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Effective intervention delivery requires ongoing assessment to determine whether students are learning at the desired rate. Intervention programs with embedded assessment procedures (i.e., assessment that occurs naturally "during" the process of delivering intervention) can potentially enhance instructional decisions. However, there is almost no psychometric research on this type of assessment procedure. This study was designed to examine the psychometric characteristics of three types of progress measures that are embedded within a commonly used reading intervention program. Results indicated that generalized gains across different oral reading fluency passages predict concurrent gains on common and comprehensive tests of reading fluency, and that immediate instructional gains measured during instruction were significantly different from zero and thus sensitive to intervention effects. Overall findings suggest that at least some embedded assessment procedures demonstrate predictive validity and that these types of procedures have the potential to assist educators with data-driven instructional decisions about students' responsiveness to intervention.

At present, it is unclear whether math curriculum-based measurement (M-CBM) procedures provide a dependable measure of student progress in math computation because support for its technical properties is based largely upon a body of correlational research. Recent investigations into the dependability of M-CBM scores have found that evaluating probe design procedures is necessary to estimate the contribution of probe-related factors to variance in M-CBM scores. To extend this research, the present study compared a set of commercially available probes (i.e., AIMSweb) with an experimental set that was constructed to enhance consistency in item content across alternative forms. Two probes were randomly selected from each set and administered to 43 students in fifth grade. Generalizability analyses indicated that the experimental probes generated scores with less error variance than those of the AIMSweb probes. Follow-up analyses indicated that fewer administrations of the experimental probes were necessary to attain adequate reliability for relative decisions (i.e., >0.80) and high reliability for absolute decisions (i.e., >0.90). Results support prior studies and suggest that error variance is associated with M-CBM probe content and development procedures.

This study examined interventions for addition and subtraction that were implemented through single-case design (SCD) research studies. We attempted to extend prior SCD meta-analyses by examining differences in effect sizes across several moderating variables and by including a novel index of effect, improvement rate difference (IRD). We also examined the extent to which effect sizes differed by degree of experimental control achieved in the studies. Forty-seven effect sizes were obtained across 11 studies. IRD effect sizes ranged from 0.59 to 0.90 and suggested a moderate to large effect for the math interventions. Variables that appeared to moderate the effects were student age, time spent in intervention, and intervention type. We also identified a relationship between experimental control and the obtained effect sizes. Findings indicated that further SCD research in basic arithmetic and rigorous experiments are necessary to establish an evidence base that accurately characterizes intervention effectiveness.

This research was conducted to evaluate the technical properties of a set of early numeracy CBM tests that were designed to operationalize early numeric concepts. Data were collected over the course of a school year from 113 kindergarten and first-grade children using nine separate tests with three alternative forms. In addition, test-retest reliability was examined. Correlational design methods were used to examine the consistency of the tests as well as their relation to criterion measures. Receiver operating characteristic (ROC) curves were also generated and inspected to examine diagnostic accuracy. Results indicated that two tests demonstrated strong technical properties across all three analyses, and an additional two demonstrated promise. Methodological improvements to test procedures should be addressed in future research, and linking assessment to intervention can be facilitated using tests developed in the current study. (Contains 9 tables.)

The purpose of this extended commentary article is to frame the set of studies in the first of two issues and recommend areas of inquiry for future research. This special series issue features studies examining the technical qualities of formative assessment procedures that were developed to inform intervention. This article intends to emphasize issues in the current set of studies that do not appear central to early numeracy curriculum-based measurement (EN-CBM) research. To the extent possible, we expect that this two-volume series will result in scientific and practical advances. Despite this lofty intention, this series can neither represent all issues important to stakeholders nor characterize the full body of applied and basic research in early numeracy assessment. As such, we focus on a set of theoretical frameworks to guide the current and future development of EN-CBM. (Contains 4 figures.)

High-quality formative assessment data are critical to the successful application of any problem-solving model (e.g., response to intervention). Formative data available for a wide variety of outcomes (academic, behavior) and targets (individual, class, school) facilitate effective decisions about needed intervention supports and responsiveness to those supports. The purpose of the current case study is to provide preliminary examination of direct behavior rating methods in class-wide assessment of engagement. A class-wide intervention is applied in a single-case design (B-A-B-A), and both systematic direct observation and direct behavior rating are used to evaluate effects. Results indicate that class-wide direct behavior rating data are consistent with systematic direct observation across phases, suggesting that in this case study, direct behavior rating data are sensitive to classroom-level intervention effects. Implications for future research are discussed. (Contains 1 figure and 2 tables.)

The purpose of this study was to develop short-duration assessment measures hypothesized to be valid samples of early mathematical behavior. The Early Numeracy Skill Indicators were designed using a curriculum-based assessment approach. Participants included 64 kindergarten children from a school district in the rural Northeast. Design components featured longitudinal correlation analyses conducted over a 26-week period. Decision analyses were completed using receiver operating characteristic techniques. Results indicated that selected Early Numeracy Skill Indicators tasks produced reliable, valid, and diagnostically accurate scores in relation to established criterion measures. Implications focus on the use and development of the measures as a means to prevent failure and enhance mathematics competency. Further, these tools complement the growing availability of early mathematics curriculum-based measures. (Contains 7 tables.)

Curriculum-based assessment (CBA) measures have become a frequently used assessment tool of school psychologists to assess the academic performance functioning of students in the basic skill areas of reading, mathematics, spelling, and written expression. The purpose of this article is to provide an overview of the different approaches to CBA, with a particular focus on the defining measurement characteristics of each technique. Following this, an illustrative case example is presented that demonstrates how different CBA procedures can be used for (a) making screening and problem-identification/certification decisions, (b) formulating instructional intervention plans, and (c) monitoring progress toward goal attainment and response to instruction. (Contains 2 tables and 2 figures.)

The purpose of this research was to implement and evaluate a classroom strategy to increase student engagement in sustained silent reading (SSR), a form of school-based recreational reading. Teacher modeling was selected as the primary intervention. A within-subjects ABAB withdrawal design was used to evaluate the effectiveness of the intervention. Baseline data indicated moderate and variable percentages of student SSR. Rapid and marked changes in silent reading behavior were observed during intervention phases. Results suggest that teacher modeling of SSR is an effective functional intervention that can be used to increase student engagement. Implications and limitations are discussed with emphasis on establishing procedures to support successful classroom SSR programs. (Contains 1 figure.)

The purpose of this extended commentary article is to frame the set of studies in the first of two issues and recommend areas of inquiry for future research. This special series issue features studies examining the technical qualities of formative assessment procedures that were developed to inform intervention. This article intends to emphasize issues in the current set of studies that do not appear central to early numeracy curriculum-based measurement (EN-CBM) research. To the extent possible, we expect that this two-volume series will result in scientific and practical advances. Despite this lofty intention, this series can neither represent all issues important to stakeholders nor characterize the full body of applied and basic research in early numeracy assessment. As such, we focus on a set of theoretical frameworks to guide the current and future development of EN-CBM. [For Part 1, see EJ935764.]

When asked about the current state of early mathematics, most educators and school psychologists will readily admit that much more is known about reading. This is especially true when considering instruction for children who struggle to learn. Progress in reading assessment and intervention was advanced by the report of the National Reading Panel (2000), which identifed a coherent set of instructional guideposts known as "big ideas." Currently, when a young learner struggles with understanding the alphabetic code, educators have a robust and consensual research base to reference. Although teaching reading is indeed complex, key ideas such as phonological awareness and the alphabetic principle organize instruction and the development of higher-level knowledge. Despite a robust research base, "big ideas" in beginning mathematics are less evident than those in beginning reading. Without "big ideas" in early mathematics, educational professionals providing instructional services run the risk of inaccurately measuring foundational knowledge. This article synthesizes key ideas to help school psychologists identify useful early mathematics measures that link assessment to instruction. Prior to discussing the link between "big ideas" and assessment, it is important to trace the emergence of these ideas at mutual levels of policy and research.

The purpose of this article is to discuss techniques, training competencies, and subject content knowledge as it applies to delivering interventions to young children experiencing mathematics problems. Implementing interventions is conceptualized as a complex process that needs to consider a variety of factors having an impact on student performance. Using a model to frame these factors, we use the notion of functional awareness to represent a practitioner's knowledge that alterable variables proliferate in schools and can be combined as tools for learning support. Complementing functional awareness is the need for knowledge in the core subject matter of mathematics. Being that instructionally oriented intervention in early mathematics lags behind reading, we cite both specific and policy-related issues comparing the two areas. Finally, we illustrate the importance of core subject matter knowledge in delivering interventions. [ABSTRACT FROM AUTHOR]

Describes a shielding design for a positron emission tomography (PET). Design of a PET imaging suite with both engineering and time constraints; Development of shielding recommendations; Integrated dosimeters.

This manuscript describes the NIH Human Microbiome Project, including a brief review of human microbiome research, a history of the project, and a comprehensive overview of the consortium's recent collection of publications analyzing the human microbiome.

Microbial communities carry out the majority of the biochemical activity on the planet, and they play integral roles in processes including metabolism and immune homeostasis in the human microbiome. Shotgun sequencing of such communities' metagenomes provides information complementary to organismal abundances from taxonomic markers, but the resulting data typically comprise short reads from hundreds of different organisms and are at best challenging to assemble comparably to single-organism genomes. Here, we describe an alternative approach to infer the functional and metabolic potential of a microbial community metagenome. We determined the gene families and pathways present or absent within a community, as well as their relative abundances, directly from short sequence reads. We validated this methodology using a collection of synthetic metagenomes, recovering the presence and abundance both of large pathways and of small functional modules with high accuracy. We subsequently applied this method, HUMAnN, to the microbial communities of 649 metagenomes drawn from seven primary body sites on 102 individuals as part of the Human Microbiome Project (HMP). This provided a means to compare functional diversity and organismal ecology in the human microbiome, and we determined a core of 24 ubiquitously present modules. Core pathways were often implemented by different enzyme families within different body sites, and 168 functional modules and 196 metabolic pathways varied in metagenomic abundance specifically to one or more niches within the microbiome. These included glycosaminoglycan degradation in the gut, as well as phosphate and amino acid transport linked to host phenotype (vaginal pH) in the posterior fornix. An implementation of our methodology is available at http://huttenhower.sph.harvard.edu/humann. This provides a means to accurately and efficiently characterize microbial metabolic pathways and functional modules directly from high-throughput sequencing reads, enabling the determination of community roles in the HMP cohort and in future metagenomic studies.

As metagenomic studies continue to increase in their number, sequence volume and complexity, the scalability of biological analysis frameworks has become a rate-limiting factor to meaningful data interpretation. To address this issue, we have developed JCVI Metagenomics Reports (METAREP) as an open source tool to query, browse, and compare extremely large volumes of metagenomic annotations. Here we present improvements to this software including the implementation of a dynamic weighting of taxonomic and functional annotation, support for distributed searches, advanced clustering routines, and integration of additional annotation input formats. The utility of these improvements to data interpretation are demonstrated through the application of multiple comparative analysis strategies to shotgun metagenomic data produced by the National Institutes of Health Roadmap for Biomedical Research Human Microbiome Project (HMP) (http://nihroadmap.nih.gov). Specifically, the scalability of the dynamic weighting feature is evaluated and established by its application to the analysis of over 400 million weighted gene annotations derived from 14 billion short reads as predicted by the HMP Unified Metabolic Analysis Network (HUMAnN) pipeline. Further, the capacity of METAREP to facilitate the identification and simultaneous comparison of taxonomic and functional annotations including biological pathway and individual enzyme abundances from hundreds of community samples is demonstrated by providing scenarios that describe how these data can be mined to answer biological questions related to the human microbiome. These strategies provide users with a reference of how to conduct similar large-scale metagenomic analyses using METAREP with their own sequence data, while in this study they reveal insights into the nature and extent of variation in taxonomic and functional profiles across body habitats and individuals. Over one thousand HMP WGS datasets and the latest open source code are available at http://www.jcvi.org/hmp-metarep.

A variety of microbial communities and their genes (microbiome) exist throughout the human body, playing fundamental roles in human health and disease. The NIH funded Human Microbiome Project (HMP) Consortium has established a population-scale framework which catalyzed significant development of metagenomic protocols resulting in a broad range of quality-controlled resources and data including standardized methods for creating, processing and interpreting distinct types of high-throughput metagenomic data available to the scientific community. Here we present resources from a population of 242 healthy adults sampled at 15 to 18 body sites up to three times, which to date, have generated 5,177 microbial taxonomic profiles from 16S rRNA genes and over 3.5 Tb of metagenomic sequence. In parallel, approximately 800 human-associated reference genomes have been sequenced. Collectively, these data represent the largest resource to date describing the abundance and variety of the human microbiome, while providing a platform for current and future studies.