| Year |
Citation |
Score |
| 2017 |
Hintze JM, Wells CS, Marcotte AM, Solomon BG. Decision-Making Accuracy of CBM Progress-Monitoring Data Journal of Psychoeducational Assessment. 36: 74-81. DOI: 10.1177/0734282917729263 |
0.745 |
|
| 2017 |
Furey WM, Marcotte AM, Wells CS, Hintze JM. The Effects of Supplemental Sentence-Level Instruction for Fourth-Grade Students Identified as Struggling Writers Reading & Writing Quarterly. 33: 563-578. DOI: 10.1080/10573569.2017.1288591 |
0.782 |
|
| 2015 |
Furey WM, Marcotte AM, Hintze JM, Shackett CM. Concurrent Validity and Classification Accuracy of Curriculum-based Measurement for Written Expression. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. PMID 26618507 DOI: 10.1037/Spq0000138 |
0.796 |
|
| 2012 |
Solomon BG, Klein SA, Hintze JM, Cressey JM, Peller SL. A meta-analysis of school-wide positive behavior support: An exploratory study using single-case synthesis Psychology in the Schools. 49: 105-121. DOI: 10.1002/Pits.20625 |
0.657 |
|
| 2011 |
Eckert TL, Hintze JM. School psychology publishing contributions to the advancement of knowledge, science, and its application: an introduction to the themed issue. Journal of School Psychology. 49: 613-6. PMID 22272789 DOI: 10.1016/J.Jsp.2011.11.002 |
0.688 |
|
| 2009 |
Marcotte AM, Hintze JM. Incremental and predictive utility of formative assessment methods of reading comprehension. Journal of School Psychology. 47: 315-35. PMID 19712779 DOI: 10.1016/J.Jsp.2009.04.003 |
0.808 |
|
| 2009 |
Volpe RJ, McConaughy SH, Hintze JM. Generalizability of classroom behavior problem and on-task scores from the direct observation form School Psychology Review. 38: 382-401. |
0.391 |
|
| 2008 |
Keller-Margulis MA, Shapiro ES, Hintze JM. Long-term diagnostic accuracy of curriculum-based measures in reading and mathematics School Psychology Review. 37: 374-390. |
0.642 |
|
| 2008 |
Methe SA, Hintze JM, Floyd RG. Validation and decision accuracy of early numeracy skill indicators School Psychology Review. 37: 359-373. |
0.812 |
|
| 2007 |
Silberglitt B, Hintze JM. How much growth can we expect? A conditional analysis of R-CBM growth rates by level of performance Exceptional Children. 74: 71-84. DOI: 10.1177/001440290707400104 |
0.402 |
|
| 2006 |
Shapiro ES, Keller MA, Lutz JG, Santoro LE, Hintze JM. Curriculum-based measures and performance on state assessment and standardized tests: Reading and math performance in Pennsylvania Journal of Psychoeducational Assessment. 24: 19-35. DOI: 10.1177/0734282905285237 |
0.763 |
|
| 2006 |
Hintze JM, Christ TJ, Methe SA. Curriculum-based assessment Psychology in the Schools. 43: 45-56. DOI: 10.1002/Pits.20128 |
0.798 |
|
| 2005 |
Silberglitt B, Hintze J. Formative assessment using CBM-R cut scores to track progress toward success on state-mandated achievement tests: A comparison of methods Journal of Psychoeducational Assessment. 23: 304-325. DOI: 10.1177/073428290502300402 |
0.408 |
|
| 2005 |
Christ TJ, Johnson-Gros KN, Hintze JM. An examination of alternate assessment durations when assessing multiple-skill computational fluency: The generalizability and dependability of curriculum-based outcomes within the context of educational decisions Psychology in the Schools. 42: 615-622. DOI: 10.1002/Pits.20107 |
0.683 |
|
| 2005 |
Hintze JM. Psychometrics of direct observation School Psychology Review. 34: 507-519. |
0.376 |
|
| 2005 |
Volpe RJ, DiPerna JC, Hintze JM, Shapiro ES. Observing students in classroom settings: A review of seven coding schemes School Psychology Review. 34: 454-474. |
0.619 |
|
| 2005 |
Hintze JM, Silberglitt B. A longitudinal examination of the diagnostic accuracy and predictive validity of R-CBM and high-stakes testing School Psychology Review. 34: 372-386. |
0.376 |
|
| 2004 |
Hintze JM, Christ TJ. An examination of variability as a function of passage variance in CBM progress monitoring School Psychology Review. 33: 204-217. |
0.679 |
|
| 2003 |
Hintze JM, Ryan AL, Stoner G. Concurrent Validity and Diagnostic Accuracy of the Dynamic Indicators of Basic Early Literacy Skills and the Comprehensive Test of Phonological Processing School Psychology Review. 32: 541-556. |
0.333 |
|
| 2003 |
Methe SA, Hintze JM. Evaluating Teacher Modeling as a Strategy to Increase Student Reading Behavior School Psychology Review. 32: 617-623. |
0.804 |
|
| 2002 |
Stoner G, Scarpati SE, Phaneuf RL, Hintze JM. Using curriculum-based measurement to evaluate intervention efficacy Child and Family Behavior Therapy. 24: 101-112. DOI: 10.1300/J019V24N01_07 |
0.451 |
|
| 2002 |
Hintze JM, Christ TJ, Keller LA. The generalizability of CBM survey-level mathematics assessments: Just how many samples do we need? School Psychology Review. 31: 514-528. |
0.687 |
|
| 2001 |
Hintze JM, Pelle Petitte HA. The generalizability of cbm oral reading fluency measures across general and special education Journal of Psychoeducational Assessment. 19: 158-170. DOI: 10.1177/073428290101900205 |
0.462 |
|
| 2000 |
Conte KL, Hintze JM. The Effects of Performance Feedback and Goal Setting on Oral Reading Fluency Within Curriculum-Based Measurement Diagnostique. 25: 85-98. DOI: 10.1177/073724770002500201 |
0.475 |
|
| 2000 |
Hintze JM, Loughlin JE. Polemics aside: Exploring effective approaches to reading instruction. School Psychology Quarterly. 15: 365-372. DOI: 10.1037/H0088793 |
0.316 |
|
| 2000 |
Eckert TL, Hintze JM. Behavioral Conceptions and Applications of Acceptability: Issues Related to Service Delivery and Research Methodology School Psychology Quarterly. 15: 123-148. DOI: 10.1037/H0088782 |
0.715 |
|
| 2000 |
Hintze JM, Owen SV, Shapiro ES, Daly EJ. Generalizability of oral reading fluency measures: Application of G theory to curriculum-based measurement. School Psychology Quarterly. 15: 52-68. DOI: 10.1037/H0088778 |
0.587 |
|
| 2000 |
Daly EJ, Hintze JM, Hamler KR. Improving practice by taking steps toward technological improvements in academic intervention in the new millennium Psychology in the Schools. 37: 61-72. DOI: 10.1002/(Sici)1520-6807(200001)37:1<61::Aid-Pits7>3.0.Co;2-# |
0.502 |
|
| 2000 |
Hintze JM, Owen SV, Shapiro ES, Daly EJ. Research Design and Methodology Section - Generalizability of Oral Reading Fluency Measures: Application of G Theory to Curriculum-Based Measurement School Psychology Quarterly. 15: 52-68. |
0.568 |
|
| 1999 |
Eckert TL, Hintze JM, Shapiro ES. Development and refinement of a measure for assessing the acceptability of assessment methods: The assessment rating profile-revised Canadian Journal of School Psychology. 15: 21-42. DOI: 10.1177/082957359901500103 |
0.726 |
|
| 1998 |
Bray MA, Kehle TJ, Spackman VS, Hintze JM. An Intervention Program to Increase Reading Fluency Special Services in the Schools. 14: 105-125. DOI: 10.1300/J008V14N01_07 |
0.461 |
|
| 1998 |
Hintze JM. School Consultation (book) Journal of Educational and Psychological Consultation. 9: 166-169. DOI: 10.1207/s1532768xjepc0902_5 |
0.324 |
|
| 1998 |
Bray MA, Kehle TJ, Hintze JM. Profile analysis with the Wechsler scales: Why does it persist? School Psychology International. 19: 209-220. DOI: 10.1177/0143034398193002 |
0.369 |
|
| 1998 |
Hintze JM, Daly EJ, Shapiro ES. An investigation of the effects of passage difficulty level on outcomes of oral reading fluency progress monitoring School Psychology Review. 27: 433-445. DOI: 10.1080/02796015.1998.12085928 |
0.659 |
|
| 1998 |
Daly EJ, Martens BK, Dool EJ, Hintze JM. Using brief functional analysis to select interventions for oral reading Journal of Behavioral Education. 8: 203-218. DOI: 10.1023/A:1022835607985 |
0.441 |
|
| 1997 |
Eckert TL, Hintze JM, Shapiro ES. School psychologists' acceptability of behavioral and traditional assessment procedures for externalizing problem behaviors School Psychology Quarterly. 12: 150-169. DOI: 10.1037/H0088956 |
0.782 |
|
| 1997 |
Hintze JM, Shapiro ES. Curriculum-based measurement and literature-based reading: Is curriculum-based measurement meeting the needs of changing reading curricula? Journal of School Psychology. 35: 351-375. DOI: 10.1016/S0022-4405(97)00014-9 |
0.721 |
|
| 1997 |
Hintze JM, Conte KL, Shapiro ES, Basile IM. Oral reading fluency and authentic reading material: Criterion validity of the technical features of CBM survey-level assessment School Psychology Review. 26: 535-553. |
0.652 |
|
| 1994 |
Hintze JM, Shapiro ES, Lutz JG. The effects of curriculum on the sensitivity of curriculum-based measurement in reading The Journal of Special Education. 28: 188-202. DOI: 10.1177/002246699402800205 |
0.677 |
|
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