Description:

Purpose: Although a number of well-validated and widely-disseminated measures of child classroom behavior exist, there is currently no widely-available, reliable, valid, and brief teacher progress monitoring scale that assesses educators' practices and responses to students' behavior in school. Given the high costs of special education and the loss of critical academic instruction time if classroom management procedures are inefficient, a mechanism for identifying relevant teacher behaviors that can also be used as a progress monitoring measure (i.e., sensitive to change in teacher or student behavior) is critically needed. This project will follow a carefully prescribed set of test development steps over a four-year period to design a brief, multidimensional teacher progress monitoring scale for general education elementary school teachers.

Project Activities: The primary research objective is to develop a brief, multi-source, multidimensional teacher progress monitoring scale that is practical, reliable, and valid. It will measure teachers' use of positive instructional strategies and management practices, and integrate them with student behaviors and outcomes. The scale will be designed to assess proximal outcomes (e.g., teachers' use of effective behavior management strategies) that predict meaningful distal outcomes (i.e., student behavior and academic outcomes).

Products: Products from this project include a teacher progress monitoring scale for general education elementary school teachers, and published reports on the scale's initial reliability and validity.

Structured Abstract

Setting: Participating schools are located in New Jersey and New York State.

Population: The studies will be conducted in ethnically and culturally diverse urban elementary schools with administrators, teachers, and students.

Intervention: The primary research objective is to develop a brief, multi-source, multidimensional teacher progress monitoring scale that is practical, reliable, and valid. It will measure teachers' use of positive instructional strategies and management practices and integrate them with student behavior and outcomes. The scale will be designed to assess proximal outcomes (e.g., teachers' use of effective behavior management strategies) that predict meaningful distal outcomes (i.e., student behavior and academic outcomes) .

Research Designs and Methods: This project will follow a carefully prescribed set of test development steps over a four-year period to design a brief, multidimensional teacher progress monitoring scale for general education elementary school teachers. Test development will incorporate contemporary test theory and validation methodology. The scale will include two forms, one for school administrators (principals) and one for teachers (self report).

Data Analytic Strategy: Comprehensive and rigorous data analytic methodology (e.g., exploratory/confirmatory factor analysis, multi-trait, multi-method matrix methodology) will be used to develop and validate the measure.

Products and Publications

Book chapter

Lekwa, A., Reddy, L.A., and Shernoff, E. (2016). Advancing Instructional Coaching With Teacher Formative Assessment and Input. In S.A. Lawrence (Ed.), Literacy Program Evaluation and Development Initiatives for P-12 Teaching (pp. 48–75). Hershey, PA: IGI Global.

Reddy, L.A., and Lekwa, A. (in press). Working With Teachers on Tier 1 Instruction: Use of Formative Assessment and Coaching. Cambridge Handbook of Applied School Psychology. New York: Cambridge University Press.

Reddy, L.A., Dudek, C., and Shernoff, E. (2016). Teacher Formative Assessment: The Missing Link in Response to Intervention. In S.R. Jimerson, M.K. Burns, and A.M. VanDerHeyden (Eds.), Handbook for Response to Intervention (2nd ed., pp. 607–623). New York: Springer Press.

Reddy, L.A., Fabiano, G.A., Barbarasch, G., and Dudek, C.M. (2012). Behavior Management of Students With ADHD Using Teacher and Student Progress Monitoring. In L.M. Crothers, and J.B. Kolbert (Eds.), Understanding and Managing Behaviors of Children With Psychological Disorders: A Reference for Classroom Teachers. New York: Continuum International.

Reddy, L., Newman, E., and Verdesco, A. (2015). Attention Deficit Hyperactivity Disorder: Use of Evidence-Based Assessments and Interventions. In R. Flanagan, and C. Allen (Eds.), Cognitive and Behavioral Interventions in the Schools (pp. 137–159). New York: Springer Publishing.

Reddy, L.A., Newman, E., and Verdesco, A. (in press). Using Self-Regulated Learning Interventions and Students and Teacher Formative Assessment for Youth With ADHD. In T. Cleary (Ed.), Self-Regulated Learning Interventions With At-Risk Populations: Academic, Mental Health, and Contextual Considerations. Washington, DC: American Psychological Association Press.

Journal article, monograph, or newsletter

Fabiano, G., Reddy, L.A., and Dudek, C.M. (2018). Use of Teacher Coaching Supported by Formative Assessment for Improving Classroom Practices. School Psychology Quarterly.

King, S., and Waschbusch, D.A. (2010). Aggression in Children With Attention-Deficit/Hyperactivity Disorder. Expert Review of Neurotherapeutics, 10(10): 1581–1594.

Nelson, P., Reddy, L.A., Dudek, C.M., and Lekwa, A. (2017). Observer and Student Ratings of the Class Environment: A Preliminary Investigation of Convergence. School Psychology Quarterly, 32(4): 465–479.

Reddy, L.A., and Dudek, C.M. (2014). Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices. International Journal of School and Educational Psychology, 2(2): 71–84.

Reddy, L.A., Dudek, C.M., and Lekwa, A. (2017). Classroom Strategies Coaching Model: Integration of Formative Assessment and Instructional Coaching. Theory Into Practice, 56(1), 46–55.

Reddy, L.A., Dudek, C.M., Fabiano, G., and Peters, S. (2015). Measuring Teacher Self-Report on Classroom Practices: Construct Validity and Reliability of the Classroom Strategies Scale— Teacher Form. School Psychology Quarterly, 30(4): 513–533.

Reddy, L.A., Dudek, C.M., Rualo, A.J., and Fabiano, G.A. (2016). Concurrent Validity of the Classroom Strategies Scale–Teacher Form: A Preliminary Investigation. Educational Assessment, 21(4), 267–277.

Reddy, L.A., Fabiano, G., and Dudek, C.M. (2013). Concurrent Validity of the Classroom Strategies Scale for Elementary School--Observer Form. Journal of Psychoeducational Assessment, 31(3): 258–270.

Reddy, L.A., Fabiano, G.A., Dudek, C M., and Hsu, L. (2013). Predictive Validity Of The Classroom Strategies Scale—Observer Form on Statewide Testing Scores: An Initial Investigation. School Psychology Quarterly, 28(4), 301–316.

Reddy, L.A., Fabiano, G., Dudek, C.M., and Hsu, L. (2013). Development and Construct Validity of the Classroom Strategies Scale-Observer Form. School Psychology Quarterly, 28(4): 317–341.

Reddy, L.A., Fabiano, G., Dudek, C.M., and Hsu, L. (2013). Instructional and Behavior Management Practices Implemented by Elementary General Education Teachers. Journal of School Psychology, 51(6): 683–700.

Reddy, L.A., Fabiano, G.A., and Jimerson, S.R. (2013). Assessment of General Education Teachers' Tier 1 Classroom Practices: Contemporary Science, Practice, and Policy. School Psychology Quarterly, 28(4): 273–276.

Reddy, L.A., Fabiano, G.A., Dudek C.M., and Hsu, L. (2013). Predictive Validity of the Classroom Strategies Scale-Observer Form on Statewide Testing Scores: An Initial Investigation. School Psychology Quarterly, 28(4): 301–316.

Reddy, L.A., Fabiano, G.A., Dudek, C.M., and Hsu, L. (2013). Instructional and Behavioral Management Practices Implemented by Elementary General Education Teachers. Journal of School Psychology, 51(6): 683–700.

Reddy, L.A., Fabiano, G.A., Dudek, C.M., and Hsu, L. (2013). Predictive Validity of the Classroom Strategies Scale—Observer Form on Statewide Testing Scores: An Initial Investigation. School Psychology Quarterly, 28(4): 301–316.

Reddy, L.A., Kettler, R.J., and Kurz, A. (2015). School-Wide Educator Evaluation for Improving School Capacity and Student Achievement in High-Poverty Schools: Year 1 of the School System Improvement Project. Journal of Educational and Psychological Consultation, 25(2): 90–108.