Amanda Vanderheyden
Biographic Data
| ID | 3983218 |
|---|---|
| NAME | Amanda Vanderheyden |
| GIVEN NAMES | Amanda |
| FAMILY NAME | Vanderheyden |
| SIGNATURE | VANDERHEYDEN A |
| AFFILIATIONS | Education Research & Consulting, Inc |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Using Data to Intensify Math Instruction: An Evaluation of the Instructional Hierarchy
This study extends prior research by manipulating both intervention and skill difficulty using a multiple baseline across participants design with changing phases in a virtual tutoring environment. Participants were four U.S. students from third and fifth grades for whom appropriate and challenging instructional targets were selected following diagnostic assessment using curriculum-based measurement. Instructional strategies were selected to alig…
Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary
Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System-Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance o…
Randomized Evaluation of a Supplemental Grade-Wide Mathematics Intervention
A randomized controlled trial was used to evaluate the effects of a supplemental mathematics intervention that emphasized fluency building for computations and procedures. All fourth- and fifth-grade English-speaking students from a single school district who were participating in general education mathematics instruction and had a 2009 year-end accountability score were included in the study ( N = 537). Assignment to intervention or control cond…
Use of Classification Agreement Analyses to Evaluate RTI Implementation
RTI as a framework for decision making has implications for the diagnosis of specific learning disabilities. Any diagnostic tool must meet certain standards to demonstrate that its use leads to predictable decisions with minimal risk. Classification agreement analyses are described as optimal for demonstrating the technical adequacy of RTI decisions. The benefits and limitations of commonly used classification agreement estimates are described in…
Randomized Evaluation of a Supplemental Grade-Wide Mathematics Intervention
A randomized controlled trial was used to evaluate the effects of a supplemental mathematics intervention that emphasized fluency building for computations and procedures. All fourth- and fifth-grade English-speaking students from a single school district who were participating in general education mathematics instruction and had a 2009 year-end accountability score were included in the study ( N = 537). Assignment to intervention or control cond…
Use of Classification Agreement Analyses to Evaluate RTI Implementation
RTI as a framework for decision making has implications for the diagnosis of specific learning disabilities. Any diagnostic tool must meet certain standards to demonstrate that its use leads to predictable decisions with minimal risk. Classification agreement analyses are described as optimal for demonstrating the technical adequacy of RTI decisions. The benefits and limitations of commonly used classification agreement estimates are described in…
Randomized Evaluation of a Supplemental Grade-Wide Mathematics Intervention
A randomized controlled trial was used to evaluate the effects of a supplemental mathematics intervention that emphasized fluency building for computations and procedures. All fourth- and fifth-grade English-speaking students from a single school district who were participating in general education mathematics instruction and had a 2009 year-end accountability score were included in the study ( N = 537). Assignment to intervention or control cond…
Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary
Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System-Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance o…
Using Data to Intensify Math Instruction: An Evaluation of the Instructional Hierarchy
This study extends prior research by manipulating both intervention and skill difficulty using a multiple baseline across participants design with changing phases in a virtual tutoring environment. Participants were four U.S. students from third and fifth grades for whom appropriate and challenging instructional targets were selected following diagnostic assessment using curriculum-based measurement. Instructional strategies were selected to alig…
Psychology (4 works) · Mathematics education (3 works) · Behavioral and Psychological Studies (2 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Curriculum (2 works) · Curriculum development (2 works) · Curriculum-based measurement (2 works) · Fluency (2 works) · Medical education (2 works) · Medicine (2 works)