@article{begeny_hawkins_krouse_laugle_2011, title={ALTERING INSTRUCTIONAL DELIVERY OPTIONS TO IMPROVE INTERVENTION OUTCOMES: DOES INCREASED INSTRUCTIONAL INTENSITY ALSO INCREASE INSTRUCTIONAL EFFECTIVENESS?}, volume={48}, ISSN={["0033-3085"]}, DOI={10.1002/pits.20591}, abstractNote={AbstractWith limited educational resources and numerous other variables that complicate effective teaching, educators need to think prudently about how to allocate resources. In essence, teachers must allocate resources in ways that will best maximize student learning. However, minimal research has systematically evaluated whether increased instructional intensity and resources meaningfully increase instructional effectiveness. As a preliminary attempt to address this research question, this study systematically evaluated the differential effectiveness of three intervention options that integrated the same instructional components but required varying levels of resources (i.e., teacher time for instructional delivery). To better isolate the research question, this study specifically evaluated interventions designed to improve students' reading fluency. Overall findings suggested that increased instructional intensity does not necessarily equate with increased instructional effectiveness. © 2011 Wiley Periodicals, Inc.}, number={8}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Begeny, John C. and Hawkins, Amy Lynn and Krouse, Hailey E. and Laugle, Kelly M.}, year={2011}, month={Sep}, pages={769–785} }
 @article{begeny_krouse_brown_mann_2011, title={Teacher judgments of students' reading abilities across a continuum of rating methods and achievement measures}, volume={40}, number={1}, journal={School Psychology Review}, author={Begeny, J. C. and Krouse, H. E. and Brown, K. G. and Mann, C. M.}, year={2011}, pages={23–38} }
 @article{krouse_braden_2011, title={The reliability and validity of WISC-IV scores with deaf and hard-of-hearing children}, volume={29}, number={3}, journal={Journal of Psychoeducational Assessment}, author={Krouse, H. E. and Braden, J. P.}, year={2011}, pages={238–248} }
 @article{begeny_laugle_krouse_lynn_tayrose_stage_2010, title={A control-group comparison of two reading fluency programs: The helping early literacy with practice strategies (HELPS) program and the Great Leaps K-2 reading program}, volume={39}, number={1}, journal={School Psychology Review}, author={Begeny, J. C. and Laugle, K. M. and Krouse, H. E. and Lynn, A. E. and Tayrose, M. P. and Stage, S. A.}, year={2010}, pages={137–155} }