Stephen N Elliott
Biographic Data
| ID | 656408 |
|---|---|
| NAME | Stephen N Elliott |
| GIVEN NAMES | Stephen N |
| FAMILY NAME | Elliott |
| SIGNATURE | ELLIOTT S N |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0003-1643-0489 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Parents' assessment of students' social emotional learning competencies: The SSIS SEL brief scales‐parent version
Examining the structural validity of the SSIS SEL brief scales—Teacher and student forms
Although interest in social‐emotional learning (SEL) is growing, there are few efficient measures of SEL constructs, especially those of the popular CASEL Framework. To address this need, the SSIS SEL Brief Scales (SSIS SEL b ) were developed. Initial evidence for the SSIS SEL b is promising, but evidence is needed for its structural validity. The purpose of this study was to provide such evidence. We used confirmatory factor analysis to evaluate…
Multirater assessment of young children's social and emotional learning via the SSIS SEL Brief Scales – Preschool Forms
Opportunity-to-learn performance levels and student achievement gains for students with and without disabilities
Social behavior competencies of self-identified bullies from a U.S. nationally representative sample of 8–18 year old students
Assessing elementary students' bullying and related social behaviors: Cross-informant consistency across school and home environments
Understanding relational aggression during early childhood: An examination of the association with language and other social and cognitive skills
Documenting support needs and adjustment gaps for students with disabilities: Teacher practices in Australian classrooms and on national tests
Accommodations or adjustments for students with disabilities (SWDs) who need them are required in Australian education law and policy for classroom instruction and assessment, and external educational accountability tests. Drawing upon the structure of the Assessment Accommodations Checklist and more than a decade of accessibility research, the Checklist of Learning and Assessment Adjustments for Students (CLAAS) was developed to help teachers se…
Distractor Functioning in Modified Items for Test Accessibility
Effective distractors in multiple-choice items should attract lower ability students, those with misconceptions or limited knowledge and skills, because they are based on common misconceptions or errors in logic. A large, multi-state data set collected for a quasi-experimental study on test modifications was analyzed to measure the impact on distractor functioning. The key modification of interest was the removal of the weakest of three distracto…
Test Accessibility: Item Reviews and Lessons Learned from Four State Assessments
The push toward universally designed assessments has influenced several states to modify items from their general achievement tests to improve their accessibility for all test takers. The current study involved the review of 159 items used by one state across four content areas including science, coupled with the review of 261 science items in three other states. The item reviews were conducted using the Accessibility Rating Matrix (Beddow et al.…
Comparability of the Social Skills Rating System to the Social Skills Improvement System: Content and psychometric comparisons across elementary and secondary age levels.
University of WashingtonThis study compared the Social Skills Rating System (SSRS; Gresham & Elliott, 1990)with the revision of the SSRS, now called the Social Skills Improvement System-Rating Scales (SSIS-RS; Gresham & Elliott, 2008), across three raters (teacher, parent,and student) for elementary- and secondary-aged students. A detailed comparison ofthese two instruments comparability has not been previously reported and was con-sidered import…
Introduction to the Special Issue on Alternate Assessments Based on Modified Academic Achievement Standards: New Policy, New Practices, and Persistent Challenges
This introduction to the special issue titled Alternate Assessments Based on Modified Academic Achievement Standards: New Policy, New Practices, and Persistent Challenges addresses the federal policy introducing the new alternate assessment for students with persistent academic difficulties, as well as related implementation issues that will be more thoroughly considered throughout the journal. Three guidelines are identified within the policy fo…
Modifying Achievement Test Items: A Theory-Guided and Data-Based Approach for Better Measurement of What Students With Disabilities Know
Federal regulations allow up to 2% of the student population of a state to achieve proficiency for adequate yearly progress by taking an alternate assessment based on modified academic achievement standards (AA-MAS). Such tests are likely to be easier, but as long as a test is considered a valid measure of grade level content, it is allowable as an AA-MAS (U.S. Department of Education, 2007b U.S. Department of Education. 2007b. Standards and asse…
Alternate Assessments of Modified Achievement Standards: More Accessible and Less Difficult Tests to Advance Assessment Practices
Amendments to the No Child Left Behind Act allow for a portion of students with disabilities within each state to be tested via an alternate assessment based on modified achievement standards, and as a result, the performance of 2% or slightly more of these students can be reported as proficient for purposes of adequate yearly progress. This policy calls for tests composed of easier items in the same content areas as a state's general achievement…
Teacher Perceptions and the Consequential Validity of an Alternate Assessment for Students With Significant Cognitive Disabilities
The purpose of this investigation was to understand the variables that influence teachers' perceptions regarding one state's alternate assessment process and results. Elementary and secondary special education teachers (N = 113) from across Wisconsin participated, submitting case materials for one of their students. These materials included the a copy of the students' WisconsinAlternative Assessment (WAA) rating scale and current Individualized E…
Ecomuseum Performance in Piemonte and Liguria, Italy: The Significance of Capital
Research carried out by the authors in northern Italy (see Corsane et al., ‘Ecomuseum Evaluation: Experiences in Piemonte and Liguria, Italy’, International Journal of Heritage Studies 13, no. 2 (2007): 101–16) was designed to assess how closely selected ecomuseums met the demands of ecomuseum theory. However, the discussions with ecomuseum personnel at five sites in Piemonte and Liguria also provided an opportunity to explore how these community…
Ecomuseum Evaluation: Experiences in Piemonte and Liguria, Italy
The term ecomuseum has been applied to a wide range of projects that seek to conserve and interpret aspects of tangible and intangible heritage of a defined geographical territory. Ecomuseum theorists have assigned a number of characteristics to these organisations, including in situ conservation, fragmented site interpretation and a democratic, community‐based approach. However, there has been a tendency for the term to be applied casually—somet…
Testing Accommodations Research and Decision Making: The Case of “Good” Scores Being Highly Valued but Difficult to Achieve for All Students
The authors review both (a) definitional and legal issues associated with testing accommodations and (b) validity issues that confront educators who must make decisions about the use and likely effects of testing accommodations, and they summarize the results of 4 experimental studies they have conducted that examine the statistical effects of accommodations on test scores of students with and without disabilities
Stability of Wisc-R IQS: An Investigation of Ethnic Differences Over Time
This investigation examined the 3-year stability of WISC-R IQs for a balanced sample of anglo, black, and Mexican-American handicapped children. No significant differences in mean IQs were found across the three ethnic groups, although over the 3-year test-retest period, WISC-R Verbal and Performance IQs were observed to vary significantly. Specifically, Verbal IQs decreased by an average of 2 points, while Performance IQs increased by an average…
The Influence of Student Ethnicity on Teachers' Behavior Ratings of Normal and Learning Disabled Children
The purpose of the present study was to investigate the effect of ethnicity and diagnostic labels on teachers' ratings of children's behaviors in mainstream classrooms. Specifically, behavioral rating scores on the Devereux Elementary School Behavior Rating Scale (DESBRS) for handicapped and non-handicapped Anglo and Mexican American children were analyzed to explore: (a) the influence of ethnicity (Anglo vs. Mexican American) on the behavior rat…
Ecomuseum Evaluation: Experiences in Piemonte and Liguria, Italy
The term ecomuseum has been applied to a wide range of projects that seek to conserve and interpret aspects of tangible and intangible heritage of a defined geographical territory. Ecomuseum theorists have assigned a number of characteristics to these organisations, including in situ conservation, fragmented site interpretation and a democratic, community‐based approach. However, there has been a tendency for the term to be applied casually—somet…
Ecomuseum Performance in Piemonte and Liguria, Italy: The Significance of Capital
Research carried out by the authors in northern Italy (see Corsane et al., ‘Ecomuseum Evaluation: Experiences in Piemonte and Liguria, Italy’, International Journal of Heritage Studies 13, no. 2 (2007): 101–16) was designed to assess how closely selected ecomuseums met the demands of ecomuseum theory. However, the discussions with ecomuseum personnel at five sites in Piemonte and Liguria also provided an opportunity to explore how these community…
Assessing elementary students' bullying and related social behaviors: Cross-informant consistency across school and home environments
Understanding relational aggression during early childhood: An examination of the association with language and other social and cognitive skills
Alternate Assessments of Modified Achievement Standards: More Accessible and Less Difficult Tests to Advance Assessment Practices
Amendments to the No Child Left Behind Act allow for a portion of students with disabilities within each state to be tested via an alternate assessment based on modified achievement standards, and as a result, the performance of 2% or slightly more of these students can be reported as proficient for purposes of adequate yearly progress. This policy calls for tests composed of easier items in the same content areas as a state's general achievement…
Testing Accommodations Research and Decision Making: The Case of “Good” Scores Being Highly Valued but Difficult to Achieve for All Students
The authors review both (a) definitional and legal issues associated with testing accommodations and (b) validity issues that confront educators who must make decisions about the use and likely effects of testing accommodations, and they summarize the results of 4 experimental studies they have conducted that examine the statistical effects of accommodations on test scores of students with and without disabilities
Documenting support needs and adjustment gaps for students with disabilities: Teacher practices in Australian classrooms and on national tests
Accommodations or adjustments for students with disabilities (SWDs) who need them are required in Australian education law and policy for classroom instruction and assessment, and external educational accountability tests. Drawing upon the structure of the Assessment Accommodations Checklist and more than a decade of accessibility research, the Checklist of Learning and Assessment Adjustments for Students (CLAAS) was developed to help teachers se…
Modifying Achievement Test Items: A Theory-Guided and Data-Based Approach for Better Measurement of What Students With Disabilities Know
Federal regulations allow up to 2% of the student population of a state to achieve proficiency for adequate yearly progress by taking an alternate assessment based on modified academic achievement standards (AA-MAS). Such tests are likely to be easier, but as long as a test is considered a valid measure of grade level content, it is allowable as an AA-MAS (U.S. Department of Education, 2007b U.S. Department of Education. 2007b. Standards and asse…
Teacher Perceptions and the Consequential Validity of an Alternate Assessment for Students With Significant Cognitive Disabilities
The purpose of this investigation was to understand the variables that influence teachers' perceptions regarding one state's alternate assessment process and results. Elementary and secondary special education teachers (N = 113) from across Wisconsin participated, submitting case materials for one of their students. These materials included the a copy of the students' WisconsinAlternative Assessment (WAA) rating scale and current Individualized E…
The Influence of Student Ethnicity on Teachers' Behavior Ratings of Normal and Learning Disabled Children
The purpose of the present study was to investigate the effect of ethnicity and diagnostic labels on teachers' ratings of children's behaviors in mainstream classrooms. Specifically, behavioral rating scores on the Devereux Elementary School Behavior Rating Scale (DESBRS) for handicapped and non-handicapped Anglo and Mexican American children were analyzed to explore: (a) the influence of ethnicity (Anglo vs. Mexican American) on the behavior rat…
Stability of Wisc-R IQS: An Investigation of Ethnic Differences Over Time
This investigation examined the 3-year stability of WISC-R IQs for a balanced sample of anglo, black, and Mexican-American handicapped children. No significant differences in mean IQs were found across the three ethnic groups, although over the 3-year test-retest period, WISC-R Verbal and Performance IQs were observed to vary significantly. Specifically, Verbal IQs decreased by an average of 2 points, while Performance IQs increased by an average…
Testing Accommodations Research and Decision Making: The Case of “Good” Scores Being Highly Valued but Difficult to Achieve for All Students
The authors review both (a) definitional and legal issues associated with testing accommodations and (b) validity issues that confront educators who must make decisions about the use and likely effects of testing accommodations, and they summarize the results of 4 experimental studies they have conducted that examine the statistical effects of accommodations on test scores of students with and without disabilities
Teacher Perceptions and the Consequential Validity of an Alternate Assessment for Students With Significant Cognitive Disabilities
The purpose of this investigation was to understand the variables that influence teachers' perceptions regarding one state's alternate assessment process and results. Elementary and secondary special education teachers (N = 113) from across Wisconsin participated, submitting case materials for one of their students. These materials included the a copy of the students' WisconsinAlternative Assessment (WAA) rating scale and current Individualized E…
Ecomuseum Performance in Piemonte and Liguria, Italy: The Significance of Capital
Research carried out by the authors in northern Italy (see Corsane et al., ‘Ecomuseum Evaluation: Experiences in Piemonte and Liguria, Italy’, International Journal of Heritage Studies 13, no. 2 (2007): 101–16) was designed to assess how closely selected ecomuseums met the demands of ecomuseum theory. However, the discussions with ecomuseum personnel at five sites in Piemonte and Liguria also provided an opportunity to explore how these community…
Ecomuseum Evaluation: Experiences in Piemonte and Liguria, Italy
The term ecomuseum has been applied to a wide range of projects that seek to conserve and interpret aspects of tangible and intangible heritage of a defined geographical territory. Ecomuseum theorists have assigned a number of characteristics to these organisations, including in situ conservation, fragmented site interpretation and a democratic, community‐based approach. However, there has been a tendency for the term to be applied casually—somet…
Alternate Assessments of Modified Achievement Standards: More Accessible and Less Difficult Tests to Advance Assessment Practices
Amendments to the No Child Left Behind Act allow for a portion of students with disabilities within each state to be tested via an alternate assessment based on modified achievement standards, and as a result, the performance of 2% or slightly more of these students can be reported as proficient for purposes of adequate yearly progress. This policy calls for tests composed of easier items in the same content areas as a state's general achievement…
Introduction to the Special Issue on Alternate Assessments Based on Modified Academic Achievement Standards: New Policy, New Practices, and Persistent Challenges
This introduction to the special issue titled Alternate Assessments Based on Modified Academic Achievement Standards: New Policy, New Practices, and Persistent Challenges addresses the federal policy introducing the new alternate assessment for students with persistent academic difficulties, as well as related implementation issues that will be more thoroughly considered throughout the journal. Three guidelines are identified within the policy fo…
Modifying Achievement Test Items: A Theory-Guided and Data-Based Approach for Better Measurement of What Students With Disabilities Know
Federal regulations allow up to 2% of the student population of a state to achieve proficiency for adequate yearly progress by taking an alternate assessment based on modified academic achievement standards (AA-MAS). Such tests are likely to be easier, but as long as a test is considered a valid measure of grade level content, it is allowable as an AA-MAS (U.S. Department of Education, 2007b U.S. Department of Education. 2007b. Standards and asse…
Comparability of the Social Skills Rating System to the Social Skills Improvement System: Content and psychometric comparisons across elementary and secondary age levels.
University of WashingtonThis study compared the Social Skills Rating System (SSRS; Gresham & Elliott, 1990)with the revision of the SSRS, now called the Social Skills Improvement System-Rating Scales (SSIS-RS; Gresham & Elliott, 2008), across three raters (teacher, parent,and student) for elementary- and secondary-aged students. A detailed comparison ofthese two instruments comparability has not been previously reported and was con-sidered import…
Test Accessibility: Item Reviews and Lessons Learned from Four State Assessments
The push toward universally designed assessments has influenced several states to modify items from their general achievement tests to improve their accessibility for all test takers. The current study involved the review of 159 items used by one state across four content areas including science, coupled with the review of 261 science items in three other states. The item reviews were conducted using the Accessibility Rating Matrix (Beddow et al.…
Distractor Functioning in Modified Items for Test Accessibility
Effective distractors in multiple-choice items should attract lower ability students, those with misconceptions or limited knowledge and skills, because they are based on common misconceptions or errors in logic. A large, multi-state data set collected for a quasi-experimental study on test modifications was analyzed to measure the impact on distractor functioning. The key modification of interest was the removal of the weakest of three distracto…
Documenting support needs and adjustment gaps for students with disabilities: Teacher practices in Australian classrooms and on national tests
Accommodations or adjustments for students with disabilities (SWDs) who need them are required in Australian education law and policy for classroom instruction and assessment, and external educational accountability tests. Drawing upon the structure of the Assessment Accommodations Checklist and more than a decade of accessibility research, the Checklist of Learning and Assessment Adjustments for Students (CLAAS) was developed to help teachers se…
Understanding relational aggression during early childhood: An examination of the association with language and other social and cognitive skills
Assessing elementary students' bullying and related social behaviors: Cross-informant consistency across school and home environments
Multirater assessment of young children's social and emotional learning via the SSIS SEL Brief Scales – Preschool Forms
Opportunity-to-learn performance levels and student achievement gains for students with and without disabilities
Social behavior competencies of self-identified bullies from a U.S. nationally representative sample of 8–18 year old students
Parents' assessment of students' social emotional learning competencies: The SSIS SEL brief scales‐parent version
Examining the structural validity of the SSIS SEL brief scales—Teacher and student forms
Although interest in social‐emotional learning (SEL) is growing, there are few efficient measures of SEL constructs, especially those of the popular CASEL Framework. To address this need, the SSIS SEL Brief Scales (SSIS SEL b ) were developed. Initial evidence for the SSIS SEL b is promising, but evidence is needed for its structural validity. The purpose of this study was to provide such evidence. We used confirmatory factor analysis to evaluate…
Psychology (18 works) · Developmental psychology (12 works) · Mathematics education (8 works) · Rating scale (7 works) · Applied Psychology (6 works) · Clinical Psychology (6 works) · Disability Education and Employment (6 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Computer Science (5 works) · Political science (5 works)