An Analysis of Learning Rate and Curricular Scope: Caution When Choosing Academic Interventions Based on Aggregated Outcomes

Poncy, Brian C.; Solomon, Benjamin G.; Duhon, Gary J.; Skinner, Christopher H.; Moore, K.N.; Simons, Sean

doi:10.17105/spr-14-0044.1

Cited by 67 publications

(66 citation statements)

References 49 publications

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“…Poncy et al. () found that estimates of effect evaluated by means of traditional ESs were discrepant with rates of learning, measured as ES/CIT. These authors therefore cautioned that the varied levels of CIT required to administer academic interventions may obscure rates of learning when engaging in comparative intervention research and EBI selection.…”

Section: Discussionmentioning

confidence: 99%

“…Poncy et al. (), however, had two limitations warranting further research. First, these authors focused on the subset of the peer‐reviewed literature that described math interventions and associated digits correct per minute outcomes.…”

Section: Considering Cit Within Meta‐analysismentioning

confidence: 99%

“…Consideration of CIT is most relevant in comparative research where two or more interventions are contrasted. Classically, when an intervention is compared to a no‐treatment group or baseline phase, CIT is not a concern because the “business‐as‐usual” condition represents no time away from everyday instruction (Poncy et al., ). In this case, although the CIT of the intervention condition is of interest, the rate of learning cannot be compared to the no‐treatment condition, where no time was spent in intervention.…”

Section: The Role Of Cumulative Instructional Time (Cit) In the Discumentioning

confidence: 99%

“…To demonstrate how CIT potentially serves as a nuisance variable in research synthesis, Poncy et al. () reviewed SC intervention studies targeting math fluency, including eight different types of interventions. These authors ranked the associated outcome metrics by traditional ES (i.e., phase comparison) and when the rate of growth was measured as ES/CIT.…”

Section: Considering Cit Within Meta‐analysismentioning

confidence: 99%

“…The current study builds upon Poncy et al. () by exploring CIT attenuation across the body of reading fluency intervention work for traditional growth and rates of learning (CIT) and session‐by‐session growth across SC studies. The purpose of the current study is to investigate the extant literature for reading fluency interventions, isolating and comparing various rates of learning using growth models.…”

Section: Current Studymentioning

confidence: 99%

See 4 more Smart Citations

Examining learning rates in the evaluation of academic interventions that target reading fluency

Solomon

Poncy

Caravello

et al. 2017

Psychology in the Schools

Self Cite

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The purpose of the current study is to determine whether single‐case intervention studies targeting reading fluency, ranked by traditional outcome metrics (i.e., effect sizes derived from phase differences), were discrepant with rankings based on instructional efficiency, including growth per session and minutes of instruction. Converging with prior findings, we found great variability in reported sessions and minutes of instruction across studies, as well as divergences in rankings based on outcome variables. These findings raise questions as to how literature syntheses on the topic of academic intervention are interpreted and how selection of evidence‐based intervention occurs.

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Section: Discussionmentioning

confidence: 99%

Section: Considering Cit Within Meta‐analysismentioning

confidence: 99%

Section: The Role Of Cumulative Instructional Time (Cit) In the Discumentioning

confidence: 99%

Section: Considering Cit Within Meta‐analysismentioning

confidence: 99%

Section: Current Studymentioning

confidence: 99%

See 3 more Smart Citations

Examining learning rates in the evaluation of academic interventions that target reading fluency

Solomon

Poncy

Caravello

et al. 2017

Psychology in the Schools

Self Cite

View full text Add to dashboard Cite

show abstract

Enhancing word signing in hearing students with reading disorders using computer‐based learning trials

Evans,

Skinner,

Wolbers

et al. 2024

J of App Behav Analysis

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Multiple‐baseline‐across‐word‐sets designs were used to determine whether a computer‐based intervention would enhance accurate word signing with four participants. Each participant was a hearing college student with reading disorders. Learning trials included 3 s to observe printed words on the screen and a video model performing the sign twice (i.e., simultaneous prompting), 3 s to make the sign, 3 s to observe the same clip, and 3 s to make the sign again. For each participant and word set, no words were accurately signed during baseline. After the intervention, all four participants increased their accurate word signing across all three word sets, providing 12 demonstrations of experimental control. For each participant, accurate word signing was maintained. Application of efficient, technology‐based, simultaneous prompting interventions for enhancing American Sign Language learning and future research designed to investigate causal mechanisms and optimize intervention effects are discussed.

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The effects of explicit timing on middle‐school students’ writing production across 5‐ and 15‐min sessions

Ignacio

McCurdy

White

et al. 2019

Psychology in the Schools

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Enhancing rates of accurate, active, academic responding can enhance learning. Both temporal manipulations (i.e., reducing time to work on assignments) and providing multiple distributed temporal cues (MDTC), sometimes referred to as explicit timing, have been shown to enhance rates of accurate mathematics responding. The current study was designed to evaluate the effects of session length (i.e., 5 vs. 15 min to write) and temporal cues (i.e., a single initial temporal cue vs. MDTC) on seventh‐ and eighth‐grade students writing assignment rates and writing accuracy. Results showed that the 5 min writing sessions did result in significantly greater rates of accurate responding than the 15 min sessions; however, explicit timing did not significantly alter writing rates or accuracy. These findings suggest that educators can enhance rates of accurate writing by reducing writing session lengths. Discussion focuses on applied implications of providing briefer writing sessions and future research investigating the interaction between multiple temporal cues and assignments.

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An Analysis of Learning Rate and Curricular Scope: Caution When Choosing Academic Interventions Based on Aggregated Outcomes

Cited by 67 publications

References 49 publications

Examining learning rates in the evaluation of academic interventions that target reading fluency

Examining learning rates in the evaluation of academic interventions that target reading fluency

Enhancing word signing in hearing students with reading disorders using computer‐based learning trials

The effects of explicit timing on middle‐school students’ writing production across 5‐ and 15‐min sessions

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