Bayesian Asymmetric Regression as a Means to Estimate and Evaluate Oral Reading Fluency Slopes

Autor/inn/en	Solomon, Benjamin G.; Forsberg, Ole J.
Titel	Bayesian Asymmetric Regression as a Means to Estimate and Evaluate Oral Reading Fluency Slopes
Quelle	In: School Psychology Quarterly, 32 (2017) 4, S.539-551 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000206
Schlagwörter	Bayesian Statistics; Regression (Statistics); Least Squares Statistics; Evaluation Methods; Oral Reading; Reading Fluency; Intervention; Curriculum Based Assessment; Problem Solving; Models; Monte Carlo Methods; Validity; Decision Making; Comparative Analysis; Sample Size; Probability; Efficiency; Accuracy; Statistical Bias; Robustness (Statistics); Statistical Analysis + Suchen Sie Ihr Suchwort? Regression; Regressionsanalyse; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Problemlösen; Analogiemodell; Monte-Carlo-Methode; Gültigkeit; Decision-making; Entscheidungsfindung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Effectiveness; Effektivität; Wirkungsgrad; Widerstandsfähigkeit; Statistische Analyse
Abstract	Bayesian techniques have become increasingly present in the social sciences, fueled by advances in computer speed and the development of user-friendly software. In this paper, we forward the use of Bayesian Asymmetric Regression (BAR) to monitor intervention responsiveness when using Curriculum-Based Measurement (CBM) to assess oral reading fluency (ORF). An overview of Bayesian methods and their application to the problem-solving model is first presented, which is further illustrated by a case example. We conclude the paper with a Monte Carlo simulation study demonstrating the validity of BAR, as compared to the current standard of practice for CBM decision-making, ordinary least squares (OLS) regression. Results suggest that BAR is most advantageous with studies using small-to-moderate sample sizes, and when distributional information (such as the probability of intervention success) is of interest. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01