Ethan R Van Norman

Biographic Data

ID9513735
NAMEEthan R Van Norman
GIVEN NAMESEthan R
FAMILY NAMEVan Norman
SIGNATUREVAN NORMAN E R
AFFILIATIONSLehigh University
ORCID0000-0002-5078-2560
VERIFIEDYes
TOTAL WORKS16
TOTAL CITATIONS0
WORKS AS AUTHOR16
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Exploration of the Predictive Validity of Middle School Math Screeners

    Open AccessEthan R Van Norman, David A Klingbeil et al.ARTICLEPsychology in the Schools2026

    Universal screening is a key element of multi‐tiered systems of support. Relative to literacy, fewer studies have investigated the psychometric properties of math assessments particularly amongst middle school students. We investigated whether outcomes from two types of curriculum‐based measures (CBMs), computational fluency (M‐COMP) and concepts and application (M‐CAP) were predictive of end of year test scores after accounting for performance o…

  • A Comparison of the Validity of Growth Estimates From Early Math Curriculum Based Measures and a Computer Adaptive Test

    Open AccessEthan R Van Norman, Kirsten J Truman et al.ARTICLEPsychology in the Schools2026

    This study compared the extent to which growth on two types of early math assessments (curriculum‐based measures [CBMs] and computer adaptive tests) predicted end of year performance in broad math skills as well as improvement in broad math skills in Kindergarten ( n = 211) and Grade 1 ( n = 79) students. In Kindergarten latent change scores between Fall and Winter benchmarks on all CBMs and i‐Ready were predictive of end of year scores on the St…

  • A Gap in Reporting

    Open AccessAdelle K Sturgell, Emily R Forcht et al.ARTICLEPsychology in the Schools2025

    Universal screening is an essential practice in any multi‐tiered system of support, but without understanding the demographic makeup of students in studies that inform current practices, the effectiveness in which instruments and screening approaches work best for students of demographically diverse backgrounds cannot be assessed. In this systematic review of eight major school psychology journals from 2001 to early 2024, 39 academic universal sc…

  • Accounting for learning environments in academic screening

    Open AccessAdam Lekwa, Adam J Lekwa et al.ARTICLEJournal of School Psychology2025

    Within multi-tiered systems of support (MTSS) practice and research, students' need for academic intervention is often determined by comparison of students' screening scores to cut scores. We examined the degree to which the relationship between students' fall screening data (i.e., Measures of Academic Progress) and their outcome on a spring summative state test related to the quality of the classroom learning environment and how core instruction…

  • A Comparison of Decision Rule Accuracy From Curriculum-Based Measurement of Reading and Nonsense Word Fluency

    Open AccessEthan R Van Norman, David A Klingbeil et al.ARTICLERemedial and Special Education2024

    The transition from sounding out unfamiliar words to effortlessly reading connected text does not occur all at once or at the same rate for students. The purpose of this study was to explore the accuracy of three decision rules (data point, median, and trend line) applied to progress monitoring outcomes of alphabetic principle (nonsense word fluency [NWF]) and oral reading rate (curriculum-based measurement of reading [CBM-R]). Outcomes from a sa…

  • A Summary of Relevant Demographic Characteristics of Multiple-Baseline Designs Targeting Academic Skills

    Open AccessEthan R Van Norman, David A Klingbeil et al.ARTICLERemedial and Special Education2024

    Educators are required to use evidence-based practices to support student development of academic skills. Results from single-case experimental designs are well suited for this purpose and may be more flexible for applied use than group-based designs. However, educators also require information about which interventions work for whom and under what conditions. Although previous reviews of single-case experimental designs exist, most focused on de…

  • Comparison of screening methods for computer adaptive tests to predict reading and math performance

    Open AccessEmily R Forcht, Ethan R Van NormanARTICLEPsychology in the Schools2024

    The present study compared the diagnostic accuracy of a single computer adaptive test (CAT), Star Reading or Star Math, and a combination of the two in a gated screening framework to predict end‐of‐year proficiency in reading and math. Participants included 13,009 students in Grades 3–8 who had at least one fall screening score and end‐of‐year state test score in reading and math. First, diagnostic accuracy statistics were evaluated for a single …

  • Multiple baseline and multiple probe design studies targeting academic skills

    Open AccessHenry H Zink, Ethan R Van Norman et al.ARTICLEPsychology in the Schools2024

    Single‐case design (SCD) is a quantitative experimental technique in which participants serve as their own control. The use of an effect size in SCD allows evaluation of outcomes as well as comparison of outcomes via meta‐analyses. Characteristics of SCD research make the selection of an appropriate effect size complicated. Additionally, there are a number of factors that complicate the use of SCDs as a means to improve academic skills. The purpo…

  • Reading skill profiles of dysfluent readers in grades 2 and 3

    Open AccessDavid A Klingbeil, Ethan R Van Norman et al.ARTICLEJournal of School Psychology2024

  • Further exploration of the predictive validity of growth on early reading curriculum-based measures among students at risk for reading difficulties

    Open AccessEthan R Van Norman, Kirsten J Truman et al.ARTICLEJournal of School Psychology2024

  • Accuracy of progress monitoring decision rules to evaluate response to instruction with two computer adaptive tests

    Open AccessEthan R Van Norman, Emily R ForchtARTICLEJournal of School Psychology2024

  • The influence of procedural characteristics on within-case effect sizes for academic outcomes

    Open AccessEthan R Van Norman, David A Klingbeil et al.ARTICLEJournal of School Psychology2024

  • Between-case standardized mean differences

    Open AccessMan Chen, James E Pustejovsky et al.ARTICLEJournal of School Psychology2023

  • Modeling within‐year growth on the Mathematics Measure of Academic Progress

    Open AccessJaclin Boorse, Ethan R Van NormanARTICLEPsychology in the Schools2021

    Prior research on the Measures of Academic Progress (MAP), a computer‐adaptive test distributed by the Northwest Evaluation Association, has primarily focused on the Reading MAP for screening/benchmarking in elementary grades. The purpose of this study was to explore the functional form of growth and the extent to which student variability in growth was captured by the Mathematics MAP across a single school year using linear mixed‐effects regress…

  • A cluster randomized controlled trial of brief follow-up practice sessions on intervention maintenance

    Open AccessPeter M Nelson, David A Klingbeil et al.ARTICLEJournal of School Psychology2021

  • Profiles of reading performance after exiting Tier 2 intervention

    Open AccessEthan R Van Norman, Peter M Nelson et al.ARTICLEPsychology in the Schools2020

    A fundamental assumption of multi‐tiered systems of support is the bidirectional movement of students between tiers. In comparison to research on when to intensify instruction, less attention has been paid to the validity of decisions to exit students from supplemental supports. We used data from 554 third‐grade students who met the criteria to be exited from a Tier 2 reading fluency intervention to answer two research questions. First, we used l…