 495. https://doi.org/10.1177/001440291007600406
Introduction to the special issue on alternate assessments based on modified academic achievement standards: New policy, new practices, and persistent challenges
Kettler, Ryan J. and Elliott, Stephen. (2010). Introduction to the special issue on alternate assessments based on modified academic achievement standards: New policy, new practices, and persistent challenges. Peabody Journal of Education. 84(4), pp. 467 - 477. https://doi.org/10.1080/01619560903240814
Assessment accommodations for children with special needs
Kettler, Ryan and Elliott, Stephen. (2010). Assessment accommodations for children with special needs. In In P Peterson, E Baker and B McGaw (Ed.). pp. 530 - 536
The evaluation of principals: What and how do states and urban districts assess leadership?
Goldring, Ellen B., Cravens, Xiu, Murphy, Joseph, Porter, Andrew C., Elliott, Stephen and Carson, Becca. (2009). The evaluation of principals: What and how do states and urban districts assess leadership? The Elementary School Journal. 110(1), pp. 19 - 39. https://doi.org/10.1086/598841
Using academic enabler nominations and social behavior ratings to predict students performance level on Australia's national achievement test
Kettler, Ryan, Elliott, Stephen and Davies, Michael. (2009). Using academic enabler nominations and social behavior ratings to predict students performance level on Australia's national achievement test. Annual Meeting of the American Educational Research 2009. United States of America: American Educational Research Association. pp. 1 - 11
The effects and perceived consequences of testing accommodations on math and science performance assessments
Elliott, Stephen, Kratochwill, Thomas R., McKevitt, Brian C. and Malecki, Christine Kerres. (2009). The effects and perceived consequences of testing accommodations on math and science performance assessments. School Psychology Quarterly. 24(4), pp. 224 - 239. https://doi.org/10.1037/a0018000
Prologue: An introduction to the evaluation of NAEP
Lane, Suzanne, Zumbo, B. D., Abedi, J., Benson, J., Dossey, J., Elliott, Stephen, Elliott, Stephen, Kane, M., Linn, R., Paredes-Ziker, C., Rodriguez, Michael C., Schraw, G., Slattery, J., Thomas, V. and Willhoft, J.. (2009). Prologue: An introduction to the evaluation of NAEP. Applied Measurement in Education. 22(4), pp. 309 - 316. https://doi.org/10.1080/08957340903221436
Modifying achievement test items: A theory-guided and data-based approach for better measurement of what students with disabilities know
Kettler, Ryan J., Elliott, Stephen and Beddow, Peter. (2009). Modifying achievement test items: A theory-guided and data-based approach for better measurement of what students with disabilities know. Peabody Journal of Education. 84(4), pp. 529 - 551. https://doi.org/10.1080/01619560903240996
An examination of differential item functioning on the Vanderbilt assessment of leadership in education
Polikoff, Morgan S., May, Henry, Porter, Andrew C., Elliott, Stephen, Goldring, Ellen B. and Murphy, Joseph. (2009). An examination of differential item functioning on the Vanderbilt assessment of leadership in education. Journal of School Leadership. 19, pp. 661 - 680.
The contributions of educational psychology to school psychology
Bartlett, Brendan and Elliott, Stephen. (2009). The contributions of educational psychology to school psychology. In In T.B. Gutkin and C.R. Reynolds (Ed.). The Handbook of School Psychology pp. 65 - 83 John Wiley & Sons.
Consultation to support inclusive accountability and standards-based reform: facilitating access, equity, and empowerment
Roach, Andrew T. and Elliott, Stephen. (2009). Consultation to support inclusive accountability and standards-based reform: facilitating access, equity, and empowerment. Journal of Educational and Psychological Consultation. 19(1), pp. 61 - 81. https://doi.org/10.1080/10474410802463320
The Mississippi alternate assessment of extended curriculum frameworks: purpose, procedures, and validity evidence summary
Elliott, Stephen, Roach, Andrew T., Kaase, Kristopher J. and Kettler, Ryan J.. (2009). The Mississippi alternate assessment of extended curriculum frameworks: purpose, procedures, and validity evidence summary. In Alternate Assessments Based on Alternate Achievement Standards - Policy, Practice, and Potential pp. 239 - 274 Paul H. Brookes Publishing Co..
Structured teacher ratings to identify students in need of academic assistance: Validation of the brief academic competence evaluation screening system
Kettler, Ryan J., Elliott, Stephen and Albers, Craig A.. (2008). Structured teacher ratings to identify students in need of academic assistance: Validation of the brief academic competence evaluation screening system. Journal of Psychoeducational Assessment. 26(3), pp. 260 - 273. https://doi.org/10.1177/0734282907304236
Intervention validity of social behavior rating scales: Features of assessments that link results to treatment plans
Elliott, Stephen, Gresham, Frank M., Frank, Jennifer L. and Beddow, Peter. (2008). Intervention validity of social behavior rating scales: Features of assessments that link results to treatment plans. Assessment for Effective Intervention. 34(1), pp. 15 - 24.
Alternate assessments of modified achievement standards: More accessible and less difficult tests to advance assessment practices?
Elliott, Stephen, Kettler, Ryan J. and Roach, Andrew T.. (2008). Alternate assessments of modified achievement standards: More accessible and less difficult tests to advance assessment practices? Journal of Disability Policy Studies. 19(3), pp. 140 - 152. https://doi.org/10.1177/1044207308327472
The effects of testing accommodations on students' performances and reactions to testing
Lang, Sylvia C., Elliott, Stephen, Bolt, Daniel M. and Kratochwill, Thomas R.. (2008). The effects of testing accommodations on students' performances and reactions to testing. School Psychology Quarterly. 23(1), pp. 107 - 124. https://doi.org/10.1037/1045-3830.23.1.107