523
Views
1
CrossRef citations to date
0
Altmetric
Articles

Middle School Teachers’ Perceptions of Academic and Behavioral Support Testing Accommodations

, &
Pages 293-323 | Received 24 Jun 2019, Accepted 26 Mar 2020, Published online: 11 Apr 2020

References

  • Ahmad, F.K. (2015). Use of assistive technology in inclusive education: Making room for diverse learning needs. Transcience, 6, 62–77.
  • American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: Author.
  • Bolt, S. E., & Thurlow, M. L. (2004). Five of the most commonly allowed accommodations in state policy: Synthesis of research. Remedial and Special Education, 25(3), 141–152. doi:10.1177/07419325040250030201.
  • Bolt, S. E., & Thurlow, M. L. (2007). Item-level effects of the read-aloud accommodation for students with reading disabilities. Assessment for Effective Intervention, 33, 15–28. doi:10.1177/15345084070330010301.
  • Bradley-Johnson, S., Graham, D. P., & Johnson, C. M. (1986). Token reinforcement on WISC-R performance for white, low-socioeconomic, upper and lower elementary-school-age students. Journal of School Psychology, 24(1), 73–79. doi:10.1016/0022-4405(86)90044-0.
  • Burns, M., Riley-Tillman, T., & Rathvon, N. (2017). Effective school interventions: Evidence-based strategies for improving student outcomes (3rd ed.). New York: Guilford.
  • Buzick, H., & Stone, E. (2014). A meta‐analysis of research on the read aloud accommodation. Educational Measurement: Issues and Practice, 33(3), 17–30. doi:10.1111/emip.12040.
  • Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning a systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122. doi:10.3102/0034654315582065.
  • Council for Exceptional Children (CEC). (2015). What every special educator must know: Professional ethics and standards. Arlington, VA: CEC.
  • DeLuca, C., LaPointe-McEwan, & Luhanga, U. (2016). Approaches to classroom assessment literacy: A new instrument to support teacher assessment literacy. Educational Assessment, 21, 248–266. doi:10.1080/10627197.2016.1236677
  • Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys: The tailored design method. Hoboken, NJ: Wiley.
  • Elliott, S. N. (2017). The social validity of “acceptability of behavioral interventions used in classrooms”: Inferences from longitudinal evidence. Behavioral Disorders, 43(1), 269–273. doi:10.1177/0198742917739021.
  • Elliott, S. N., Kratochwill, T. R., & Schulte, A. G. (1999). Assessment accommodations checklist. Monterey, CA: CTB/McGraw-Hill.
  • Evans, S. W., Schultz, B. K., DeMars, C. E., & Davis, H. (2011). Effectiveness of the challenging horizons after-school program for young adolescents with ADHD. Behavior Therapy, 42(3), 462–474.
  • Every Student Succeeds Act. (2015). 20 U.S.C. § 1005.
  • Fuchs, L. S., Fuchs, D., Eaton, S. B., Hamlett, C. L., & Karns, K. M. (2000). Supplementing teacher judgments of mathematics test accommodations with objective data sources. School Psychology Review, 29(1), 65–85.
  • Gajria, M., Salend, S. J., & Hemrick, M. A. (1994). Teacher acceptability of testing modifications for mainstreamed students. Learning Disabilities Research and Practice, 9(4), 236–234.
  • Galbraith, G., Ott, J., & Johnson, C. (1986). The effects of token reinforcement on WISC-R performance of low-socioeconomic Hispanic second-graders. Behavioral Assessment, 8, 191–194.
  • George, H. P., Cox, K. E., Minch, D., & Sandomierski, T. (2018). District practices associated with successful SWPBIS implementation. Behavioral Disorders, 43, 393–406. doi:10.1177/0198742917753612.
  • Gregg, N., & Nelson, J. (2012). Meta-analysis on the effectiveness of extra time as a test accommodation for transitioning adolescents with learning disabilities: More questions than answers. Journal of Learning Disabilities, 45(2), 128–138.
  • Gresham, F. M., & Lopez, M. (1996). Social validation: A unifying concept for school-based consultation research and practice. School Psychology Quarterly, 11(3), 204–227.
  • Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 359–390). New York: Guilford Press.
  • Individuals with Disabilities Education Act (IDEA). (2004). 20 U.S.C. § 1400.
  • Jayanthi, M., Epstein, M. H., Polloway, E. A., & Bursuck, W. D. (1996). A national survey of general education teachers’ perceptions of testing adaptations. The Journal of Special Education, 30(1), 99–115.
  • Ketterlin-Geller, L., Alonzo, J., Bruan-Monegan, J., & Tindal, G. (2007). Recommendations for accommodations: Implications of (in)consistency. Remedial and Special Education, 28, 194–206. doi:10.1177/07419325070280040101.
  • Khan, A., & Rayner, G. D. (2003). Robustness to non-normality of common tests for the many-sample location problem. Journal of Applied Mathematics and Decision Sciences, 7(4), 187–206.
  • Lane, K.L., & Beebe-Frankenberger, M. (2004). School-based interventions: The tools you need to succeed. Boston: Allyn & Bacon.
  • Lane, K. L., Carter, E. W., Jenkins, A., Dwiggins, L., & Germer, K. (2015). Supporting comprehensive, integrated, three-tiered models of prevention in schools: Administrators’perspectives. Journal of Positive Behavior Interventions, 17(4), 209–222.
  • Li, H. (2014). The effects of read‐aloud accommodations for students with and without disabilities: A meta‐analysis. Educational Measurement: Issues and Practice, 33(3), 3–16. doi:10.1111/emip.12027.
  • Lovett, B., & Lewandowski, L. (2015). Test accommodations for students with disabilities: Research-based practice. Washington, DC: American Psychological Association. doi:10.1037/14468-000.
  • Market Data Retrieval (MDR). (2016, September 12). We know educators. Retrieved from https://mdreducation.com/.
  • McKevitt, B. C., & Elliott, S. N. (2003). Effects and perceived consequences of using read-aloud and teacher-recommended testing accommodations on a reading achievement test. School Psychology Review, 32, 583–600.
  • McNeill, J. (2019). Social validity and teachers’ use of evidence-based practices for autism. Journal of Autism and Developmental Disorders, 49(11), 4585–4594. doi:10.1007/s10803-019-04190-y.
  • Michael, M. G., & Trezek, B. J. (2006). Universal design and multiple literacies: Creating access and ownership for students with disabilities. Theory into Practice, 45(4), 311–318.
  • Molins, N.C., & Clopton, J.R. (2002). Teachers’ reports of the problem behavior of children in their classrooms. Psychological Reports, 90(1), 157–164. doi:10.2466/PR0.90.1.157-164.
  • National Association of School Psychologists. (2010). NASP practice model implementation guide. Retrieved April 12, 2019, from http://www.nasponline.org/standards-andcertification/nasp-practice-model.
  • National Center on Educational Outcomes (NCEO). (2019). State policies. Retrieved April 12, 2019 from https://nceo.info/state_policies.
  • NWEA. (2019). Measures of academic progress. Portland, OR: NWEA.
  • Randall, J. (2016). The history of testing special populations: The evolution in fairness in testing. In Craig Wells’s (Ed.) Educational measurement: From foundations to future (pp. 373–394). New York: Guilford.
  • Russ, S., Chiang, B., Rylance, B., & Bongers, J. (2001). Caseload in special education: An integration of research findings. Exceptional Children, 67, 161–172. doi:10.1177/001440290106700202.
  • Schmider, E., Ziegler, M., Danay, E., Beyer, L., & Buhner, M. (2010). Is it really robust? Reinvestigating the robustness of ANOVA against violations of the normal distribution assumption. Methodology, 6(4), 147–151.
  • Schulte, A., Elliott, S., & Kratochwill, T. (2000). Educators’ perceptions and documentation of testing accommodations for students with disabilities. Special Services in the Schools, 16, 35–56.
  • Section 504 of the Rehabilitation Act. (1973). 34 C.F.R. Part 104.
  • Shriner, J. G., & Destefano, L. (2003). Participation and accommodation in state assessment: The role of individualized education programs. Exceptional Children, 69(2), 147–161.
  • SRI International. (2004). Special education elementary longitudinal study data documentation and dictionary. Prepared for Office of Special Education Programs, U.S. Dept. of Education.
  • Williams, C., & Beam, S. (2019). Technology and writing: Review of research. Computers & Education, 128, 227–242. doi:10.1016/j.compedu.2018.09.024.
  • Wolf, M.M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203–214.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.