Assignment: Students Suspects

Assignment: Students Suspects
Assignment: Students Suspects
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· Outline the concerns that may exist with using an RTI model when identifying students suspected as having a learning disability.
· Identify some of the limitations or concerns that may result from using diagnostic tests (both nationally standardized and CBM) when working with all students, as well as students suspected as having a learning disability.
· Identify some of the strengths in using these tests or measurements for progress monitoring.
· Summarize this information and present a recommendation for the use of the RTI model, nationally standardized diagnostic tests, locally normed CBM, and intelligence and academic achievement tests, and their role in monitoring educational progress and identification of a learning disability.
Be sure to cite specific AERA standards for educational testing and assessment that have direct bearing on this discussion; in particular, assessments serving multiple purposes, and informing teaching and learning.
Data analysis To examine the effects of value, recollection and famil-
iarity, we conducted dependent samples t-tests. Words
198 J.P. Hennessee et al. / Journal of Memory and Language 94 (2017) 195–205
with values of 1 through 3 were considered low-value, whereas words with values of 10 through 12 were consid- ered high-value. Prior to all analysis, only trials with response times (RTs) between 500 ms and 8000 ms were included. In line with advice by Ratcliff (1993) these crite- ria were chosen to eliminate the small proportion of responses that may have had abnormally high or low RTs due to factors such as a participant needing procedural clarification or a participant blindly making a quick response to progress through the study more quickly. This RT cutoff eliminated 2.13% of trials from the tails of the RT distribution (M = 2150 ms, SD = 1734 ms). Effect sizes were computed using Cohen’s d and partial eta squared.