Amanda M Vanderheyden
Biographic Data
| ID | 4860903 |
|---|---|
| NAME | Amanda M Vanderheyden |
| GIVEN NAMES | Amanda M |
| FAMILY NAME | Vanderheyden |
| SIGNATURE | VANDERHEYDEN A M |
| AFFILIATIONS | Education Research and Consulting, Fairhope, AL, USA |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Comparing the Cost–Accuracy Ratios of Multiple Approaches to Reading Screening in Elementary Schools
U.S. elementary schools administer reading screeners to identify students in need of remedial instruction. However, the administration of additional assessments comes with a cost. It is unclear the extent to which multiple types of reading screeners warrant the increase in resources that could be used for instruction. This study compared cost–accuracy ratios for three types of reading screeners in Grade 3: curriculum-based measurement (Acadience)…
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…
Reliability of Computer-Based CBMs Versus Paper/Pencil Administration for Fact and Complex Operations in Mathematics
Computer-based curriculum-based measurement (CBM) is a relatively common practice, but surprisingly few studies have examined the reliability of computer-based CBM. This study sought to examine the reliability of CBM administered via paper/pencil versus the computer. Twenty-one of 25 students in two third-grade classes ( N = 21) participated in two generalizability studies. The primary facet of interest, format of assessment, was examined for two…
A cost-effectiveness analysis of classwide math intervention
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…
A cost-effectiveness analysis of classwide math intervention
Reliability of Computer-Based CBMs Versus Paper/Pencil Administration for Fact and Complex Operations in Mathematics
Computer-based curriculum-based measurement (CBM) is a relatively common practice, but surprisingly few studies have examined the reliability of computer-based CBM. This study sought to examine the reliability of CBM administered via paper/pencil versus the computer. Twenty-one of 25 students in two third-grade classes ( N = 21) participated in two generalizability studies. The primary facet of interest, format of assessment, was examined for two…
Comparing the Cost–Accuracy Ratios of Multiple Approaches to Reading Screening in Elementary Schools
U.S. elementary schools administer reading screeners to identify students in need of remedial instruction. However, the administration of additional assessments comes with a cost. It is unclear the extent to which multiple types of reading screeners warrant the increase in resources that could be used for instruction. This study compared cost–accuracy ratios for three types of reading screeners in Grade 3: curriculum-based measurement (Acadience)…
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 (6 works) · Mathematics education (5 works) · Behavioral and Psychological Studies (4 works) · Pedagogy (4 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Computer Science (3 works) · Curriculum (3 works) · Mathematics (3 works) · Statistics (3 works) · Curriculum development (2 works)