VanDerHeyden, A. M., Codding, R. S., Martin, R., Desai, S., Maki, E., & McKevett, N. (in submission). Use of a web-based
mathematics intervention tool to promote implementation and student learning. Manuscript submitted for publication.

VanDerHeyden, A. M. & Witt, J. C. (2005). Quantifying the context of assessment: Capturing the effect of base rates on teacher referral and a problem-solving model of identification. School Psychology Review, 34, 161-183.
https://doi.org/10.1080/02796015.2005.12086281

VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D. A (2007). Multi-Year Evaluation of the Effects of a Response to Intervention (RTI) Model on Identification of Children for Special Education. Journal of School Psychology, 45, 225-256.
https://doi.org/10.1016/j.jsp.2006.11.004

VanDerHeyden, A. M., Witt, J. C., & Naquin, G. (2003). Development and validation of a process for screening referrals to
special education. School Psychology Review, 32, 204-227. https://doi.org/10.1080/02796015.2003.12086194

Solomon, B., G., VanDerHeyden, A. M., Solomon, E. C., Korzeniewski, E. R., Payne, L. L., Campaña, K. V., & Dillon, C. R. (in submission). Mastery Measurement in Mathematics and the Goldilocks Effect. Manuscript submitted for publication.

VanDerHeyden, A. M., & Broussard, C. (2019). Construction and Examination of Math Subskill Mastery Measures. Advance Online Publication. Assessment for Effective Intervention. https://doi.org/10.1177/1534508419883947

VanDerHeyden, A. M., Broussard, C., & Burns, M. K. (2019). Classification agreement for gated screening in mathematics: Subskill mastery measurement and classwide intervention. Assessment for Effective Intervention. Advance Online Publication. https://doi.org/10.1177/1534508419882484

VanDerHeyden, A. M., Codding, R., Martin, R. (2017). Relative value of common screening measures in mathematics. School Psychology Review, 46, 65-87. https://doi.org/10.17105/SPR46-1.65-87

VanDerHeyden, A. M. & Witt, J. C. (2005). Quantifying the context of assessment: Capturing the effect of base rates on teacher referral and a problem-solving model of identification. School Psychology Review, 34, 161-183. https://doi.org/10.1080/02796015.2005.12086281

VanDerHeyden, A. M., Witt, J. C., Naquin, G., Noell, G. (2001). The reliability and validity of curriculum-based measurement readiness probes for kindergarten students. School Psychology Review, 30, 363-382. . https://doi.org/10.1080/02796015.2001.12086121

Haring, N. G., & Eaton, M. D. (1978). Systematic instructional procedures: An instructional hierarchy. In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hansen (Eds.), The fourth R: Research in the classroom (pp. 23–40). Columbus, OH: Merrill.

Burns, M. K., Codding, R. S., Boice, C. H., & Lukito, G. (2010). Meta-analysis of acquisition and fluency math interventions with instructional and frustration level skills: Evidence for a skill-by-treatment interaction. School Psychology Review, 39, 69-83. This meta-analysis demonstrated that when instructional tactics were aligned with student proficiency, learning improved and when instructional tactics were mis-aligned with student proficiency, learning declined. Burns and colleagues called this the “skill-by-treatment” interaction which is, in effect, an empirical demonstration of the Instructional Hierarchy.

Burns, M. K., VanDerHeyden, A. M., & Jiban, C. (2006). Assessing the instructional level for mathematics: A comparison of methods. School Psychology Review, 35, 401-418. In this study, Burns and colleagues demonstrated that attaining mastery level performance was associated with skill retention over time, generalization, and faster learning of more complex, related skills.

4Detrich, R., Keyworth, R., & States, J. (2008). Advances in evidence-based education: A roadmap to evidence-based education. Oakland, CA: The Wing Institute.

Fixsen, D. L., & Blasé, K. A. (1993). Creating new realities: Program development and dissemination. Journal of Applied Behavior Analysis, 26, 597-615. https://doi.org/10.1901/jaba.1993.26-597

Joyce, B. R., & Showers, B. (1981). Transfer of Training: The Contribution of "Coaching." Journal of Education, 163, 163-172. https://doi.org/10.1177/002205748116300208

National Implementation Research Network. https://nirn.fpg.unc.edu/

VanDerHeyden, A. M., McLaughlin, T., Algina, J., & Snyder, P. (2012). Randomized evaluation of a supplemental grade-wide mathematics intervention. American Education Research Journal, 49, 1251-1284. https://doi.org/10.3102/0002831212462736

Witt, J. C., Noell, G. H., LaFleur, L. H., & Mortenson, B. P. (1997). Teacher use of interventions in general education settings: Measurement and analysis of the independent variable. Journal of Applied Behavior Analysis, 30, 693-696. https://doi.org/10.1901/jaba.1997.30-693

VanDerHeyden, A. M., & Burns, M. K. (2005). Using curriculum-based assessment and curriculum-based measurement to guide elementary mathematics instruction: Effect on individual and group accountability scores. Assessment for Effective Intervention, 30, 15-31. https://doi.org/10.1177/073724770503000302

VanDerHeyden, A. M. & Codding, R. (2015). Practical effects of classwide mathematics intervention. School Psychology Review, 44, 169-190. https://doi.org/10.17105/spr-13-0087.1

VanDerHeyden, A. M., McLaughlin, T., Algina, J., & Snyder, P. (2012). Randomized evaluation of a supplemental grade-wide mathematics intervention. American Education Research Journal, 49, 1251-1284. https://doi.org/10.3102/0002831212462736

VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D. A (2007). Multi-Year Evaluation of the Effects of a Response to Intervention (RTI) Model on Identification of Children for Special Education. Journal of School Psychology, 45, 225-256. https://doi.org/10.1016/j.jsp.2006.11.004

Barrett, C. A., & VanDerHeyden, A. M. (2020). A cost-effectiveness analysis of classwide math intervention. Journal of School Psychology, 80, 54-65. https://doi.org/10.1016/j.jsp.2020.04.002

Codding, R., VanDerHeyden, Martin, R. J., & Perrault, L. (2016). Manipulating Treatment Dose: Evaluating the Frequency of a Small Group Intervention Targeting Whole Number Operations. Learning Disabilities Research & Practice, 31, 208-220. https://doi.org/10.1111/ldrp.121206

VanDerHeyden, A. M. (2010). Determining early mathematical risk: Ideas for extending the research. School Psychology Review, 39, 196-202. https://doi.org/10.1080/02796015.2010.12087773

VanDerHeyden, A. M. (2013). Universal screening may not be for everyone: Using a threshold model as a smarter way to determine risk. School Psychology Review, 42, 402-414. https://doi.org/10.1080/02796015.2013.12087462

VanDerHeyden, A. M. & Witt, J. C. (2005). Quantifying the context of assessment: Capturing the effect of base rates on teacher referral and a problem-solving model of identification. School Psychology Review, 34, 161-183. https://doi.org/10.1080/02796015.2005.12086281

VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D. A (2007). Multi-Year Evaluation of the Effects of a Response to Intervention (RTI) Model on Identification of Children for Special Education. Journal of School Psychology, 45, 225-256. https://doi.org/10.1016/j.jsp.2006.11.004

VanDerHeyden, A. M., Witt, J. C., & Naquin, G. (2003). Development and validation of a process for screening referrals to special education. School Psychology Review, 32, 204-227. https://doi.org/10.1080/02796015.2003.12086194

VanDerHeyden, A. M., & Burns, M. K. (2005). Using curriculum-based assessment and curriculum-based measurement to guide elementary mathematics instruction: Effect on individual and group accountability scores. Assessment for Effective Intervention, 30, 15-31. https://doi.org/10.1177/073724770503000302

VanDerHeyden, A. M. & Codding, R. (2015). Practical effects of classwide mathematics intervention. School Psychology Review, 44, 169-190. https://doi.org/10.17105/spr-13-0087.1

VanDerHeyden, A. M., McLaughlin, T., Algina, J., & Snyder, P. (2012). Randomized evaluation of a supplemental grade-wide mathematics intervention. American Education Research Journal, 49, 1251-1284. https://doi.org/10.3102/0002831212462736

VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D. A (2007). Multi-Year Evaluation of the Effects of a Response to Intervention (RTI) Model on Identification of Children for Special Education. Journal of School Psychology, 45, 225-256. https://doi.org/10.1016/j.jsp.2006.11.004