Generalizations from Five Years of Research on Assessment and Decision Making: The University of Minnesota Institute

@article{Ysseldyke1982GeneralizationsFF,
  title={Generalizations from Five Years of Research on Assessment and Decision Making: The University of Minnesota Institute},
  author={James E. Ysseldyke and Martha L. Thurlow and Janet L. Graden and Caren L. Wesson and Bob Algozzine and Stanley L. Deno},
  journal={Remedial and Special Education},
  year={1982},
  volume={4},
  pages={75 - 93}
}
The major purpose of the Minnesota institute was to study the assessment of LD children. Included in the scope of the research were investigations of the characteristics of children referred for psychoeducational evaluation, characteristics of those found eligible for placement in special education, methods of planning instructional interventions, evaluations of the extent to which children profited from instruction, and evaluations of the effectiveness of specific instructional programs. 
Assessment and Decision Making for Students with Learning Disabilities: What if This is as Good as it Gets?
I was asked to address the future of the field of learning disabilities (LD) from the perspective of a director of one of the five Institutes for Research on Learning Disabilities (IRLD) funded byExpand
Curriculum-based measurement: Conceptual and psychometric considerations
This review of published literature and research critically examines the conceptual and psychometric problems associated with curriculum-based measurement (CBM) as they relate to eligibility decisionExpand
Practice of Learning Disabilities as Social Policy
This research presents an analysis of learning disabilities from a social-policy perspective. The reading performance of three groups of elementary students was systematically measured during theExpand
A Comparison of Reading Measures as Indicators of Risk across Grade Levels
The purpose of this study was to assess relationships between early literacy skills of at-risk students assessed with curriculum-based and norm-referenced measures. Participants were students inExpand
Managing Mainstream Instruction: Lessons from Research.
Mainstreaming in practice reveals flaws not addressed in the legislation that stimulated its practice. Of concern to classroom teachers is the difficulty of instructing children who appear to requireExpand
Decision Making and Curriculum-Based Assessment
Publisher Summary Learning disabilities is the most prevalent category of special education. About 5% of the school-aged population has been classified as learning disabled (LD); from 28% to 64% ofExpand
The Methodological Content of Teacher Education Programs in Learning Disabilities: A Problem of Duplication
This article features the results of a national survey of the methodological content of the largest teacher education programs in learning disabilities/mild handicaps. The data describe the relativeExpand
The Effectiveness of Special Education: A Direct Measurement Approach.
A system-level analysis of the effectiveness of special education was conducted in an educational cooperative comprised of six' school districts. In total, 96 students in grades 1-6 were assessedExpand
Validity Evidence for Making Decisions About Accommodated and Modified Large-Scale Tests
The Standards on Psychological and Educational Tests are typically referenced as the starting point to any argument about general education testing. Likewise, they should be the starting point forExpand
The Special Education Assessment and Decision-making Process in The Netherlands and the USA
TLDR
The results of the research conducted separately by two sets of investigators in two countries with different social/governmental structures and different special education delivery systems are brought together in order to reach some conclusions about the process of making referral decisions, about pre-referral intervention and about the purposes served by referral of children and placement in special education. Expand
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 17 REFERENCES
An Analysis of Teachers' Reasons and Desired Outcomes for Students Referred for Psychoeducational Assessment
The purpose of this investigation was to describe elementary classroom teachers' specific reasons and desired outcomes for referral. Data were collected from 105 teachers at the point when theyExpand
Instructional planning: information collected by school psychologists vs. information considered useful by teachers
Abstract A limited national sample of 49 school psychologists and 30 regular education teachers provided information on assessment for the purpose of instructional planning. School psychologistsExpand
Learning Disabilities
Researchers, policy makers, and teacher trainers, who were identified by peers as being on the “cutting edge” of research and programming in learning disabilities, responded to surveys in 1975 andExpand
Identifying Valid Measures of Reading
TLDR
Correlational analyses for five formative measures and three standardized measures provided evidence for the validity of Words in Isolation, Words in Context, and Oral Reading as indices of reading achievement. Expand
Declaring Students Eligible for Learning Disability Services: Why Bother with the Data?
School personnel routinely collect a variety of information in order to make decisions concerning a student's eligibility for special services. Such decisions are typically made at placement teamExpand
Probabilities Associated with the Referral to Placement Process
Sandra Christenson is Research Assistant and James Ysseldyke is Director, both, Institute for Research on Learning Disabilities, University of Minnesota, Minneapolis, MN 55455. Between October,Expand
The Influence of Test Scores and Naturally-Occurring Pupil Characteristics on Psychoeducational Decision Making with Children.
Abstract A computer simulation of psychoeducational decision making was used to study the extent to which the assessment and decision-making process differs for different kinds of students, theExpand
Valid Measurement Procedures for Continuous Evaluation of Written Expression
The process of continually monitoring progress on IEP (individualized education program) objectives, modifying programs, and evaluating the effects of program modifications may well be the key toExpand
Participation of Regular Education Teachers in Special Education Team Decision Making: A Naturalistic Investigation
University of Minnesota Special education teams meet for the purpose of making decisions about potential changes in a student's educational setting (i.e., classroom or school) or in a student'sExpand
Similarities and Differences Between Low Achievers and Students Classified Learning Disabled
Considerable evidence suggests that the learning-disabilities (LD) category is primarily one of underachievement. The research reported here compared school-identified LD children with a group ofExpand
...
1
2
...