February 1-3, 2018 Coronado Bay, California

Conference Program

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Table of Contents Introduction 3

Panel and Special Session Details 4

Poster Details - Poster Session A: 4:35 - 5:15 pm 8

Poster Details - Poster Session B: 5:20 - 6:00 pm 9 Poster Details - Poster Session C: 6:05 - 6:45 pm 11

IGNITE!™ Session Details 13

Attendee Contact Information 14

Property Map 18

Meeting Space Diagram - First Floor 19

Meeting Space Diagram - Second Floor 20

PCRC 2018 Schedule Overview 21

27th annual PCRC at Loews Coronado Bay Hotel

SAVE THE DATE February 21-23, 2019

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Introduction

Thank you very much for participating in PCRC 2018. We appreciate your ongoing support for this conference.

For your convenience, this program book can be found online at vkc.mc.vanderbilt.edu/vkc/pcrc/.

In an effort to promote the spirit of PCRC, we remind panel presenters to reserve a portion of time for discussion and encourage attendees to engage in lively conversations about the presented work.

Our conference manager, Elizabeth Turner, is happy to help you with any requests you may have during the meeting, including e-mailing you a receipt for the conference registration fee. You can typically find her in the Constellation Foyer or you can e-mail pcrc@vanderbilt.edu.

Immediately following the conference, you will receive a brief online survey to complete. We would greatly appreciate it if you would share your honest feedback about the conference via this tool. We strive to make the conference an excellent experience for you and we can only make it better with your input.

Finally, we wish to thank Jessica Toste, Nathan Clemens, and Pam Stecker for their service on the program review committee.

Enjoy the conference.

PCRC Executive Committee

Doug Fuchs Lynn Fuchs Chris Lemons, Chair Kristen McMaster Debbie Speece Sharon Vaughn Jeanne Wanzek

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Panel and Special Session Details Location Presenters Title and abstract

THURSDAY 5:30 – 7:00 pm Constellation Ballroom

Introduction: Naomi Zigmond Keynote Speaker: Paul Morgan Discussant: Marcia Barnes Paul L. Morgan, Ph.D., is the Harry and Marion Eberly Fellow and Professor of Education and Demography at Penn State’s Department of Education Policy Studies, and the Director of the Center for Educational Disparities Research. Dr. Morgan has advised President Obama’s Office of Management and Budget and Domestic Policy Council and provided expert testimony to the U.S. Commission on Civil Rights. He has published over 50 peer-reviewed studies including in Pediatrics, Journal of Child Psychology and Psychiatry, Child Development, Educational Researcher, Exceptional Children, and Journal of Abnormal Child Psychology. One of these studies was the most read AERA research article of 2015. He has received the Distinguished Early Career Research Award by CEC-Division of Research and the Distinguished Researcher Award from AERA’s Special Education Research Group.

What Do We Know from the Best-Available Empirical Studies About Disparities in Disability Identification, Special Education Placement, and Suspension? Federal special education legislation and regulations currently require U.S. schools to monitor for significant disproportionality in the extent to which minority students are identified as disabled, placed into special education settings, or disciplined. Yet rigorous empirical evidence for these disparities has, until recently, been lacking. Dr. Morgan will survey new findings from a series of analyses of nationally representative datasets designed to evaluate potential explanations for these disparities, including for the possibility of systemic bias. Collectively, the findings yield limited evidence of significant disproportionality in special education identification, placement, or discipline. Instead, and contrary to federal legislation and policy, the best available evidence suggests that students with disabilities who are minorities may not be receiving the services to which they have a civil right.

FRIDAY 8:00-10:00 am Constellation A

• Jessica Toste, University of Texas at Austin• Kaitlin Bundock, Utah State University• Sally V. Drew, Central Connecticut State

University• Devin M. Kearns, University of Connecticut• Elizabeth Swanson, University of Texas at

Austin• Jeff Thomas, Central Connecticut State

University

Models for Teacher Training and Professional Development Across Content Areas This panel summarizes research in professional development and teacher training. Presenters will describe a Co-Teaching professional development project corresponding student mathematics achievement data, a professional development project that introduced middle school science teachers to pedagogical shifts required to help students meet rigorous new writing expectations, a study to improve literacy instruction for students in co-taught middle school classrooms through professional development, and a study that investigated the effects of differential levels of professional development for teaching content area reading strategies in 4th grade social studies classrooms.

Constellation B

• Doug Fuchs, Vanderbilt University• Lynn Fuchs, Vanderbilt University• Russell Gersten (discussant), Instructional

Research Group• Sharon Vaughn, University of Texas at Austin

Explaining Difficult-to-Remediate Students: The Role of Mediators and Moderators in Understanding Findings and Customizing Treatments Three studies are presented with implications for understanding which students and how students respond to intervention. Presenters will address the role of initial reading status and executive functioning in understanding responsiveness to reading comprehension intervention at 4th grade; the role of oral language comprehension in understanding responsiveness to math problem-solving intervention at 1st grade; and the value added of explicit reading comprehension instruction to a reading program for at-risk 1st graders and whether the presumed value added is moderated by initial reading skills.

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• Ralph Ferretti, University of Delaware • Steve Graham, Arizona State University • Charles MacArthur, University of Delaware • Kay Wijekumar, Texas A&M University • Karen Harris, Arizona State University

Determinants of Argumentative Writing: Methodological and Instructional Considerations Children and adults write poorly developed arguments. This finding has been attributed to difficulties with the strategic self-regulation of the writing process. This panel reports findings about factors that influence self-regulation and contribute to the development of argumentative writing. Methodological considerations associated with assessment and instructional processes will be discussed.

FRIDAY 10:15 am - 12:15 pm Constellation A

• Paul Yovanoff, Southern Methodist University

• Kevin Tarlow, Texas A&M University • Jill Allor, Southern Methodist University

Single-Case Research Effect Size Estimation and Meta-Analysis: Issues and Application The panel consists of two presentations focused primarily on single-case research analytic methods and secondarily on study findings presented to exemplify methods. While much of the content is published or in publication, some methodological issues are very current and discussed as such.

Constellation B

• Brian G. Cook, University of Hawaii • John W. Lloyd (discussant), University of

Virginia • David Mellor, Center for Open Science • William J. Therrien, University of Virginia • Robert Ochsendorf, National Science

Foundation

Open Science and Special Education Research Open science aims to improve the integrity, efficiency, and influence of science by making aspects of the research enterprise more transparent. In this presentation, we discuss whether and how elements of open science, such as data sharing, can be applied in special education research and research funding.

Brittania/ Cambria

• Pam Stecker, Clemson University • Deni L. Basaraba, Bethel School District #52 • Sarah Powell, University of Texas at Austin • Robin Schumacher, Instructional Research

Group • Christian Doabler, University of Texas at Austin • Ben Clarke, University of Oregon

Assessment and Intervention in Mathematics This panel addresses four studies that examine assessment and intervention in mathematics. Presenters will discuss data from formative and summative mathematics assessments for students in Grades 3-5; the development of mathematics vocabulary measures for elementary students; findings from an impact evaluation of a fractions intervention for fifth-grade struggling students; and an investigation of the extent to which observed components of explicit mathematics instruction explained why students’ initial mathematics achievement was found to moderate treatment impact of a core kindergarten mathematics program.

FRIDAY - 3:30 pm - 4:30 pm Constellation Terrace/ Ballroom

• Jessica Toste, University of Texas at Austin • Nathan Clemens, University of Texas at Austin

Doctoral Student Presentation: Academic Survival Skills In this session, Drs. Clemens and Toste will discuss the “survival skills” that support both our sanity and success in academia. We will focus on issues related to the nature of academic jobs: autonomy, self-management, time management, and work/life balance. We will provide tips and examples for developing short- and long-term goals, building good writing habits, handling failure, and collaborating effectively.

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SATURDAY - 8:00 - 10:00 am Constellation A

• Nathan A. Stevenson, Kent State University • Erica S. Lembke, University of Missouri• Christine A. Espin, Leiden University, The

Netherlands• Jeremy W. Ford, Boise State University• T. Chris Riley-Tillman, University of Missouri

Maintaining Scientific Rigor in Educational Research: Methodological Conundrums and Decision-Making The following panel will discuss research in which scholars faced methodological conundrums that challenged established tenets of high-quality educational research. Panelists will discuss their rationale and purpose for making specific methodological decisions and the impact such decisions had on the data and the process of research itself.

Constellation B

• Stephanie M. Hammerschmidt-Snidarich, ServeMinnesota

• Kathrin E. Maki, Ball State University • Sahank Varma (discussant), University of

Minnesota• Anne F. Zaslofsky, Minnesota Math Corps

Interdisciplinary Collaboration: Designing Interventions for Increased Effectiveness, Efficiency, and Engagement Collaboration between cognitive psychology and applied research may help leverage relevant knowledge and resources to inform the design of instructional strategies and interventions that are effective, efficient, and engaging for students. Three intervention studies will provide a platform for discussing opportunities for, and challenges to, collaboration.

SATURDAY - 10:15 am - 12:15 pm Constellation A

• H. Lee Swanson, University of CaliforniaRiverside

• Jose Blackorby, CAST• Christopher Lonigan, Florida State University• Peng Peng, University of Nebraska Lincoln• Pamela M. Seethaler, Vanderbilt University

Effects of Domain-General and Domain-Specific Cognitive Processes This panel discusses results of four studies involving domain-general and domain-specific cognitive processes. Presenters will discuss a study of enhanced secondary science and social studies units with Content Enhancement Routines, an examination of the extent to which inattention impedes reading-related skill acquisition from Tier-II instruction, findings from a meta-analysis on the cognitive profiles of students with math disabilities, and results of a study designed to evaluate the role of embedded and separated working memory (WM) training for solving word problems.

Constellation B

• Nathan Clemens, University of Texas atAustin

• Eunsoo Cho, Michigan State University• Eric Dion, Université du Québec à Montréal• Melissa Fogarty, Texas A&M University• Eric L. Oslund, Middle Tennessee State

University

Reading Comprehension: New Research in Intervention and Assessment This panel explores intervention and assessment of reading comprehension. Presenters will discuss an examination of the diagnostic accuracy and efficiency of measures for identifying nonresponders to intervention in Grade 4, including accuracy differences between English learners (ELs) and non-ELs, results of a study designed to determine the most reliable and efficient method of measuring teacher behaviors through audio recordings, results of a randomized control trial of a technology-enhanced learning system to build third-grade students' vocabulary of comprehension, and the results of a study that examined differential response to an adolescent reading comprehension intervention for the lowest performing students.

Brittania/ Cambria

• Greg Roberts, University of Texas • Nancy Scammacca Lewis, University of Texas• Jeremy Miciak, University of Houston

New Designs for Research with Students who Struggle in School Panelists will present information on propensity score matching, regression discontinuity, and sequential, multiple assignment, randomized trial designs, which are increasingly recognized by funders as legitimate alternatives to randomized approaches. The three designs may be particularly appropriate for research that involves groups of students with disability or at-risk for disability.

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SATURDAY – 4:30 – 6:00 pm Constellation Ballroom

Featuring: • Nathan Clemens, University of Texas at Austin• Lisa Didion, University of Texas at Austin• Evelyn Johnson, Boise State University• Devin Kearns, University of Connecticut• Endia Lindo, Texas Christian University• Michael Solis, University of California Riverside

Special Session: IGNITE! Presentations Our special session this year is a modified IGNITE!™ session. IGNITE!™ is a presentation format that challenges speakers to beat the clock by telling a great story in just ten minutes, using up to 20 slides. Two minutes for questioning will be allowed after each presentation. The purpose of the presentations is to stimulate interest and discussion around innovative and provocative work and ideas in the field of special education. Talks assume a basic level of knowledge for the audience, highlighting the findings from the studies and the “take-home” messages.

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Poster Details Poster Session A: 4:35 – 5:15 pm

POSTER # PRESENTER POSTER TITLE

1A • Rene Grimes, University of Texas at Austin • Diane Pedrotty Bryant, University of Texas at Austin

Intelligent Math Tutors in Early Childhood: A Systematic Synthesis of Literature

2A • Jihyun Lee, Univeristy of Texas at Austin • Diane Pedrotty Bryant, Univeristy of Texas at Austin

The Effectiveness of Fraction Interventions for Fifth Graders with Mathematics Difficulties

3A • Diane Pedrotty Bryant, University of Texas at Austin

• Brian R. Bryant, University of Texas at Austin

Teaching Algebraic Concepts to Middle School Students with Mathematics Difficulties

4A • Meijia Liu, University of Texas at Austin • Diane Pedrotty Bryant, University of Texas at Austin

Examination of Intervention Research for Teaching Geometry Concepts and Skills to Students with Disabilities

5A • Soyoung Park, University of Texas at Austin • Diane Pedrotty Bryant, University of Texas at Austin

Investigating Construct Validity of the Test of Mathematical Abilities with Learning Disabilities

6A • Jiyung Hwang, Seoul National University • Dongil Kim, Seoul National University

A Validation Study of Observer Rating Scale of CISA-2

7A • Seyoung Jang, Seoul National University • Dongil Kim, Seoul National University

Characteristic Profile Analysis for Students with Intellectual Disabilities in Transition Based on Multiple Intelligences by Adaptive Behavior Scale

8A • Sora Jeong, Seoul National University • Dongil Kim, Seoul National University

The Effect of Working Memory on Low Achieving Students' Reading Comprehension

9A • Dongil Kim, Seoul National University Effects of Informational Text Type on the Understanding, Delayed Memory and Misconceptions

10A • Elizabeth M. Hughes, The Pennsylvania State University

• Sarah Powell, University of Texas at Austin

Assessing Middle School Mathematics Vocabulary: Findings from an Exploratory Study

11A • Sarah Conoyer, Southern Illinois University Edwardsville

• Jeremy Ford, Boise State University

Curriculum-Based Measurement for Middle School Science: A Comparison of Tools

12A • Jeremy W. Ford, Boise State University

Students with Disabilities Considering Postsecondary Education: An Inclusive University-Based Project

15A • Lisa A. Didion, University of Texas at Austin • Sarah A. Benz, University of Texas at Austin

Audio Sampling of Teacher Behaviors: An Evaluation of Three Methods

16A • Lisa A. Didion, University of Texas at Austin • Jessica R. Toste, University of Texas at Austin

Motivation Training Enhances Effects of Self-Monitoring of Reading Fluency: Data Mountain's Potential

17A • Jessica Toste, University of Texas at Austin REWARDS for Reading: Feasibility of Integrating Reading Intervention with Self-Determination Training for Fourth Grade Struggling Readers

18A • Amanda M. McClelland, University of Texas at Austin

• Jessica R. Toste, University of Texas at Austin

Teacher-Student Relationships and the Association with School-Related Outcomes

19A • Sarah N. Douglas, Michigan State University A Comprehensive Review of Paraeducator Training Materials

20A • Sarah N. Douglas, Michigan State University A Statewide Survey of Administrators, Teachers, and Paraeducators: Paraeducator Supports for Students with Disabilities

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21A • Lauren LeJeune, Vanderbilt University • Samantha Gesel, Vanderbilt University

Explicit Phonological Awareness Instruction for Preschoolers with Down Syndrome

22A • Samantha A. Gesel, Vanderbilt University • Anne C. Sinclair, Vanderbilt University

Improving Reading Comprehension Outcomes for Students with Learning Disabilities: A Meta-Analysis

23A • Anne Sinclair, Vanderbilt University • Samantha Gesel, Vanderbilt University

Real-Time Performance Feedback to Improve Teachers' Instructional Practice: A Review

26A • Amanda Martinez-Lincoln, University of Texas atAustin

• Marcia A. Barnes, University of Texas at Austin

Cognitive Abilities Moderate the Effects of a Math Intervention in At-Risk Preschoolers

28A • Hannah Krimm, Vanderbilt University • Shih-Yuan Liang, Vanderbilt University

Item Difficulty on the Measure of Phonological Awareness

29A • Shih-Yuan Liang, Vanderbilt University • Hannah Krimm, Vanderbilt University

Equivalence of Administration Modes on MOPA Performance

30A • Evelyn S. Johnson, Boise State University • Laura A. Moylan, Boise State University

Improving Special Education Teachers' Ability to Conduct Reading for Meaning Instruction

31A • Evelyn S. Johnson, Boise State University • Angela R. Crawford, Boise State University

The Effect of Feedback on Special Educators' Implementation of Evidence-Based Practices

33A • Jill Pentimonti, American Institutes for Research • Sarah Arden, American Institutes for Research

Supporting States in Impacting Outcomes for Students with Disabilities

34A • Kathleen Hughes Pfannenstiel, American Institutes for Research

• Sarah Arden, American Institutes for Research

Intensive Intervention in Mathematics across Elementary Schools: What Should Implementation Look Like?

36A • BrittanyLee N. Martin, Vanderbilt University • Lynn S. Fuchs, Vanderbilt University

Mathematics Performance of First Graders with Limited English Proficiency

37A • Lindsay Foreman-Murray, Vanderbilt University • Lynn Fuchs, Vanderbilt University

Quality of Explanation as an Indicator of Fraction Magnitude Understanding

38A • Lindsay Foreman-Murray, Vanderbilt University Dropout Prevention for Students with Disabilities: A Review of the Correlational Literature

Poster Details Poster Session B: 5:20-6:00 pm

POSTER # PRESENTER POSTER TITLE

1B • Angelique Aitken, Arizona State University Do Writing Self-Efficacy and Writing Attitudes Predict Middle School Students' Writing Performance?

2B • How Alpert, University of California, Los Angeles• Diane Haager, California State University Los

Angeles

Relations Among Reading Constructs in Early Elementary Grades

4B • Christy R. Austin, University of Texas at Austin Response to Intervention in Reading: A Synthesis of Observation Studies

5B • Ashley Barkel, Arizona State University 'I Don't Want to Stop Writing These': Opinion Writing with Elementary-Aged ELLs

6B • Deni L. Basaraba, Bethel School District #52 Exploring Math Self-Concept Among Grade 8 Students Enrolled in Different Courses

7B • Katherine A. Berry, University of Texas at Austin• Sarah R. Powell, University of Texas at Austin

Differential Performance on Word-Problem Intervention: Females Favored Over Males with Mathematics Difficulty

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8B • Kaitlin Leonard, University of Connecticut How Does Attendance Affect Student Achievement in a Reading Intervention?

9B • Mindy Sittner Bridges, University of Kansas Medical Center

Language-Focused Intervention for Prekindergarten Students in Head Start Classrooms

10B • Jessica Brock, Vanderbilt University • Alison Hessling, Vanderbilt University

Is Child-to-Parent Reading a Valuable Learning Experience? Parental Feedback to Child Reading Miscues

12B • Kaitlin Bundock, Utah State University • Kristen Rolf, Utah State University

The Effects of a State-Implemented Co-Teaching Training on Students' Mathematics Achievement Scores

13B • Younghee Cho, University of Washington The Effect of Silent Reading Fluency on Reading Comprehension for Third, Fourth, Fifth Grade Students Using Maze Test and Sense Group Reading

14B • Alyson A. Collins, Texas State University Writing Instruction for Students with Disabilities in Upper Elementary Inclusive Classrooms

16B • Bryan G. Cook, University of Hawaii • John Wills Lloyd, University of Virginia Bibliometrics and Altmetrics in Special Education

17B • Lysandra Cook, University of Hawaii at Manoa School and University RTI Partnership

19B • Johny Daniel, University of Texas at Austin• Kelly J. Williams, University of Texas at Austin

Self-Questioning Strategy Instruction for Struggling Readers: A Synthesis

20B • Rachel Donegan, Vanderbilt University Study Quality as a Moderator to Treatment Effects for Young Struggling Readers

21B • Marissa J. Filderman, University of Texas at Austin Data-Based Decision Making in Reading Interventions:A Synthesis of the Effects for Struggling Readers

22B • Brian Gearin, University of Oregon• Christian T. Doabler, University of Texas at Austin

Investigating Optimal Ratios of Teacher Demonstrations to Student Practice during Explicit Instruction

23B • Leanne Ketterlin Geller, Southern MethodistUniversity

Investigating Score Reports for Universal Screeners: Do they Facilitate the Intended Uses?

26B • Allison F. Gilmour, Temple University Teaching Students with Disabilities and General Education and Special Education Teacher Turnover

27B • Roland Good, Dynamic Measurement Group • Kelly Powell-Smith, Dynamic Measurement Group

Pathways of Progress to Success on CCSS-Aligned Statewide Tests

28B • Stephanie M. Hammerschmidt-Snidarich, ServeMinnesota

The Development of Reading Tutors' Interpretation of CBM Progress Monitoring Data

29B • Alison Hessling, Vanderbilt University Spoken Fictional Narrative and Literacy Skills of Children with Down Syndrome

30B • Lexy House, University of Texas at Austin Transition Programs and Their Effects on Transition-Related Outcomes for Students with High-Incidence Disabilities

31B • Jiwon Hwang, California State University, Bakersfield

• Paul J. Riccomini, Pennsylvania State University

A Systematic Analysis of Experimental Studies Targeting Fractions for Students with Mathematics Difficulties

33B • Thilagha Jagaiah, University of Hartford Analysis of Syntactic Complexity and Its Relationship to Writing Quality in Argumentative Essays

34B • Ryan Kettler, Rutgers University Do Students Know How to Behave? Findings from a Meta-Analysis

35B • Kiren S. Khan, Rhodes College Teachers' Use of Scaffolding Strategies in Early Childhood Special Education (ECSE) Classrooms

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Poster Details Poster Session C: 6:05-6:45 pm

POSTER # PRESENTER POSTER TITLE

1C • Sharlene A. Kiuhara, University of Utah Argumentative Writing as a Learning Tool in Mathematics for Students with Disabilities

2C • Sarah Krowka, Vanderbilt University The Variable-as-Label Misconception Among Algebra Students: Implications for Students with Mathematics Disabilities

3C • Paulina A. Kulesz, University of Houston Measuring Motivation to Read through Self-Report Using Polytomous Item Response Models

4C • Janelle Lawson, San Francisco State University School Administrators' Training and Support Needs Related to Evaluating Special Education Teachers

5C • Endia J. Lindo, Texas Christian University Knowledge and Implementation of Response to Intervention: An Examination of Pre-Service Teachers

6C • Esther R. Lindstrom, Lehigh University Reading Instruction for Students with Intellectual Disability: An Observation Study

7C • Leticia R. Martinez, University of Texas at Austin • Kelly J. Williams, University of Texas at Austin

The Effects of a Dropout Prevention Intervention for Adolescent English Learners

8C • Erin Clancy, University of Maryland • Devin Kearns, University of Connecticut

Project CALI Intensive Coaching Model for Co-Teachers

9C • Trelani F. Milburn Chapman, University of Alberta

Dimensionality of Preschoolers' Informal Mathematical Abilities

10C • Lillie Moffett, University of Michigan Preschool Math & Executive Functioning Intervention: A Pilot Study

12C • Michael Coyne, University of Connecticut A Multi-Tier Approach to Improving Reading Skills of K-3 Students: Results of a State Pilot

13C • Anna Osipova, California State University, Los Angeles

• Diane Haager, California State University, Los Angeles

Guided Noticing: Coaching vs. Video Self-Reflection in Special Education Teacher Training

14C • Samuel A. Patton III, Vanderbilt University Transfer Measures in Comprehension: A Systematic Review and Evidence from the Field

15C • Shayne B. Piasta, The Ohio State University Children with High, Growing, and Delayed Alphabet Knowledge: Predictors and Kindergarten Readiness

16C • Amber B. Ray, University of Hawaii at Manoa • Steve Graham, Arizona State University

Write to College: Self-Regulated Strategy Development Intervention for College Entrance Essay Exam

17C • Laura Rhinehart, University of California Los Angeles

Could NIMH's Research and Domain Criteria Improve Learning Disability Classification and Identification?

19C • Julia V. Roehling, University of Nebraska-Lincoln • Pam Bazis, University of Nebraska-Lincoln

Examining the Effect of Audience Awareness Interventions on Writing Quality: A Meta-Analysis

20C • Mackenzie Savaiano, University of Nebraska-Lincoln

• Michael Hebert, University of Nebraska-Lincoln

Sentence Combining Instruction for Students who are Blind

21C • Nora Schlesinger, Kennesaw State University The Impact of Multisensory Instruction on Word Spelling

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22C • Alexandra E. Shelton, University of Maryland, College Park

A Synthesis of Reading Comprehension Interventions for Persons with Mild Intellectual Disabilities

26C • R. Alex Smith, University of Missouri• Erica S. Lembke, University of Missouri

Motivated Behavior: A Predictor of Writing Performance for Young ELL's?

27C • Michael Solis, University of California Riverside High Decoding and Low Comprehension in Children with Autism Spectrum Disorders: Not So Fast... Follow the Data

28C • Yan Wei, Southern Connecticut State University If Time Allows: The Independent Pleasure Reading Habits of Teacher Candidates

29C • Yan Wei, Southern Connecticut State University Observational Study: What and How Teachers Teach in Intensified Tier 3 Instruction

30C • Pamela M. Stecker, Clemson University • Abigail A. Allen, Clemson University

Technical Adequacy of Vocabulary-Matching Curriculum-Based Measures in a University Special Education Course

31C • Paul K. Steinle, University of Texas at Austin A Synthesis of Fluency Interventions for Secondary Struggling Readers: 2006-2016

33C • Nathan A. Stevenson, Kent State University Improving Engagement for Students with Avoidance Behaviors

34C • H. Lee Swanson, University of California Riverside • Jennifer Kong, University of California Riverside

Math Disabilities and Cognitive Growth in ELL Children: Does Bilingualism Help?

35C • Gary A. Troia, Michigan State University Predicting Narrative Writing Quality with Levels of Language Measures in Grades 4-6

36C • Kelly J. Williams, University of Texas at Austin Effects of an Intensive Reading Intervention for High School English Learners with Disabilities

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IGNITE!™ Session Details Saturday, February 3 4:30 – 6:00 pm

PRESENTER PRESENTATION TITLE

1 • Nathan Clemens, University of Texas at Austin Key Findings from a Longitudinal Study of Kindergarten Students At-Risk for Reading Disability

2 • Lisa Didion, University of Texas at Austin Building Innovative Single-Case Designs: Applications of Effect Size Estimates

3 • Evelyn Johnson, Boise State University RESET

4 • Devin Kearns, University of Connecticut Is Word Reading Instruction Good Enough?

5 • Endia Lindo, Texas Christian University Engage

6 • Michael Solis, University of California Riverside From RCT and SEM to ASD and IEP: Keeping Sight of What It All Means

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Attendee Contact Information First Last Name Institutional Affiliation(s) Email Address

Angelique Aitken Arizona State University angelique.aitken@asu.edu Abby Allen Clemson University abbyallen1282@gmail.com Jill Allor Southern Methodist University jallor@smu.edu How Alpert University of California Los Angeles, California State University Los

Angeles howalpert@ucla.edu

Sarah Arden American Institutes for Research sarden@air.org Christy Austin The University of Texas at Austin Christyaustin@utexas.edu Ashley Barkel Arizona State University abarkel@asu.edu Marcia Barnes Vanderbilt University marcia.alexis.barnes@gmail.com Deni Basaraba Bethel School District #52, University of Oregon Deni.Basaraba@bethel.k12.or.us Pam Bazis University of Nebraska-Lincoln pbazis@huskers.unl.edu Sarah Benz The University of Texas at Austin sarahabenz@utexas.edu Katherine Berry The University of Texas at Austin kberry@austin.utexas.edu Jose Blackorby CAST, Harvard Graduate School of Education jblackorby@cast.org Mindy Bridges University of Kansas Medical Center mbridges2@kumc.edu Jessica Brock Vanderbilt University Jessbrock01@gmail.com Diane Bryant The University of Texas at Austin dpbryant@austin.utexas.edu Brian R. Bryant The University of Texas at Austin, Meadows Center for Preventing

Educational Risk brbryant@austin.utexas.edu

Kaitlin Bundock Utah State University kaitlin.bundock@usu.edu Trelani F. Milburn

Chapman University of Alberta, Florida State University trelani@ualberta.ca

Eunsoo Cho Michigan State University escho@msu.edu Younghee Cho Center on Human Development and Disability, University of Washington helalj80@gmail.com Nari Choi Daegu University narichoi@utexas.edu Erin Clancy University of Maryland-College Park eclancy1@umd.edu Ben Clarke University of Oregon, Center on Teaching and Learning clarkeb@uoregon.edu Nathan Clemens The University of Texas at Austin nathan.clemens@austin.utexas.edu Alyson Collins Texas State University alysonacollins@txstate.edu Sarah Conoyer Southern Illinois University-Edwardsville sconoye@siue.edu Bryan Cook University of Hawaii bgcook@hawaii.edu Lysandra Cook University of Hawaii-Manoa lhcook@hawaii.edu Michael Coyne University of Connecticut mike.coyne@uconn.edu Angela Crawford Boise State University angelacrawford1@boisestate.edu Johny Daniel The University of Texas at Austin johny.daniel@utexas.edu Lisa Didion The University of Texas at Austin, Meadows Center for Preventing

Educational Risk lisa.didion@utexas.edu

Joe Dimino Instructional Research Group joe.dimino@inresg.org Eric Dion University of Quebec-Montreal dion.e@uqam.ca Christian Doabler The University of Texas at Austin cdoabler@austin.utexas.edu Rachel Donegan Vanderbilt University rachel.e.donegan@vanderbilt.edu Sarah N. Douglas Michigan State University sdouglas@msu.edu Sally Drew Central Connecticut State University drewsav@ccsu.edu Christine A. Espin Leiden University espinca@fsw.leidenuniv.nl Ralph Ferretti University of Delaware, Educational Testing Service ferretti@udel.edu Marissa Filderman marissa.filderman@utexas.edu Erin FitzPatrick University of North Carolina-Charlotte Erin.FitzPatrick@uncc.edu Kylie Flynn WestEd kflynn2@wested.org Melissa Fogarty Texas A&M University melissafogarty@tamu.edu

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Jeremy W. Ford Boise State University jwford@boisestate.edu Lindsay Foreman-Murray Vanderbilt University lindsay.r.james@vanderbilt.edu David Francis University of Houston dfrancis@uh.edu Lynn Fuchs Vanderbilt University lynn.fuchs@vanderbilt.edu Douglas Fuchs Vanderbilt University doug.fuchs@vanderbilt.edu Brian Gearin University of Oregon, Center on Teaching and Learning bgearin@uoregon.edu Leanne Ketterlin Geller Southern Methodist University lkgeller@smu.edu Russell Gersten Instructional Research Group rgersten@inresg.org Samantha Gesel Vanderbilt University samantha.gesel@vanderbilt.edu Allison Gilmour Temple University allison.gilmour@vanderbilt.edu Roland Good III Dynamic Measurement Group rhgood@dibels.org John Goodrich University of Nebraska-Lincoln jgoodrich4@unl.edu Steve Graham Arizona State University steve.graham@asu.edu Rene Grimes The University of Texas at Austin renegrimes@utexas.edu Diane Haager California State University-Los Angeles dhaager@calstatela.edu Stephanie M. Hammerschmidt-

Snidarich Serve Minnesota, University of Minnesota - Center for Applied Research

and Educational Improvement (CAREI) snida009@umn.edu

Beth Harn University of Oregon bharn@uoregon.edu Karen R. Harris Arizona State University, Learning Sciences Institute, Australia ACU karen.r.harris@asu.edu Michael Hebert University of Nebraska-Lincoln michael.hebert@unl.edu Alison Hessling Vanderbilt University alison.hessling@vanderbilt.edu Lexy House The University of Texas at Austin lhouse@utexas.edu Elizabeth Hughes Pennsylvania State University emh71@psu.edu Jiwon Hwang California State University-Bakersfield jhwangpsu@gmail.com Jiyung Hwang Seoul National University jiyunghwang@gmail.com Thilagha Jagaiah University of Hartford jagaiah@hartford.edu Seyoung Jang Seoul National University callager30@hanmail.net Madhavi Jayanthi Instructional Research Group madhavi@inresg.org Sora Jeong Seoul National University sora501217@snu.ac.kr Evelyn Johnson Boise State University evelynjohnson@boisestate.edu Devin Kearns University of Connecticut devin.kearns@uconn.edu Ryan Kettler Rutgers University r.j.kettler@rutgers.edu Kiren Khan Rhodes College khank@rhodes.edu Dongil Kim Seoul National University dikimedu@snu.ackr Sharlene Kiuhara University of Utah s.kiuhara@utah.edu Jennifer Kong jkong008@ucr.edu Hannah Krimm Vanderbilt University hannah.krimm@vanderbilt.edu Sarah Krowka Vanderbilt University skkrowka@gmail.com Paulina Kulesz University of Houston paulina.kulesz@times.uh.edu Hope Lancaster Arizona State University hope.lancaster@asu.edu Janelle Lawson San Francisco State University jelawson@sfsu.edu Jihyun Lee jlee533@utexas.edu Lauren LeJeune Vanderbilt University lauren.m.lejeune@vanderbilt.edu Erica Lembke University of Missouri lembkee@missouri.edu Chris Lemons Vanderbilt University chris.lemons@vanderbilt.edu Kaitlin Leonard University of Connecticut kaitlin.leonard@uconn.edu Nancy Scammacca

Lewis The University of Texas at Austin, Meadows Center for Preventing Educational Risk

nancylewis@austin.utexas.edu

Shih-Yuan Liang Vanderbilt University shih-yuan.liang@vanderbilt.edu Endia J. Lindo Texas Christian University e.lindo@tcu.edu Esther Lindström Lehigh University esl417@lehigh.edu Meijia Liu The University of Texas at Austin, Meadows Center for Preventing

Educational Risk woaimama12345@gmail.com

John Lloyd University of Virginia JohnL@Virginia.edu April Longa Arizona State University acamping@asu.edu Christopher J. Lonigan Florida State University, Florida Center for Reading Research lonigan@psy.fsu.edu Charles A. MacArthur University of Delaware macarthu@udel.edu

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Meade B MacKay University of Utah meade.mackay@utah.edu Kathrin Maki Ball State University kemaki@bsu.edu Guy Martin Vanderbilt University guy.martin@vanderbilt.edu BrittanyLee Martin Vanderbilt University brittanylee.n.martin@vanderbilt.edu Leticia Martinez The University of Texas at Austin, Meadows Center for Preventing

Educational Risk lettyrmartinez@austin.utexas.edu

Amanda Martinez-Lincoln The University of Texas at Austin amanda.martinezlincoln@utexas.edu Amanda McClelland The University of Texas at Austin amcclelland@utexas.edu David Mellor Center for Open Science david@cos.io Jeremy Miciak University of Houston jeremy.miciak@times.uh.edu Lillie Moffett University of Michigan lillmoff@umich.edu Paul Morgan Pennsylvania State University paul.l.morgan@gmail.com

Frederick J. Morrison University of Michigan fjmorris@umich.edu Laura Moylan Boise State University lauramoylan@boisestate.edu Jessica Namkung University of Nebraska-Lincoln jessica.m.namkung@gmail.com Rob Ochsendorf National Science Foundation rochsend@nsf.gov Anna Osipova California State University-Los Angeles aosipov3@calstatela.edu Eric Oslund Middle Tennessee State University eric.oslund@mtsu.edu Soyoung Park The University of Texas at Austin soyoungpark@utexas.edu Sam Patton Vanderbilt University sam.a.patton@gmail.com Peng Peng University of Nebraska-Lincoln kevpp2004@hotmail.com Jill Pentimonti American Institutes for Research jpentimonti@air.org Stefania Petcu University of New Mexico spetcu@unm.edu Kathleen Pfannenstiel American Institutes for Research kpfannenstiel@air.org Shayne B. Piasta The Ohio State University piasta.1@osu.edu Sarah R. Powell The University of Texas at Austin srpowell@austin.utexas.edu Kelly A. Powell-Smith Dynamic Measurement Group kpowellsmith@dibels.org Cynthia Puranik Georgia State University, Center for Language & Literacy cpuranik@gsu.edu Amber B. Ray University of Hawaii Manoa amberray@hawaii.edu Colleen Reutebuch The University of Texas at Austin ckreutebuch@austin.utexas.edu Laura Rhinehart University of California Los Angeles, California State University Los

Angeles lrhinehart@gmail.com

Paul J. Riccomini Pennsylvania State University pjr146@psu.edu Chris Riley-Tillman University of Missouri rileytillmant@missouri.edu Greg Roberts The University of Texas at Austin gregroberts@austin.utexas.edu Julia Roehling University of Nebraska-Lincoln julia.roehling@gmail.com Kristen R. Rolf Utah State University kristen.rolf@usu.edu Mackenzie Savaiano University of Nebraska-Lincoln msavaiano2@unl.edu Nora Schlesinger Kennesaw State University, Arizona State University nschlesi@kennesaw.edu C. Melanie Schuele Vanderbilt University melanie.schuele@vanderbilt.edu Robin Schumacher Instructional Research Group robin.schumacher@inresg.org Pamela M. Seethaler Vanderbilt University pamela.m.seethaler@vanderbilt.edu Alexandra Shelton University of Maryland ashelto1@umd.edu Hyeyun Gladys Shin Seoul National University gladysshin@hotmail.com Pooja Shivraj dr.pshivraj@gmail.com Anne Sinclair Vanderbilt University anne.c.sinclair@vanderbilt.edu Alex Smith University of Missouri rashz9@mail.missouri.edu Michael Solis University of California-Riverside msolis@ucr.edu Deborah Speece Virginia Commonwealth University DLSpeece@vcu.edu Pamela M. Stecker Clemson University stecker@clemson.edu Paul Steinle The University of Texas at Austin paulksteinle@utexas.edu Nathan A. Stevenson Kent State University nsteve15@kent.edu Alicia Stewart The University of Texas at Austin alicia.stewart@utexas.edu H. Lee Swanson University of California-Riverside lee.swanson@ucr.edu Elizabeth Swanson The University of Texas at Austin, Meadows Center for Preventing

Educational Risk easwanson@austin.utexas.edu

Kevin Tarlow Texas A&M University ktarlow@gmail.com

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William (Bill) Therrien University of Virginia wjt2c@virginia.edu Jeff D. Thomas Central Connecticut State University thomasjed@ccsu.edu Malynda Tolbert University of Utah malynda.tolbert@utah.edu Jessica Toste The University of Texas at Austin jrtoste@austin.utexas.edu Gary Troia Michigan State University gtroia@msu.edu Elizabeth Turner Vanderbilt Kennedy Center elizabeth.turner@vanderbilt.edu Sashank Varma University of Minnesota sashank@umn.edu Sharon Vaughn The University of Texas at Austin srvaughn@austin.utexas.edu Jeanne Wanzek Vanderbilt University jeanne.wanzek@vanderbilt.edu Yan Wei Southern Connecticut State university weiy2@southernct.edu Kay Wijekumar Texas A&M University K_Wijekumar@tamu.edu Kelly Williams The University of Texas at Austin kellyjwilliams@utexas.edu Paul Yovanoff Southern Methodist University pyovanoff@smu.edu Anne Zaslofsky azaslofs@umn.edu Naomi Zigmond University of Pittsburgh naomi@pitt.edu

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Loews Coronado Bay 4000 Loews Coronado Bay Road

Coronado, CA 92118 619-424-4000

Meeting Space Diagram – First Floor

SATURDAY NIGHT DINNER:

Bay Terrace

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Loews Coronado Bay 4000 Loews Coronado Bay Road

Coronado, CA 92118 619-424-4000

Meeting Space Diagram – Second Floor

PCRC 2018 Schedule Overview

DAY 1 - THURSDAY, FEBRUARY 1, 2018

5 - 5:30 pm Check-in Constellation Foyer

5:30 - 7 pm Keynote (Naomi Zigmond Plenary Session): What Do We Know from the Best-Available Empirical Studies About Disparities in Disability Identification, Special Education Placement, and Suspension? [Paul Morgan, Marcia Barnes (discussant)]

Constellation Ballroom

7 - 9 pm Opening night reception Pool Marina Terrace

DAY 2 - FRIDAY, FEBRUARY 2, 2018

7 - 8 am Continental Breakfast Avalon (Mistral)

7:30 - 8 am Check-in Constellation Foyer

8 - 10 am

Panel 1: Models for Teacher Training and Professional Development Across Content Areas [Chair: Jessica Toste]

Constellation A

Panel 2: Explaining Difficult-to-Remediate Students: The Role of Mediators and Moderators in Understanding Findings and Customizing Treatments [Chairs: Doug and Lynn Fuchs]

Constellation B

Panel 3: Determinants of Argumentative Writing: Methodological and Instructional Considerations [Chairs: Ralph Ferretti, Steve Graham]

Britannia / Cambria

10 - 10:15 am Break Constellation Foyer

10:15 am - 12:15 pm

Panel 4: Single-Case Research Effect Size Estimation and Meta-Analysis: Issues and Application [Chair: Paul Yovanoff]

Constellation A

Panel 5: Open Science and Special Education Research [Chair: Bryan Cook] Constellation B

Panel 6: Assessment and Intervention in Mathematics [Chair: Pam Stecker] Britannia / Cambria

12:15 - 3:30 pm Mid-day Break

3:30 – 4:30 pm Doctoral Student Session: Academic Survival Skills [Chairs: Jessica Toste, Nathan Clemens] Britannia / Cambria

4:30 – 4:35 pm Set up for Poster Session A Constellation Ballroom

4:35 – 5:15 pm Poster Session A Constellation Ballroom

5:15 - 5:20 pm Set up for Poster Session B Constellation Ballroom

5:20 – 6 pm Poster Session B and Reception Constellation Ballroom

6 – 6:05 pm Set Up for Poster Session C Constellation Ballroom

6:05 - 6:45 pm Poster Session C Constellation Ballroom

DAY 3 - SATURDAY, FEBRUARY 3, 2018

7 - 8 am Continental Breakfast Avalon (Mistral)

8 - 10 am

Panel 7: Maintaining Scientific Rigor in Educational Research: Methodological Conundrums and Decision-Making [Chair: Nathan Stevenson]

Constellation A

Panel 8: Interdisciplinary Collaboration: Designing Interventions for Increased Effectiveness, Efficiency, and Engagement [Chairs: Stephanie Hammerschmidt-Snidarich, Kathrin Maki]

Constellation B

10 - 10:15 am Break

10:15 am - 12:15 pm

Panel 9: Effects of Domain-General and Domain-Specific Cognitive Processes [Chair: H. Lee Swanson] Constellation A

Panel 10: Reading Comprehension: New Research in Intervention and Assessment [Chair: Nathan Clemens]

Constellation B

Panel 11: New Designs for Research With Students Who Struggle in School [Chair: Greg Roberts] Britannia / Cambria

12:15 – 4:30 pm Mid-day Break

4:30 - 6 pm Closing IGNITE!™ Session Constellation Ballroom

6 – 6:30 pm Business Meeting Constellation Ballroom

6:45 – 9 pm Dinner Bay Terrace