Ordered by weight (if set) and creation date.
Tindal, G., and Anderson, D. (2019). Changes in status and performance over time for students with specific learning disabilities. Learning Disabilities Quarterly, 42, 3-16.doi: 10.1188/0731948718806660
Fien, H., Anderson, D., Nelson, N. J., Kennedy, P., Baker, S. K., & Stoolmiller, M. (2018). Examining the impact and school‐level predictors of impact variability of an 8th grade reading intervention on at‐risk students’ reading achievement. Learning Disabilities Research & Practice, 33, 37-50. doi: 10.1111/ldrp.12161
Anderson, D., Kahn, J, and Tindal, G. (2017). Exploring the robustness of a unidimensional item response theory model with empirically multidimensional data. Applied Measurement in Education. 30, 163-177. doi: 10.1080/08957347.2017.1316277
Farley, D., Anderson, D., Irvin, P. S., & Tindal, G. (2016). Modeling reading growth in Grades 3-5 with an alternate assessment. Remedial and Special Education, 38, 195-206. doi: 10.1177/0741932516678661
Anderson, D., Farley, D., & Tindal, G. (2015). Test design considerations for students with significant cognitive disabilities. The Journal of Special Education, 49, 3-15. doi: 10.1177/0022466913491834
Anderson, D., Irvin, P. S., Alonzo, J., & Tindal, G. A. (2015). Gauging item alignment through online systems while controlling for rater effects. Educational Measurement: Issues and Practice, 34, 22-33. doi: 10.1111/emip.12038