David A Klingbeil
Biographic Data
| ID | 9513736 |
|---|---|
| NAME | David A Klingbeil |
| GIVEN NAMES | David A |
| FAMILY NAME | Klingbeil |
| SIGNATURE | KLINGBEIL D A |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0003-2571-4424 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Exploration of the Predictive Validity of Middle School Math Screeners
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…
The impact of distributed practice schedules within a classwide computation intervention
Base Rates of Non‐Proficiency in Reading and Math
Several researchers have called for schools to interpret universal screening results using posterior probabilities. Following this recommendation could require schools to move away from direct‐route, single‐measure screening unless base rates of risk fall within a narrow range. In this descriptive study, we investigated two questions surrounding the feasibility of adopting a probability‐based approach in schools. First, how many districts had bas…
Using a naive Bayesian approach to identify academic risk based on multiple sources
Flexible distributional models for meta-analysis of reading fluency outcomes from single-case designs
A Comparison of Decision Rule Accuracy From Curriculum-Based Measurement of Reading and Nonsense Word Fluency
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
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…
Multiple baseline and multiple probe design studies targeting academic skills
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
The influence of procedural characteristics on within-case effect sizes for academic outcomes
Between-case standardized mean differences
A cost-effectiveness analysis of four approaches to universal screening for reading risk in upper elementary and middle school
Predicting performance on a statewide reading achievement test in Spanish with aimswebPlus Spanish
The Every Student Succeeds Act requires that states make efforts to offer statewide achievement tests in languages, other than English, that are present to a significant extent in the state. Currently, four states offer Spanish reading or language arts assessments as part of their statewide testing program. In these states, practitioners may be interested in screening students who will complete the Spanish assessments to identify those who are at…
An evaluation of the incremental impact of math intervention on early literacy performance
This study examined spring literacy scores among at‐risk prekindergarten students exposed to supplemental support solely in literacy or a combination of literacy and math. Propensity scores were used to match students receiving combined support ( n = 39) with an equivalent number of students receiving only literacy tutoring. Students were matched using fall math scores and fall literacy scores. After confirming baseline equivalence, we used a mul…
A cluster randomized controlled trial of brief follow-up practice sessions on intervention maintenance
Profiles of reading performance after exiting Tier 2 intervention
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…
Universal screening in grades K-2
Mindfulness-based interventions with youth
No prominent works on this page.
Mindfulness-based interventions with youth
Profiles of reading performance after exiting Tier 2 intervention
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…
Universal screening in grades K-2
Predicting performance on a statewide reading achievement test in Spanish with aimswebPlus Spanish
The Every Student Succeeds Act requires that states make efforts to offer statewide achievement tests in languages, other than English, that are present to a significant extent in the state. Currently, four states offer Spanish reading or language arts assessments as part of their statewide testing program. In these states, practitioners may be interested in screening students who will complete the Spanish assessments to identify those who are at…
An evaluation of the incremental impact of math intervention on early literacy performance
This study examined spring literacy scores among at‐risk prekindergarten students exposed to supplemental support solely in literacy or a combination of literacy and math. Propensity scores were used to match students receiving combined support ( n = 39) with an equivalent number of students receiving only literacy tutoring. Students were matched using fall math scores and fall literacy scores. After confirming baseline equivalence, we used a mul…
A cluster randomized controlled trial of brief follow-up practice sessions on intervention maintenance
A cost-effectiveness analysis of four approaches to universal screening for reading risk in upper elementary and middle school
Between-case standardized mean differences
A Comparison of Decision Rule Accuracy From Curriculum-Based Measurement of Reading and Nonsense Word Fluency
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
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…
Multiple baseline and multiple probe design studies targeting academic skills
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
The influence of procedural characteristics on within-case effect sizes for academic outcomes
Base Rates of Non‐Proficiency in Reading and Math
Several researchers have called for schools to interpret universal screening results using posterior probabilities. Following this recommendation could require schools to move away from direct‐route, single‐measure screening unless base rates of risk fall within a narrow range. In this descriptive study, we investigated two questions surrounding the feasibility of adopting a probability‐based approach in schools. First, how many districts had bas…
Using a naive Bayesian approach to identify academic risk based on multiple sources
Flexible distributional models for meta-analysis of reading fluency outcomes from single-case designs
Exploration of the Predictive Validity of Middle School Math Screeners
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…
The impact of distributed practice schedules within a classwide computation intervention
Psychology (14 works) · Mathematics education (9 works) · Reading and Literacy Development (9 works) · Statistics (8 works) · Behavioral and Psychological Studies (7 works) · Computer Science (7 works) · Mathematics (7 works) · Cognitive and developmental aspects of mathematical skills (6 works) · Pedagogy (6 works) · Psychological intervention (6 works)