An Experimental Analysis of Reading Interventions: Generalization Across Instructional Strategies, Time, and Passages

Bonfiglio, Christine M.; Daly, Edward J.; Martens, Brian K.; Lin, Lan Hsiang Rachel; Corsaut, Stacy

doi:10.1901/jaba.2004.37-111

Cited by 34 publications

(16 citation statements)

References 3 publications

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“…Less intrusive treatment packages were directly compared with more complex treatments. Similar to results of other studies, individual differences were found across students, in that various combinations of antecedent and consequential components were effective (Bonfiglio, Daly, Martens, Lin, & Corsaut, 2004;Eckert et al, 2002). Rachel responded best to a treatment package that contained a combination of instructional and reward components.…”

Section: Discussionsupporting

confidence: 84%

Improving Reading Outcomes for Children With Learning Disabilities: Using Brief Experimental Analysis to Develop Parent‐tutoring Interventions

Gortmaker

Daly

McCurdy

et al. 2007

J of App Behav Analysis

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The present study assessed the effects of summer parent tutoring on 3 children with learning disabilities using empirically derived reading interventions. Brief experimental analyses were used to identify customized reading fluency interventions. Parents were trained to use the intervention strategies with their children. Parents implemented the procedures during parent-tutoring sessions at home and results were measured continuously in high-word-overlap and low-word-overlap passages to determine whether generalization occurred. Parent and child satisfaction with the procedures was assessed. Results demonstrated generalized increases in reading fluency in both high-word-overlap and low-word-overlap passages as a function of parent tutoring. Also, acceptability ratings by children and their parents indicated that they viewed the interventions as acceptable and effective. Results are discussed in terms of structuring reading fluency interventions that promote generalization and maintenance of treatment effects.

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Section: Discussionsupporting

confidence: 84%

Improving Reading Outcomes for Children With Learning Disabilities: Using Brief Experimental Analysis to Develop Parent‐tutoring Interventions

Gortmaker

Daly

McCurdy

et al. 2007

J of App Behav Analysis

Self Cite

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“…Thus, a large WCPM gain score helps to demonstrate that the student learned to read practiced material more fluently and could apply (i.e., generalize) that learning to previously unread text. The retention passage gains reflect students' learned fluency over time (i.e., approximately 2 days), which is also important as a form of generalized learning (Bonfiglio, Daly, Martens, Lin, & Corsaut, 2004).…”

Section: Discussionmentioning

confidence: 99%

Altering instructional delivery options to improve intervention outcomes: Does increased instructional intensity also increase instructional effectiveness?

Begeny

Hawkins

Krouse

et al. 2011

Psychology in the Schools

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With limited educational resources and numerous other variables that complicate effective teaching, educators need to think prudently about how to allocate resources. In essence, teachers must allocate resources in ways that will best maximize student learning. However, minimal research has systematically evaluated whether increased instructional intensity and resources meaningfully increase instructional effectiveness. As a preliminary attempt to address this research question, this study systematically evaluated the differential effectiveness of three intervention options that integrated the same instructional components but required varying levels of resources (i.e., teacher time for instructional delivery). To better isolate the research question, this study specifically evaluated interventions designed to improve students' reading fluency. Overall findings suggested that increased instructional intensity does not necessarily equate with increased instructional effectiveness. C 2011 Wiley Periodicals, Inc.

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“…Performance feedback typically is provided by the researcher telling the student the number of words he or she read correctly or incorrectly in one minute at the end of a reading, and showing the student the results displayed on a graph (Bonfiglio, et al, 2004;Eckert et al, 2000Eckert et al, , 2002Eckert, Dunn, & Ardoin, 2006).…”

Section: Hypothesis 1: Motivationmentioning

confidence: 99%

Using Brief Experimental Analysis to Intensify Tier 3 Reading Interventions

Coolong-Chaffin

Wagner

2015

Learn Disabil Res Pract

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As implementation of multi‐tiered systems of support becomes common practice across the nation, practitioners continue to need strategies for intensifying interventions and supports for the subset of students who fail to make adequate progress despite strong programs at Tiers 1 and 2. Experts recommend making several changes to the structure and format of instruction, however more information is needed about strategies that are individualized (i.e., matched to student need), not just intensified. One promising approach to matching student need to intervention is brief experimental analysis (BEA). This article will describe the theoretical and empirical support for BEA, provide a model for conducting a BEA, present an example of its use, and discuss implications for future research and practice.

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An Experimental Analysis of Reading Interventions: Generalization Across Instructional Strategies, Time, and Passages

Cited by 34 publications

References 3 publications

Improving Reading Outcomes for Children With Learning Disabilities: Using Brief Experimental Analysis to Develop Parent‐tutoring Interventions

Improving Reading Outcomes for Children With Learning Disabilities: Using Brief Experimental Analysis to Develop Parent‐tutoring Interventions

Altering instructional delivery options to improve intervention outcomes: Does increased instructional intensity also increase instructional effectiveness?

Using Brief Experimental Analysis to Intensify Tier 3 Reading Interventions

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