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Professor Steve Elliott

Stephen N. Elliott, PhD, is a Professorial Fellow at LSIA and the Mickelson Foundation Professor in the Sanford School of Social and Family Dynamics at Arizona State University. Steve is the author of more than 250 publications on scale development, test accessibility and educational assessment and intervention practices with students with disabilities or at risk for educational difficulties. He invented and validated, along with colleagues, the Social Skills Improvement System and Vanderbilt Assessment of Leadership in Education. He is also currently a co-PI of the National Center on Assessment and Accountability for Special Education, a United States Department of Education IES national center examining achievement growth of students with disabilities in mathematics and reading.

Publications

   

Books (since 2009)

Kratochwill, T. R., Elliott, S. N., & Gettinger, M. (Ed.). (2015). Advances in school psychology. Hillsdale, NJ: Lawrence Erlbaum Associates.
Elliott, S. N., Kettler, R. J., Beddow, P. A., & Kurz, A. (Ed.). (2011). Handbook of accessible achievement tests for all students: Bridging the gaps in policy, research, and practice. New York: Springer. doi: 10.1007/978-1-4419-9356-4
Elliott, S.N., & Kurz, A. (2013). MyiLOGS Guidebook (V 3.0). Scottsdale, AZ: IPM Innovations.

Book chapters (since 2009)

Elliott, S.N., Frey, J.R., & Davies, M. (2015). Systems for assessing and improving students’ social skills to achieve academic competence. In J. Durlak, R. Weissberg, & T. Gullotta (Eds.). Handbook of social & emotional learning (pp. 301–319) New York: Guilford Press.
Elliott, S.N., & Kettler, R.J. (2015). Item and test design considerations for students with special needs. In S. Lane, T. Haladyna, & M. Raymond (Eds.). Handbook of test development. New York: Routledge, Taylor and Francis.
Elliott, S.N. (2014). Field notes: Expectations and observations of school consultation research. In W.P. Erchul & S.M. Sheridan (Eds.), Handbook of research in school consultation: Empiric foundations for the field (pp. xiii–1). Routledge: New York.
Elliott, S. N., & Clifford, M. (2014). Principal assessment: Leadership behaviors known to influence schools and the learning of all students (Document No. LS-5). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/literature-syntheses/
Frey, J.R., Elliott, S.N., & Miller, C. (2014). Best practices in social skills training. P. Harrison & A. Thomas (Eds.), Best practices in school psychology VI (pp. 213–224). Washington, DC: National Association of School Psychologists.
Gresham, F.M., & Elliott, S.N. (2014). Social skills assessment and training in EBD: Evidence- based practices. In H.M. Walker & F.M. Gresham (Eds.), Evidence-based practices for addressing school-related behavior problems and disorders (pp. 152–172). New York: Guilford Publications.
Roach, A.T., Lawton, K., & Elliott, S.N. (2014). Best practices in facilitating and evaluating intervention integrity. In P. Harrison & A. Thomas (Eds.), Best practices in school psychology VI (pp. 133–146). Washington, DC: National Assoc. School Psychologists.
Elliott, S.N., Kettler, R.J., Zigmond, N., & Kurz, A. (2013). Modified alternate assessment participant screening consortium: Lessons learned. In Thurlow, M., Lazarus, S. & Bechard, S. (Eds.), Lessons learned in federally funded projects that can improve the instruction and assessment of low performing students with disabilities (pp. 87–124), Minneapolis, MN: NCEO.
Elliott, S.N., & Kurz, A. (2013). MyiLOGS: Technology for optimizing teachers’ instructional progress management. In R. Atkinson (Ed.), Learning environments: Technologies, challenges, and impact assessment (pp. 1–21). Hauppauge, NY: Nova Science Publishers.
Elliott, S.N., Rodriquez, M.C., Roach, A.T., Beddow, P.A., Kettler, R.J., & Kurz, A. (2013).
Consortium for modified alternate assessment development and implementation:
Lessons learned. In Thurlow, M., Lazarus, S. & Bechard, S. (Eds.), Lessons learned in federally funded projects that can improve the instruction and assessment of low performing students with Disabilities (pp. 167–204). Minneapolis, MN: NCEO.
McKevitt, B.C., Elliott, S.N., & Kettler, R.J. (2013). Testing accommodations for children with disabilities. In C.R. Reynolds (Ed.), Oxford Handbook of Psychological Assessment of Children and Adolescents (pp. 722-734). New York: Oxford University Press.
Albers, C.A., Elliott, S.N., Kettler, R.J., & Roach, A.T. (2012). Evaluating intervention outcomes within problem-solving based assessment. In R. Brown-Chidsey (Ed.), Assessment for intervention: Problem-solving approaches (pp. 344–360). New York: Guilford.
Elliott, S.N., Frey, J.R., & DiPerna, J.C. (2012). Improving social skills: Enabling academic and interpersonal successes. In S. Brock & S. Jimerson (Eds.), Best practices in crisis prevention and Intervention in schools (pp. 55–78), Washington, DC: NASP.
Elliott, S.N., Beddow, P.A., Kurz, A., & Kettler, R.J. (2011). Creating access to instruction and tests of achievement: Challenges and solutions. In S.N. Elliott, R.J., Kettler, P.A. Beddow, & A. Kurz (Eds.), Handbook of accessible achievement tests for all students (pp. 1–16). New York: Springer.
Elliott, S.N., Kettler, R.J., Beddow, P.A., & Kurz, A. (2011). Accessible tests of student achievement: Access and innovations for excellence. In S.N. Elliott, R.J., Kettler, P.A. Beddow, & A. Kurz (Eds.), Handbook of accessible achievement tests for all students (pp. 319–328).  New York: Springer.
Elliott, S.N., Kurz, A., Neergaard, L. (2011). Large-scale assessment for educational accountability. In S. Graham, A. Bus, S. Major, & L. Swanson (Eds.), The handbook of educational psychology: Application of educational psychology to learning and teaching (Vol. 3) (pp.111-138). Washington, DC: American Psychological Association.
Kurz, A., & Elliott, S.N. (2011). Overcoming barriers to access for students with disabilities: Testing accommodations and beyond. In M. Russell (Ed.), Assessing students in the margins: Challenges, strategies, and techniques. Charlotte, NC: Information Age Publishing.
Porter, A. C., Murphy, J., Goldring, E., Elliott, S. N., & Cravens, X. C. (2011). Vanderbilt assessment of leadership in education: A new tool for principal evaluation and professional growth. In J. Shen (Ed.), Tools for improving principalship (pp. 13–46). Berne, SW: Lang.
Kettler, R.J., & Elliott, S.N. (2010). Assessment accommodations for children with special needs. In E. Baker, P. Peterson, & B. McGaw (Eds.), International encyclopaedia of education (3rd ed.). Oxford, UK: Elsevier Limited.
Murphy, J., Elliott, S.N., Goldring, E., & Porter, A.C. (2010). Leaders for productive schools. In E. Baker, P. Peterson, & B. McGaw (Eds.), International encyclopedia of education (3rd ed.). Oxford, UK: Elsevier Limited.
Elliott, S.N. (2009). Understanding the construct being measured by alternate assessments. In W.D. Schafer & R.W. Lissitz (Eds.), Alternate achievement based on alternate achievement standards: Policy, practice, and potential (pp. 23–32). Baltimore: Brookes Publishing Co.
Elliott, S.N. (2009). Technical issues in the use of alternate assessments: Closing points, opening opportunities for future research. In W. D. Schafer & R.W. Lissitz (Eds.), Alternate achievement based on alternate achievement standards: Policy, practice, and potential (pp. 335–340). Baltimore: Brookes Publishing Co.
Elliott, S.N., Kettler, R.J., Beddow, P.A., & Kurz, A. (2009). Research and strategies for adapting formative assessments for students with special needs. In H. L. Andrade & G.J. Cizek (Eds.), Handbook of formative assessment (pp. 159–180). London: Routledge.
Elliott, S.N., Roach, A.T., Kaase, K., & Kettler, R.J. (2009). The Mississippi alternate assessment of extended curriculum frameworks: Purpose, procedures, and validity evidence summary. In W. D. Schafer & R.W. Lissitz (Eds.), Alternate achievement based on alternate achievement standards: Policy, practice, and potential (pp. 239–274). Baltimore: Brookes.

Articles

Elliott, S.N. (2015). Measuring opportunity to learn and achievement growth: Key research issues with implications for the effective education of all students. Remedial and Special Education, 36(1), 58-64. doi: 10.1177/0741932514551282
Foshee, C., Elliott, S.N., & Atkinson, R. (2015). Technology-enhanced learning in college mathematics remediation. The British Journal of Educational Technology. doi: 10.1111/bjet.12285
Goldring, E., Cravens, X., Porter, A., Murphy, J., & Elliott, S.N. (2015). The Convergent and Divergent Validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED): Instructional Leadership and Emotional Intelligence. Journal of Educational Administration, 53(2), 177–196. doi:10.1108/JEA-06-2013-0067
Kurz, A., Elliott, S.N., & Roach, A.T. (2015). Addressing the missing instructional data problem: Using an online measure of opportunity to learn to document tier 1 instruction. Remedial and Special Education. doi:10.1177/0741932514567365
Roach, A.T., Kurz, A., & Elliott, S.N. (2015). Using personalized instructional feedback data to facilitate opportunity to learn for students with disabilities. Preventing School Failure. doi:10.1080/1045988X.2014.901288
Sherbow, A., Kettler, R.J., Elliott, S.N., Davies, M.D., & Dembitzer, L. (2015). Using the SSIS assessments with Australian students: A comparative analysis of test psychometrics to the U.S. Normative Sample. School Psychology International, 1-9. doi:10.1177/0143034315574767
Tindal, G., Nese, J.F.T., Farley, D., Saven, J., & Elliott, S.N. (2015). Documenting reading achievement and growth for students taking alternate assessments. Exceptional Children. doi: 10.1177/0014402915585492
Covay Minor, E., Porter, A.C., Murphy, J., Goldring, E., Cravens, X, & Elliott, S.N. (2014).  A known group analysis validity study of the Vanderbilt Assessment of Leadership in Education in US elementary and secondary Schools. Educational Assessment, Evaluation and Accountability, 26 (1), 29-48. doi: 10.1077/s11092-013-9180-z
Elliott, S.N., Roach, R.T., & Kurz, A. (2014). Evaluating and advancing the effective teaching of special educators with a dynamic instructional practices portfolio. Assessment for Effective Intervention, 39(2), 83-98. doi: 10.1177/1534508413511491
Frey, J., Elliott, S.N., & Kaiser, A. (2014). Social skills intervention planning for preschoolers: Using rating scales to identify target behaviors valued by parents and teachers. Assessment for Effective Intervention, 39(3), 182-192. doi: 10.1177/1534508413488415.
Kettler, R.J., Elliott, S.N., Kurz, A., Zigmond, N., Lemons, C.J., Kloo, A., Shargo, J., Beddow, P.A., Williams, L., Bruen C., Lupp, L., & Mosiman, M. (2014). Predicting end-of-year achievement test performance: A comparison of assessment Methods. Assessment for Effective Intervention, 39(3), 156-169. doi: 10.1177/1534508413475644
Kettler, R.J., Elliott, S.N., Bolt, D.M., DiPerna, J.C., Gibson, D., & Resurreccion, L. (2014).
Student and teacher ratings of academic competence: An examination of cross-informant agreement. Journal of Applied School Psychology, 30, 338-354.doi: 10.1080/15377903.2104.950442
Kurz, A., Elliott, S.N., Kettler, R.J., & Yel, N. (2014). Assessing students’ opportunity to learn the intended curriculum using an online teacher log: Initial validity evidence. Educational Assessment, 19(1), 159-184. doi:10.1080/10627197.2014.934606
Kurz, A., Elliott, S.N., Lemons, C.J., Zigmond, N., & Kloo, A. (2014). Opportunity to Learn: A differentiated opportunity structure for students with disabilities in general education classrooms. Assessment for Effective Intervention, 40(1), 24-39. doi:10.1177/1534508414522685
Rodriguez, M.C., Kettler, R.J., & Elliott, S.N. (2014). Distractor functioning in modified items for test accessibility. SAGE Open, 4, 1-10. doi:10.1177/2158244014553586
Stevens, J., Schulte, A., Elliott, S.N., Nese, J.F., & Tindal, G. (2014). Mathematics achievement growth of students with and without disabilities on a state wide achievement test. Journal of School Psychology. doi:10.1016/j.jsp.2014.11.001
Beddow, P.A., Elliott, S.N., & Kettler, R.J. (2013). Test accessibility: Item reviews and lessons learned from four State Assessments. Education Research International. doi:10.1155/2013/952704
Cravens, X. C., Goldring, E., Porter, A., Polikoff, M. S., Murphy, J., & Elliott, S. (2013). Setting proficiency standards for school leadership assessment: An examination of cut-score decision making. Educational Administration Quarterly, 49(1), 124-160. doi: 10.1177/0013161X12455330
Davies, M., & Elliott, S.N. (2012). Inclusive assessment and accountability: Policy to evidence- based practices. International Journal of Disability, Development, and Education, 59(1), 1-6. doi: 10.1080/1034912X.2012.654932
Elliott, S.N., Davies, M., & Kettler, R.J. (2012). Australian students with disabilities accessing NAPLAN: Lessons from a decade of inclusive assessment in the United States. International Journal of Disability, Development, and Education, 59(1), 7-19. doi: 10.1080/1034912X.2012.654934
Gresham, F.M., Elliott, S.N., Vance, M.J., & Cook, C.R. (2011). Comparability of the Social Skills Rating System to the Social Skills Improvement System: Content and psychometric comparisons across elementary and secondary age levels. School Psychology Quarterly, 26(1), 27-44. doi: 10.1037/a0022662
Feldman, E., Kim, J., & Elliott, S. N. (2011). The effects of accommodations on adolescents’ self-efficacy and test performance. Journal of Special Education, 45(2), 77-88. doi:10.1177/0022466909353791
Frey, J.R., Elliott, S.N., & Gresham, F.M. (2011). Preschoolers’ social skills advances in assessment for intervention using social behavior ratings. School Mental Health, 3(4), 179-190. doi: 10.1177/0022466909353791
Kettler, R.J., Elliott, S.N., Davies, M., & Griffin, P. (2011). Testing a multi-stage screening system: Predicting performance on Australia’s National Achievement Test using teachers’ ratings of academic and social behaviors. School Psychology International, 33(1), 93-111. doi: 10.1177/0143034311403036
Kettler, R.J., Rodriguez, M.R., Bolt, D.M., Elliott, S.N., Beddow, P.A., & Kurz, A. (2011). Modified multiple-choice items for alternate assessments: Reliability, difficulty, and differential boost. Applied Measurement in Education, 24(3), 1-25. doi: 10.1080/08957347.2011.580620
Murphy, J. F., Goldring, E. B., Cravens, X. C., Elliott, S. N., & Porter, A. C. (2011). The Vanderbilt Assessment of Leadership in Education: Measuring Learning-Centered Leadership. Journal of East China Normal University, 29(1), 1-10.
Busse, R.T., Elliott, S.N., & Kratochwill, T.R. (2010). Convergent evidence scaling for multiple assessment indicators: Conceptual issues, applications, and technical challenges. Journal of Applied School Psychology, 26, 149-161. doi: 10.1080/15377901003712728
Elliott, S.N., Kettler, R.J., Beddow, P.A., Kurz, A., Compton, E., McGrath, D., Bruen, C., Hinton, K., Palmer, P., Rodriguez, M., Bolt, D., & Roach, A.T. (2010). Effects of using modified items to test students with persistent academic difficulties. Exceptional Children, 76(4), 475-495.
Gresham, F.M., Elliott, S.N., Cook, C.R., Vance, M.J., & Kettler, R.J. (2010). Cross-informant agreement for social and problem behavior ratings: An investigation of the Social Skills Improvement System Rating Scales. Psychological Assessment, 22(1), 157-166. doi: 10.1037/a0018124.
Gresham, F.M., Elliott, S.N., & Kettler, R.J. (2010). Base rates of social skills acquisition/performance deficits, strengths, and problem behaviors: An analysis of the Social Skills Improvement System-Rating Scales. Psychological Assessment, 22(4), 809-815. doi: 10.1037/a0020255
Kettler, R.J., & Elliott, S.N. (2010). A brief broadband system for screening children at-risk for academic difficulties and poor achievement test performance: Validity evidence and applications to practice. Journal of Applied School Psychology, 26(1), 282-307.  Doi: 10.1080/15377903.2010.518584
Kettler, R.J., Elliott, S.N., Beddow, P.A., Compton, E., McGrath, D., Kaase, K., Bruen, C., Ford, L., & Hinton, K. (2010). What do alternate assessments of alternate achievement standards measure? A multitrait-multimethod analysis. Exceptional Children, 76(4), 457-474. doi: 10.1177/001440291007600405
Kurz, A., Elliott, S.N., Wehby, J., & Smithson, J. (2010). Alignment of the intended, planned, and enacted curriculum in general and special education and its relation to student achievement. Journal of Special Education, 44(3), 131-145. doi: 10.1177/0022466906341196
Porter, A.C., Polikoff, M.S., Goldring, E., Murphy, J., Elliott, S.N., & May, H. (2010). Developing a psychometrically sound assessment of school leadership: The VAL-ED as a case study. Educational Administration Quarterly, 46(2), 135-173. doi: 10.1177/1094670510361747
Porter, A.C., Polikoff, M.S., Goldring, E., Murphy, J., Elliott, S.N., & May, H. (2010). Investigating the validity and reliability of the Vanderbilt Assessment of Leadership in Education.  The Elementary School Journal, 111(2), 282-313. doi: 10.1086/656301
Roach, A.T., Beddow, P., Kurz, A., Kettler, R.J., & Elliott, S.N. (2010). Incorporating student input in developing alternate assessments based on modified achievement standards. Exceptional Children, 77(1), 61-84. doi:10.1177/001440291007700103
Elliott, S.N., Kratochwill, T.R., McKevitt, B.C., & Malecki, C.K. (2009). The effects and perceived consequences of testing accommodations on math and science performance assessments. School Psychology Quarterly, 24(14), 224-239. DOI: 10.1037/a0018000.
Goldring, E., Cravens, X.C., Murphy, J., Porter, A.C., Elliott, S.N., & Carson, B. (2009). The evaluation of principals: What and how do states and districts assess leadership? Elementary School Journal, 110(1), 19-39. doi: 10.1086/598841
Goldring, E., Porter, A., Murphy, J., Elliott, S.N., & Cravens, X. (2009). Assessing learning- centered leadership: Connections to research, professional standards, and current practices. Leadership and Policy in Schools, 8(1), 1-36. doi: 10.1080/15700760802014951
Kettler, R.J., & Elliott, S.N. (2009). Alternate assessment based on modified achievement standards: Introduction to the federal policy and related implementation issues. Peabody Journal of Education, 84, 467-477. doi: 10.1080/0169560903240814.
Kettler, R.J., Elliott, S.N., & Beddow, P.A. (2009). Modifying achievement test items: A theory- guide and data-based approach for better measurement of what students with disabilities know. Peabody Journal of Education, 84, 529-551.  doi: 10.1080/016919560903240996.
Lane, K. L., Kalberg, J. R., Bruhn, A. L., Driscoll, S. A., Wehby, J. H., & Elliott, S.N. (2009). Assessing social validity of school-wide positive behavior support plans: Evidence for the reliability and structure of the Primary Intervention Rating Scale. School Psychology Review, 38(1),135-144.
Lane, S., Zumbo, B.D., Abedi, J., Benson, J. Dorsey, J., Elliott, S.N., Kane, M., Linn, R., Paredes-Ziker, C., Rodriguez, M., Schraw, G., Slattery, J., Thomas, V., & Willhoft, J. (2009). An introduction to the Evaluation of NAEP. Applied Measurement in Education, 22 (4), 309-316. doi: 10.1080/08957340903221436
Polikoff, M.S., May, H., Porter, A.C., Elliott, S.N., Goldring, E., & Murphy, J.F. (2009).  An examination of differential item functioning on the Vanderbilt Assessment of Leadership in Education. Journal of School Leadership, 19(6), 661-679.
Roach, A. T., & Elliott, S. N. (2009). Consultation to support inclusive accountability and standards-based reform: Facilitating access, equity, and empowerment. Journal of Educational and Psychological Consultation, 19(1), 61-81. doi: 10.1080/10474410802463320