University of Minnesota
Driven to Discover


CEHD Wordmark - Print Version

Educational Psychology
250 Education Sciences Bldg
56 East River Road
Minneapolis, MN 55455
Voice: 612-624-6083

Educational Psychology
250 Education Sciences Bldg
56 East River Road
Minneapolis, MN
55455-0364 USA

Tel: 612-624-6083
Fax: 612-624-8241
epsy-adm@umn.edu

Theodore J. Christ

Christ

Educational Psychology
343 EdSciB
56 East River Rd
tchrist@umn.edu

Ph.D., University of Massachusetts

There are dependent variable problems in education and psychology. I am interested to improve the quality of our dependent variables and how they are used by teachers. That is, I am interested in measurement as it is used for universal screening, instructional design, and to monitor the affect of instruction/intervention.

We run a very active research and develop lab. It is comprised of Dr. Mary Jane White (Research Associate), graduate research assistants, and software engineers. Most of the research assistants in the lab are my advisees and students in the School Psychology Program. We work together to innovate and evaluate tests, assessments and techniques to use data in education. We develop the tools and techniques that inform service delivery, especially as it relates to problem solving and multi-tiered systems of support (aka, Response to Intervention). Historically, much of our work related to Curriculum-Based Measurement, computer adaptive testing, direct Behavior Rating (DBR), and data use in schools. Today, we are especially interested in computer adminsitered assessments and innovative data anlaysis techniques that are useful to teachers. The lab is funded by the US Department of Education, Institude of Education Sciences and Office of Special Education Programs. We received more than $9 million dollars in funding to date.

Our tools are distributed as part of the Formative Assessment System for Teachers (FAST; fastforteachers.org). There were 250,000 administrations of our assessments in the fall of 2013. They are used in 13 states around the country.

Related Areas of Interest

·   Computer Adaptive Testing

·   Curriculum Based Measurement

·   Problem Identification (risk detection)

·   Progress Monitoring (intervention evaluation)

·   Problem Analysis (intervention selection)

·   Direct Behavior Rating

·   Teacher and Psychologist’s Use of Data

·   Technology in the Schools (esp. as used for assessment & evaluation)

·   Measurement and Data Analysis

·   Reading

·   STEM

·   Social-emotional and classroom behavior

 

Applicants to the School Psychology Program

Dr. Christ is interested to identify PhD level advisees with similar interests; and especially those who might major in School Psychology and minor in either statistics or measurement/psychometrics.

Service to the Profession

Dr. Christ provides consultation and training to companies and school districts. Common topics include problem solving, response to intervention, assessment for instruction, curriculum based measurement, assessment of school/classroom behavior, and progress monitoring.

Dr. Christ serves on the Editorial Review Boards of School Psychology Review, Journal of School Psychology, School Psychology Forum, School Psychology Quarterly and Assessment for Effective Intervention. He is a Principle Panelist for the Institute of Education Sciences Special Education Panel and Technical Review Committee of the National Center for Response to Intervention.  Dr. Christ was the 2009 Division 16 Program Chair for the American Psychological Association (APA).

Dr Christ was the 2008 recipient of APA Division 16Lightner Witmer Award for “scholarly activity and contributions that have significantly nourished school psychology as a discipline and profession … [and for] exceptional potential and promise to contribute knowledge and professional insights that are of uncommon and extraordinary quality.”

Publications

  1. Sample of Recent Publications (* indicates a student as co-author)

    51. Van Norman*, E. R., Christ, T. J., & Zopluoglu*, C. (2013). The effects of baseline estimation on the reliability, validity, and precision of estimates of growth of curriculum based measures of reading (CBM-R). School Psychology Quarterly, 28, 239-255.

    50. Chafouleas, S. M., Kilgus, S. P., Jaffery, R., Riley-Tillman, T. C., Welsh*, M., & Christ, T. J. (in press). Direct Behavior Rating as a school-based behavior screener for elementary and middle grades. Journal of School Psychology, 51, 367-385.

    49. Christ, T. J., Nelson*, P. M., Van Norman*, E. R., Chafouleas, S. M. & Riley-Tillman, T. C. & (2013). Direct Behavior Rating: An evaluation of time series interpretations as consequential validity, School Psychology Quarterly, XX, XXX-XXX, doi: 10.1037/spq0000029

    48. Chafouleas, S. M., Jaffrey*, R., Riley-Tillman, T. C., Christ, T. J., & Rohini*, S. (2014).  The impact of target, wording, and duration on rating accuracy for Direct Behavior Rating, Assessment for Effective Intervention, 39, 39-53.

    47. Van Norman*, E. R., Nelson*, P. M., Shin*, J. E., & Christ, T. J. (2013). An evaluation of the effects of graphic aids in improving decision accuracy in a continuous treatment design, Journal of Behavioral Education, XX, XXX-XXX.

    46. Christ, T. J., White, M. J., Ardoin, S. P., & Eckert, T. L. (in press). Curriculum Based Measurement of Reading: Consistency and validity across best, fastest, and question reading conditions, School Psychology Review, XX, XXX-XXX.

    45. Ardoin, S. P., Eckert, T. L., Christ, T. J. & White (2013). Examining variance in reading comprehension among developing readers: Words in context (CBM-R) versus words out of context (word lists). School Psychology Review, 42, 243-261.

    44. Thornblad*, S. & Christ (in press). Curriculum Based Measurement of reading: Is six weeks of daily progress monitoring enough? School Psychology Review.

    43. Christ, T. J., Zopluoglu*, C., Monaghen*, B., & Van Norman*, E. R. (2013). Curriculum-Based Measurement Reading (CBM-R) progress monitoring: Multi-study evaluation of schedule, duration, and dataset quality on progress monitoring outcomes, 51, 19-57. Journal of School Psychology, 10.1016/j.jsp.2012.11.001

    42. Ardoin, S. P., Christ, T. J., Morena*, L. S., Cormier*, D. C., & Klingbeil*, D. A. (2013). A systematic review and summarization of recommendations and research surrounding Curriculum Based Measurement of Oral Reading Fluency (CBM-R) decision rules. Journal of School Psychology, 51, 1-18. doi: 10.1016/j.jsp.2012.09.04

    41. Christ, T. J., Monaghen*, B., Zopluoglu*, C., & Van Norman*, E. R. (2013). Curriculum Based Measurement of Oral Reading (CBM-R): Evaluation of growth estimates derived with pre-post assessment methods. Assessment for Effective Intervention, 38, 139-153. doi: 10.1177/1534508412456417

    40. Briesch, A. M., Kilgus*, S. P., Chafouleas, S. M., Riley-Tillman, T. C., & Christ, T. J., (2012).  The influence of alternative scale formats on the generalizability of data obtained from Direct Behavior Rating Single Item Scales (DBR-SIS).  Assessment for Effective Intervention, 38, 2 127-133. doi: 10.1177/1534508412441966

    39. Christ, T. J., Zopluoglu*, C., Long, J. D. & Monaghen*, B. D. (2012). Curriculum-Based Measurement of Reading: Quality of Progress Monitoring Outcomes. Exceptional Children. 78(3), 356-373.

    38. Yeo, S., Fearrington, J., & Christ, T. J. (2012). Relation between CBM-R and CBM-mR Slopes: An application of latent growth modeling. Assessment for Effective Intervention, doi: 1534508411420129

    37. Ball, R. B. & Christ, T. J. (2012). Supporting valid decision making: Uses and misuses of assessment data within the context of RTI. Psychology in the Schools, doi: 10.1002/pits.21592

    36. Riley-Tillman, T. C., Christ, T. J., Chafouleas, S. M., & Briesch*, A (2011). The Impact of Observation Duration on the Accuracy of Data Obtained From Direct Behavior Rating (DBR). Journal of Positive Behavior Interventions, 13, 119-128.

    35. Yeo*, S., Fearrington, J., & Christ, T. J. (2011). An investigation of gender, income, and special education status bias on Curriculum-Based Measurement slope in reading. School Psychology Quarterly. doi: 10.1037/a0023021

    34. Christ, T. J., Riley-Tillman, T. C., Chafouleas, S. M., & Jaffery*, R. (2011). Direct Behavior Rating: An Evaluation of Alternate Definitions to Assess Classroom Behaviors, School Psychology Review, 40, 181-199

    33. Christ, T. J., Silberglitt, B., Yeo*, S., & Cormier*, D. (2010). Curriculum Based Measurement of oral Reading (CBM-R): An evaluation of growth rates and seasonal effects among students served in general and special education. School Psychology Review, 39, 447-462.

    32. Chafouleas, S. M., Briesch*, A. M., Riley-Tillman, T. C., & Christ, T. J. (2010). An investigation of the generalizability and dependability of Direct Behavior Rating Single Item Scales (DBR-SIS) to measure academic engagement and disruptive behavior of middle school students. Journal of School Psychology, 48, 219-246.

    31. Riley-Tillman, T. C., Christ, T. J., Boice*, C. H., & Chafouleas, S. M. (2010). The impact of observation duration on the accuracy of data obtained from Direct Behavior Rating (DBR). Journal of Positive Behavior Interventions, 1-10, 10.1177/1098300710361954

    30. Christ, T. J., Riley-Tillman, T. C., Chafouleas, S. M., & Boice*, C. H. (2010). Direct Behavior Rating (DBR): Generalizability and dependability across raters and observations by facet and universe of generalization. Educational & Psychological Measurement, 70. doi: 10.1177/0013164410366695

    29. Ardoin, S. P., Carfolite*, J., Christ, T. J., Roof*, C. M., & Klubnick*, C. (2010). Examining readability estimates’ predictions of students’ oral reading rate: Spache, Lexile, and Forcast. School Psychology Review, 39(2), 277-285. 

  2. Authored Tests/Assessment Systems (N = 11)

    These assessments are disseminated as part of the Formative Assessment System for Teachers (FAST), which is a fully integrated system with browser-based data entry, analysis, and reporting (www.fast.cehd.umn.edu). FAST is adopted for state-wide use in Iowa, listed on the National Center for Intensive Intervention and National Center for Response to Intervention, adopted on the approved vendor list in Colorado and Massachusetts, and it is implemented in more than 7 states around the country.

    11. Christ, T. J. (2015/pending). Adaptive Reading (aReading TM): Kindergarten to Fifth Grade Measure for Skills Analysis and Progress Monitoring (computer adaptive test based on Common Core State Standards, 2010). Minneapolis, MN: University of Minnesota.

    10. Christ, T. J. (2013/pending). Adaptive Reading (aReading TM): Sixth to Twelfth Grade Measure of Broad Reading Achievement (computer adaptive test based on Common Core State Standards, 2010). Minneapolis, MN: University of Minnesota.

    9. Christ, T. J. (2013/pending). Adaptive Math (aMath TM): Kindergarten to Fifth Grade Measure of Broad Mathematics Achievement (computer adaptive test based on Common Core State Standards, 2010). Minneapolis, MN: University of Minnesota.

    8. Christ, T. J. (2012). Early Reading Assessments (earlyReading TM, Spanish Version): Eleven subtests of pre-reading and basic reading skills. Minneapolis, MN: University of Minnesota.

    7. Christ, T. J. (2012). Formative Assessment and Instrumentation for Reading (FAIP-R TM): Curriculum Based Measurement for Reading (Spanish). Minneapolis, MN: University of Minnesota.

    6. Christ, T. J. (2012). Early Reading Assessments (earlyReadingTM, English Version): Eleven subtests of pre-reading and basic reading skills. Minneapolis, MN: University of Minnesota.

    5. Christ, T. J. (2011). Adaptive Reading (aReadingTM): Kindergarten to Fifth Grade Broad Measure of Broad Reading Achievement (computer adaptive test based on National Reading Panel). Minneapolis, MN: University of Minnesota.

    4. Christ, T. J., Ardoin, S. A., & Eckert, T. (2011). Formative Assessment and Instrumentation for Reading (FAIP-R): Curriculum Based Measurement for Reading (English Version). Minneapolis, MN: University of Minnesota.

    3. Christ, T. J. (2007). Subskill Analysis of Reading Fluency (SARF TM): Software Based System for Miscue Analysis. Minneapolis, MN: University of Minnesota.

    2. Chafouleas, S., Riley-Tillman, T. C., Christ, T. J. (2005). Direct Behavior Rating (DBR). Storrs-Mansfield, CT: University of Connecticut.

    1. Christ, T. J. (2005). Computer Adaptive Assessment System for Reading ®: Kindergarten to Second Grade (v. 1.0). Minneapolis, MN: University of Minnesota.



© 2014 Regents of the University of Minnesota. All rights reserved.
The University of Minnesota is an equal opportunity educator and employer.
Revised November 27, 2013