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Many students with learning disabilities (LD) experience significant difficulties in developing writing proficiency. Early identification and intervention can prevent long-term writing problems. Early identification and intervention require reliable and valid writing assessments that can be used to identify students at risk and monitor their progress in response to intervention. One promising approach to assessing students' performance and progress in writing is Curriculum-Based Measurement (CBM). In this chapter, we provide an overview of CBM. Next, we describe a theoretical framework for writing development, and discuss implications of this framework for developing writing assessments. We then describe current efforts to develop a seamless and flexible approach to monitoring student progress in writing in the early elementary grades, and highlight important directions for future research. We end with a discussion of how teachers might eventually use CBM to make data-based decisions to provide effective individualized interventions for students who experience writing difficulties.

Many students in the United States struggle to achieve proficiency in writing. Writing is an important skill to develop, as it is a way for students to communicate what they know and integrate knowledge and critical thinking skills. A lack of writing proficiency can have a significant impact on academic performance in secondary school and on postsecondary outcomes. Improving writing instruction requires theoretically sound, scientifically validated teaching practices, including assessments and instructional methods. It also requires that teachers are well prepared to implement such practices, including using assessment data to tailor instructional methods to meet the needs of students who experience significant writing difficulties. The purpose of this chapter is to provide an overview of advances in research and practice related to validated teaching practices designed to improve the writing outcomes of students with intensive needs, and to describe an innovative way to prepare and support teachers to implement such practices.

The contemporary focus on high fidelity implementation of research-based practices often creates tensions for educators who seek to balance fidelity with needed flexibility as they strive to improve learner outcomes. In an effort to improve how decisions are made such that flexibility is achieved while fidelity to core components is maintained, this chapter begins with a discussion of the role of fidelity in research and practice. Particular attention is given to current conceptualizations of fidelity that may help inform theoretically and empirically driven adaptations to research-based practices. Specifically, we describe adaptations based on the instructional context for implementation and the characteristics of the individual learners. A framework for adapting research-based practices is then presented with relevant examples from research designed to optimize learner responsiveness without sacrificing fidelity to core components. The chapter ends with implications and future directions for research and practice.

Assessment is at the core of high-quality education. When educators purposefully engage in assessment, the learning experiences and outcomes of all students, especially of students diagnosed with specific learning disabilities (SLDs), are improved. In this chapter, we discuss assessment as unfolding within a framework that includes purposes, processes, and tools of assessment existing in the educational context. We open the chapter with an explanation of this framework. Then, in Part 1, we review the construct of SLD and detail how assessment is used within prominent approaches to diagnosis. In Part 2, we discuss how assessment is used to inform instruction before and after diagnosis. We ground our discussion in a vignette that follows Tess, a student who, at the beginning of third grade, has undiagnosed SLD in the area of reading. We show how educators at Tess's school collaborate in the purposeful use of assessment to inform instruction before and after Tess's diagnosis of SLD, highlighting traditional and innovative assessment techniques along the way.

Intellectual capital (IC) has been considered as a valuable asset in the wealth creation and sustainability of the company; however, limited and mixed results are found on its impact on firm financial performance and market value (MV). This paper aims to investigate the influence of IC toward MV and financial performance of publicly listed firms in Indonesia. In addition, this research also presents the comparison of the high and low level of knowledge industries regarding IC performance.

A balanced panel data of 127 firms from 12 industries in Indonesia during 2010 until 2017 was evaluated using dynamic panel regression and administering a well-developed Blundell–Bond instrument (dynamic panel data estimator) to account for endogeneity problem.

The results of this study showed that IC had a significant and positive impact on firm performance. Specifically, structural capital efficiency and capital employed (CE) efficiency have been contributed to the value creation of the company, after controlling for firm size and type of industry. Different to the theoretical expectation, this research found no significant relationship between IC and MV of the firm. However, when the sample was clustered into high-level and low-level knowledge industry, CE displayed positive and significant relationship in high-level industry.

This research contributes to IC research by having a larger sample of Indonesian firms from all industries except banks and financial institutions and using Modified Value Added Intellectual Capital measurement model. To address the endogeneity problem, dynamic panel regression using system generalized method of moment was applied.

Financial threat is defined as fearful-anxious uncertainty regarding one’s current and future financial situation. The purpose of this paper is to examine predictors and outcomes of financial threat in two samples of students who completed an online questionnaire for course credit. The theoretical model the authors proposed tested the association between personal debt, anxiety, and economic hardship with financial threat, and in turn, financial threat’s relationship with willingness to change financial behavior (e.g. increase income, cut expenses, and reduce debt), job search activity, and psychological distress. Consistent across samples, structural equation modeling (SEM) revealed that the data fit the model and supported all four hypotheses. Debt, economic hardship, and anxiety were all related positively to financial threat, which itself related positively to willingness to change, job search, and psychological distress. Importantly, financial threat mediated the relationship between these economic-situational predictors and affective-behavioral outcomes of financial stain. Theoretical and practical implications of the findings are discussed.

Using an online questionnaire, participants completed measures of economic hardship, intolerance of uncertainty, job search behavior, financial threat, life satisfaction, general health, perceived stress, and willingness to change to financial behavior. The authors developed and tested a model that explores emotional and cognitive reactions to financial stressors following the recession.

Results of SEM revealed that the data fit the model and no modification indices were suggested. Examination of parameter estimates indicated that total debt, economic hardship, and anxiety were positively related to financial threat. Financial threat, in turn, positively related to willingness to change one’s financial behaviors, job search, and psychological distress. In addition, economic hardship and anxiety were positively related to psychological distress. That is, individuals who were feeling more threatened by their financial situation were more willing to change their financial situation and were more likely to engage in job search behavior. They were also more likely to report more psychological distress than individuals reporting lower levels of financial threat.

This study was cross-sectional and therefore precludes causal interpretations of the findings. Longitudinal data with repeated assessments of all measures would help determine the direction of causation. Also, the study relied on self-report data, which is prone to bias. For example, it is possible that some participants did not know their exact debt levels, which may have resulted in an under- or overestimation of debt levels. Future research should extend this line of research using objective measures. While the model tested in this study examined the impact of economic factors on perceived threat, behavior, and psychological distress, it did not include social and psychological resources. For example, the authors did not include measures of social support, coping, or personality, which may moderate the impact of economic variables and stress on psychological distress. Although financial knowledge/literacy was not studied here, future research could include it since it has been associated with a variety of financial behaviors such as cash-flow management, credit management, saving, and investing. There is some evidence that financial literacy can decrease emotional stress and anxiety (Vitt et al., 2000).

The current study can help researchers and practitioners understand the concept of financial threat among university students. For example, if students have incurred student loans and debt and begin displaying symptoms of distress, like anxiousness, worry, and irritability, they could be referred to a professional experienced in working with emotional and behavioral disorders related to financial issues. It can also help practitioners gain an understanding and insight into clients’ poor financial decision making. Government could initiate programs that help individuals cope with the negative effects of unemployment. Given that young people are experiencing disproportionately high unemployment that can have a lasting adverse effect on employment prospects and future earnings, the current post-secondary curriculum needs to prepare young people for the world of work, and gain a footing in the labor market. One way to achieve this is through high-quality work experiences (e.g. internships/apprenticeships). Identifying ways to mitigate the effects of debt and economic hardship is also imperative. For example, money and debt advice may improve one’s financial circumstances, which, in turn, may improve their physical and psychological well-being.

Future studies could focus on developing models predicting to financial stress using personality, psychological resources, and an objective measure of financial knowledge. Despite these limitations, this research demonstrates how emotional factors need to be included in economic models that also include debt and economic hardship. The study contributes to the economic and psychological literature by documenting how economic hardship and debt influence perceptions of threat, planned behavior, and psychological distress. The authors take a unique approach to describing economic hardship and financial threat as antecedents of distress, job search, and willingness to change. Future research could be directed toward employing the model for predicting behavior that would lessen economic stress and thereby leading to increased psychological well-being.

The study develops and tests an original theoretical model linking financial, emotional, and psychological variable in a comprehensive framework that is then tested empirically. This model is original with this paper.

This paper discusses the identification and measurement of intangible assets in the public sector. A discussion of intellectual capital theory identifies and classifies a number of intangible assets of relevance to the public sector. Multidimensional scaling and related multivariate techniques are proposed for their detection and quantification. The methodology is illustrated with a case study: the provision of council services through the Internet by Spanish municipalities. The technique identifies three intangible assets related to external structural capital: service, image and transparency. Five strategic groups reveal the different objectives, strategic use of the Internet, and actions taken by the various Spanish councils.