Kevin Tobin | Westfield State University (original) (raw)
Papers by Kevin Tobin
Education and Treatment of Children, 2015
ABSTRACT The Effective Behavior Support Self-Assessment Survey (SAS; Sugai, Horner, & Tod... more ABSTRACT The Effective Behavior Support Self-Assessment Survey (SAS; Sugai, Horner, & Todd, 2003) is designed to measure perceived Positive Behavior Interven- tions and Supports (PBIS) implementation and identify priorities for im- provement. Despite its longevity, little published research exists document- ing its reliability or validity for these purposes. The current study reports on the SAS’s internal consistency, construct validity, and criterion validity for a medium-sized rural/suburban district. It was found that the SAS possesses adequate internal consistency and validity. However, results suggest that fur- ther improvements to the survey could be made. Possible modifications and future directions are discussed.
In first grade the primary mission is to teach children to read. Over the last four decades consi... more In first grade the primary mission is to teach children to read. Over the last four decades considerable effort has gone into assessing beginning reading and how to optimize children's acquisition of early literacy skills. It is now well known that children who start out as proficient readers tend to be more successful in school. Children who are poor readers are frequently at risk for more academic and behavior problems and may ultimately find schooling so discouraging that they drop out.
Journal of Direct Instruction, 2004
Journal of Direct Instruction, 2003
Professional Psychology: Research and Practice, 1984
The Effective Behavior Support Self-Assessment Survey (SAS; Sugai, Horner, & Todd, 2003) is desig... more The Effective Behavior Support Self-Assessment Survey (SAS; Sugai, Horner,
& Todd, 2003) is designed to measure perceived Positive Behavior Interventions
and Supports (PBIS) implementation and identify priorities for improvement.
Despite its longevity, little published research exists documenting
its reliability or validity for these purposes. The current study reports on
the SAS’s internal consistency, construct validity, and criterion validity for a
medium-sized rural/suburban district. It was found that the SAS possesses
adequate internal consistency and validity. However, results suggest that further
improvements to the survey could be made. Possible modifications and
future directions are discussed.
Abstract: The purpose of this study was to compare the effect of two theoretically different read... more Abstract: The purpose of this study was to
compare the effect of two theoretically different
reading programs on the reading outcomes
of first-grade students (N=107). Two
elementary schools were chosen for participation
based on the first-grade reading program
currently being implemented in the
schools. One school used the Horizons Fast
Track A-B reading program and the other
used a Guided Reading approach. Students
were assessed on Phoneme Segmentation
Fluency, Nonsense Word Fluency, and Oral
Reading Fluency using the AIMSweb
(Edformation, 2006) progress monitoring
system. Results showed differing responses
to the interventions. Students in both conditions
significantly increased across time on
Phoneme Segmentation Fluency, Nonsense
Word Fluency, and Oral Reading Fluency.
However, the students in the Guided Reading
condition significantly outperformed the students
in the Horizons condition on Phoneme
Segmentation Fluency, while the students in
the Horizons condition made significantly
greater gains than students in the Guided
Reading condition on Oral Reading Fluency.
Results are discussed in regards to the differences
between the two reading programs.
Abstract: This study is a follow-up on a previous study of the effects of 2 beginning reading pro... more Abstract: This study is a follow-up on a previous
study of the effects of 2 beginning
reading programs implemented in 1st grade.
In the previous study, 40 1st-grade students
who were matched based on their Concepts
About Print Test (Clay, 1979) and
Phonological Segmentation Fluency from the
Dynamic Indicators of Basic Early Literacy
Skills (DIBELS; Good & Kaminski, 2003)
scores entered 4 different 1st-grade classes.
Two classes used Horizons Fast Track A–B
(Engelmann, Engelmann, & Seitz-Davis,
1997) and 2 classes used the Silver, Burdett,
and Ginn (Pearson et al., 1991) curriculum.
Students in 1 Horizons class and 1 Silver,
Burdett, and Ginn class also received explicit
phonological awareness instruction in
kindergarten. The current study compares
these groups’ scores from state mandated
tests in 3rd and 4th grades. Students who
received reading instruction in Horizons had
significantly higher scores on the
Massachusetts Comprehensive Assessment
System in reading at the end of 3rd grade
and in English Language Arts at the end of
4th grade. Thus, beginning reading instruction
in Horizons appears to have broad and
long term benefits as compared to Silver,
Burdett, and Ginn.
Forty students from 4 different firstgrade classes in 4 different schools were identified and mat... more Forty students from 4 different firstgrade
classes in 4 different schools were
identified and matched based on their
Concepts About Print Test (CPT; Clay, 1970)
and Phoneme Segmentation Fluency (PSF)
scores from the Dynamic Indicators of Basic
Early Literacy Skills (DIBELS; Kaminski &
Good, 1996). Two classes used Horizons Fast
Track A–B (S. Engelmann, O. Engelmann, &
Seitz-Davis, 1997) and 2 classes used a
Silver, Burdett, and Ginn (SBG; Pearson et
al., 1991) curriculum. Students in 1 of the
Horizons classes and 1 of the SBG classes
had received explicit phonological awareness
instruction in kindergarten. Results were
assessed with the Woodcock Diagnostic
Reading Battery (WDRB; Woodcock, 1997),
DIBELS PSF and Nonsense Word Fluency
(NWF) reading tests, and measures of oral
reading fluency. Results on measures of
phonological skills, reading fluency, and
overall reading skills indicated that classes
that received instruction with Horizons Fast
Track A–B (with and without prior phonological
awareness training) significantly outperformed
those students who received SBG
curriculum (with and without prior phonological
awareness training)
Forty-two students that participated in a longitudinal study of beginning reading instruction wer... more Forty-two students that participated in a longitudinal study of beginning reading instruction were reevaluated in their senior year of high school. These students were part of a cohort of students who either received beginning reading instruction using Horizons Fast Track A-B or the Silver, Burdett, and Ginn reading program. In first grade, two classes used Horizons Fast Track A-B and two classes used Silver, Burdett, and Ginn curriculum. Each of these classes was in a different school. Students in one Horizons class and one Silver, Burdett, and Ginn class received explicit phonological awareness instruction in kindergarten. All students were assessed with the Woodcock Diagnostic Reading Battery at the end of first grade and with weekly CBM probes for oral reading fluency. A sample of 42 students that remained from the original cohort or 69 students were compared in twelfth grade and their scores on the Massachusetts Comprehensive Assessment System, given in eighth and tenth grade, grade-point average, number of absences, number of office discipline referrals, and number of AP classes were compared. The results revealed that students that received instruction with Horizons Fast Track A-B significantly outperformed those students who received standard basal reading instruction with the Silver, Burdett, and Ginn curriculum on all MCAS tests, GPA, and number of AP classes taken. The students who received Horizons had significantly fewer office discipline referrals. Early effective reading instruction appears to help students become more proficient in understanding the language of math problems and reading passages presented on high stakes tests and lead to improved student academic and behavioral outcomes.
Education and Treatment of Children, 2015
ABSTRACT The Effective Behavior Support Self-Assessment Survey (SAS; Sugai, Horner, & Tod... more ABSTRACT The Effective Behavior Support Self-Assessment Survey (SAS; Sugai, Horner, & Todd, 2003) is designed to measure perceived Positive Behavior Interven- tions and Supports (PBIS) implementation and identify priorities for im- provement. Despite its longevity, little published research exists document- ing its reliability or validity for these purposes. The current study reports on the SAS’s internal consistency, construct validity, and criterion validity for a medium-sized rural/suburban district. It was found that the SAS possesses adequate internal consistency and validity. However, results suggest that fur- ther improvements to the survey could be made. Possible modifications and future directions are discussed.
In first grade the primary mission is to teach children to read. Over the last four decades consi... more In first grade the primary mission is to teach children to read. Over the last four decades considerable effort has gone into assessing beginning reading and how to optimize children's acquisition of early literacy skills. It is now well known that children who start out as proficient readers tend to be more successful in school. Children who are poor readers are frequently at risk for more academic and behavior problems and may ultimately find schooling so discouraging that they drop out.
Journal of Direct Instruction, 2004
Journal of Direct Instruction, 2003
Professional Psychology: Research and Practice, 1984
The Effective Behavior Support Self-Assessment Survey (SAS; Sugai, Horner, & Todd, 2003) is desig... more The Effective Behavior Support Self-Assessment Survey (SAS; Sugai, Horner,
& Todd, 2003) is designed to measure perceived Positive Behavior Interventions
and Supports (PBIS) implementation and identify priorities for improvement.
Despite its longevity, little published research exists documenting
its reliability or validity for these purposes. The current study reports on
the SAS’s internal consistency, construct validity, and criterion validity for a
medium-sized rural/suburban district. It was found that the SAS possesses
adequate internal consistency and validity. However, results suggest that further
improvements to the survey could be made. Possible modifications and
future directions are discussed.
Abstract: The purpose of this study was to compare the effect of two theoretically different read... more Abstract: The purpose of this study was to
compare the effect of two theoretically different
reading programs on the reading outcomes
of first-grade students (N=107). Two
elementary schools were chosen for participation
based on the first-grade reading program
currently being implemented in the
schools. One school used the Horizons Fast
Track A-B reading program and the other
used a Guided Reading approach. Students
were assessed on Phoneme Segmentation
Fluency, Nonsense Word Fluency, and Oral
Reading Fluency using the AIMSweb
(Edformation, 2006) progress monitoring
system. Results showed differing responses
to the interventions. Students in both conditions
significantly increased across time on
Phoneme Segmentation Fluency, Nonsense
Word Fluency, and Oral Reading Fluency.
However, the students in the Guided Reading
condition significantly outperformed the students
in the Horizons condition on Phoneme
Segmentation Fluency, while the students in
the Horizons condition made significantly
greater gains than students in the Guided
Reading condition on Oral Reading Fluency.
Results are discussed in regards to the differences
between the two reading programs.
Abstract: This study is a follow-up on a previous study of the effects of 2 beginning reading pro... more Abstract: This study is a follow-up on a previous
study of the effects of 2 beginning
reading programs implemented in 1st grade.
In the previous study, 40 1st-grade students
who were matched based on their Concepts
About Print Test (Clay, 1979) and
Phonological Segmentation Fluency from the
Dynamic Indicators of Basic Early Literacy
Skills (DIBELS; Good & Kaminski, 2003)
scores entered 4 different 1st-grade classes.
Two classes used Horizons Fast Track A–B
(Engelmann, Engelmann, & Seitz-Davis,
1997) and 2 classes used the Silver, Burdett,
and Ginn (Pearson et al., 1991) curriculum.
Students in 1 Horizons class and 1 Silver,
Burdett, and Ginn class also received explicit
phonological awareness instruction in
kindergarten. The current study compares
these groups’ scores from state mandated
tests in 3rd and 4th grades. Students who
received reading instruction in Horizons had
significantly higher scores on the
Massachusetts Comprehensive Assessment
System in reading at the end of 3rd grade
and in English Language Arts at the end of
4th grade. Thus, beginning reading instruction
in Horizons appears to have broad and
long term benefits as compared to Silver,
Burdett, and Ginn.
Forty students from 4 different firstgrade classes in 4 different schools were identified and mat... more Forty students from 4 different firstgrade
classes in 4 different schools were
identified and matched based on their
Concepts About Print Test (CPT; Clay, 1970)
and Phoneme Segmentation Fluency (PSF)
scores from the Dynamic Indicators of Basic
Early Literacy Skills (DIBELS; Kaminski &
Good, 1996). Two classes used Horizons Fast
Track A–B (S. Engelmann, O. Engelmann, &
Seitz-Davis, 1997) and 2 classes used a
Silver, Burdett, and Ginn (SBG; Pearson et
al., 1991) curriculum. Students in 1 of the
Horizons classes and 1 of the SBG classes
had received explicit phonological awareness
instruction in kindergarten. Results were
assessed with the Woodcock Diagnostic
Reading Battery (WDRB; Woodcock, 1997),
DIBELS PSF and Nonsense Word Fluency
(NWF) reading tests, and measures of oral
reading fluency. Results on measures of
phonological skills, reading fluency, and
overall reading skills indicated that classes
that received instruction with Horizons Fast
Track A–B (with and without prior phonological
awareness training) significantly outperformed
those students who received SBG
curriculum (with and without prior phonological
awareness training)
Forty-two students that participated in a longitudinal study of beginning reading instruction wer... more Forty-two students that participated in a longitudinal study of beginning reading instruction were reevaluated in their senior year of high school. These students were part of a cohort of students who either received beginning reading instruction using Horizons Fast Track A-B or the Silver, Burdett, and Ginn reading program. In first grade, two classes used Horizons Fast Track A-B and two classes used Silver, Burdett, and Ginn curriculum. Each of these classes was in a different school. Students in one Horizons class and one Silver, Burdett, and Ginn class received explicit phonological awareness instruction in kindergarten. All students were assessed with the Woodcock Diagnostic Reading Battery at the end of first grade and with weekly CBM probes for oral reading fluency. A sample of 42 students that remained from the original cohort or 69 students were compared in twelfth grade and their scores on the Massachusetts Comprehensive Assessment System, given in eighth and tenth grade, grade-point average, number of absences, number of office discipline referrals, and number of AP classes were compared. The results revealed that students that received instruction with Horizons Fast Track A-B significantly outperformed those students who received standard basal reading instruction with the Silver, Burdett, and Ginn curriculum on all MCAS tests, GPA, and number of AP classes taken. The students who received Horizons had significantly fewer office discipline referrals. Early effective reading instruction appears to help students become more proficient in understanding the language of math problems and reading passages presented on high stakes tests and lead to improved student academic and behavioral outcomes.