Lehigh University College of Education | School Psychology | NASP 2007

"Typically, treatment for children and adolescents with ADHD and related behavior disorders has focused on reducing their symptoms and disruptive classroom behavior. It is equally important to directly address their academic and peer relationship difficulties, because many times when academic and social functioning is improved, behavior control also improves. Further, this allows us to focus on building strengths rather than just reducing deficits."

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College Home > School Psychology > Prospective Students > Students at Conferences > Nathan Clemens Abstract

Clemens N.H., & Shapiro E. S.
Differential effects of frequent vs. periodic measurement in progress monitoring.

Abstract:
This presentation will report the results of two preliminary research studies investigating potential reactive effects of frequent progress monitoring on improved student academic performance. Both studies investigated whether improvements in student performance were observed simply as a function of frequency of progress monitoring when students were monitored frequently versus periodically. Students were monitored using a CBM methodology either on a frequent or periodic basis, and effects on reading and mathematics growth were examined. Results indicated that more frequent progress monitoring alone may lead to increases in student mathematics performance, but may not have effects for reading. Session participants will gain awareness to the potential for the frequency of measurement to impact student growth, which has potential implications for students monitored under an Rtl framework.

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