Development and construct validity of the Classroom Strategies Scale-Observer Form.

Research on progress monitoring has almost exclusively focused on student behavior and not on teacher practices. This article presents the development and validation of a new teacher observational assessment (Classroom Strategies Scale) of classroom instructional and behavioral management practices. The theoretical underpinnings and empirical basis for the instructional and behavioral management scales are presented.

Predictive validity of the classroom strategies scale-observer form on statewide testing scores: an initial investigation.

The present study examined the validity of a teacher observation measure, the Classroom Strategies Scale--Observer Form (CSS), as a predictor of student performance on statewide tests of mathematics and English language arts. The CSS is a teacher practice observational measure that assesses evidence-based instructional and behavioral management practices in elementary school. A series of two-level hierarchical generalized linear models were fitted to data of a sample of 662 third- through fifth-grade students to assess whether CSS Part 2 Instructional Strategy and Behavioral Management Strategy scale discrepancy scores (i.

Instructional and behavior management practices implemented by elementary general education teachers.

This investigation examined 317 general education kindergarten through fifth-grade teachers' use of instructional and behavioral management strategies as measured by the Classroom Strategy Scale (CSS)-Observer Form, a multidimensional tool for assessing classroom practices. The CSS generates frequency of strategy use and discrepancy scores reflecting the difference between recommended and actual frequencies of strategy use. Hierarchical linear models (HLMs) suggested that teachers' grade-level assignment was related to their frequency of using instructional and behavioral management strategies: Lower grade teachers utilized more clear 1 to 2 step commands, praise statements, and behavioral corrective feedback strategies than upper grade teachers, whereas upper grade teachers utilized more academic monitoring and feedback strategies, content/concept summaries, student focused learning and engagement, and student thinking strategies than lower grade teachers.

Some properties of r equivalent: a simple effect size indicator.

One version of r equivalent, calculated from Fisher's exact test p values and recommended for small samples, is considered "a more realistic . . .

Biases of success rate differences shown in binomial effect size displays.

The intent of a binomial effect size display (BESD) is to show "the [real-world] importance of [an] effect indexed by a correlation [r]" (R. Rosenthal, 1994, p. 242) by reexpressing this correlation as a success rate difference (SRD) (e.

Diagnostic validity statistics and the MCMI-III.

This article (a) describes and illustrates the nonredundant and clinically important information that may be obtained from 5 diagnostic validity statistics (DVSs): incremental validities of positive and negative test diagnoses, Cohen's kappas, Cohen's effect sizes, and areas under receiver operating characteristic (ROC) curves and (b) determines values of these DVSs for 24 Million Multiaxial Clinical Inventory III scales from results reported in 1994 and 1997 validity studies. The DVSs for the 1997 study (T. Millon, R.