The simplicity and ease of use of the Rasch procedure is a decided advantage. The test user needs only two numbers: the frequency of persons who answered each item correctly and the Rasch-calibrated item difficulty, usually a part of an existing item bank. Norms can be computed quickly for any specific group of interest. In addition, once the selected items from the calibrated bank are normed, any test, built from the item bank, is automatically norm-referenced. Thus, it was concluded that the Rasch quick norm procedure is a meaningful alternative to traditional classical true score norming for test users who desire normative data.

The purpose of this study was to investigate the effects of supplemental on-task and performance contingencies on the acquisition of math skills for elementary school children identified as seriously emotionally disturbed/behaviorally disordered, attention deficit disordered, and students without disabilities. Three experimental conditions were utilized, involving teacher-directed instruction with (a) no contingencies, (b) contingencies for academic performance, and (c) contingencies for academic performance and on-task behavior. The study was designed to measure the effects of these contingency conditions on the number of math problems solved accurately by the study's participants.