Assessing children’s perceptions of academic interventions: The Kids Intervention Profile.

Eckert, Tanya L.; Hier, Bridget O.; Hamsho, Narmene; Malandrino, Rigby Dawn

doi:10.1037/spq0000200

Cited by 35 publications

(60 citation statements)

References 77 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Taking a broader view of intervention acceptability, Chafouleas and colleagues developed a suite of acceptability measures to evaluate adults’ perceptions of interventions (Usage Rating Profile—Intervention Revised [URP‐IR]; Briesch, Chafouleas, Neugebauer, & Riley‐Tillman, ), students’ perceptions of interventions (Children's Usage Rating Profile [CURP], Briesch & Chafouleas, ), and adults’ perceptions of assessments (Usage Rating Profile—Assessment [URP‐A]; Miller, Neugebauer, Chafouleas, Briesch, & Riley‐Tillman, ). Recently, Eckert, Hier, Hamsho, and Malandrino () evaluated a measure of students’ perceptions of academic interventions (Kids Intervention Profile). These measures provide researchers with a range of options for assessing acceptability, but all remain paper‐and‐pencil self‐report questionnaires, despite calls from researchers to more dynamically and robustly assess this multidimensional construct (Finn & Sladeczek, ).…”

Section: Acceptability Assessmentmentioning

confidence: 99%

Acceptability assessment of school psychology interventions from 2005 to 2017

Silva

Collier‐Meek

Codding

et al. 2019

Psychology in the Schools

View full text Add to dashboard Cite

Recommendations from multiple professional organizations (e.g., American Psychological Association, Council for Exceptional Children, National Association of School Psychologists) suggest that collection of data on the social validity in practice and research is necessary. The purpose of this study was to systematically review the inclusion of acceptability measurement, which has been one of the most common way to measure social validity, within the intervention literature published across five school psychology journals between 2005 and 2017. Findings suggested just over one third of intervention studies included acceptability assessment. Intervention studies that were delivered individually, targeted behavior skills, and included treatment integrity data were significantly more likely to include acceptability assessment. When acceptability was measured it was typically evaluated one‐time following treatment completion using self‐report tools completed by teachers. Nearly half of studies employed one of seven published tools and the remaining half used researcher‐created measures. The published tools were adapted in a variety of ways and inconsistently reported either item or total scores making it difficult to summarize these data according to intervention target or delivery format. Implications of findings are described.

show abstract

Section: Acceptability Assessmentmentioning

confidence: 99%

Acceptability assessment of school psychology interventions from 2005 to 2017

Silva

Collier‐Meek

Codding

et al. 2019

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…The findings of Eckert, Hier, Hamsho, and Malandrino () support the idea that students’ positive valuing of literacy interventions promotes academic achievement. These researchers concluded that third‐grade students’ perceived enjoyment and perceived helpfulness of a writing intervention were related to the effectiveness of the intervention; students in the sample who mainly valued the intervention tended to make more progress in writing than those who did not.…”

Section: The Importance Of Valuing Academic Interventionsmentioning

confidence: 73%

Harnessing the Power of Young Readers’ Perceptions to Support Motivation

Erickson¹,

Condie²,

Wharton‐McDonald³

2020

The Reading Teacher

View full text Add to dashboard Cite

Young readers can communicate their motivations for doing reading in an intervention program and offer ideas about how the program might be modified to be more motivating.When we do reading in the classroom, we usually get stuck on a word, and then we keep having to try stuff, and we try everything, but we can't raise our hand and go ask for help. In [the reading intervention room], we can point to the word and raise our hand, and the teacher will help us get it! T his was first grader Agnes' response when asked why she would rat her read in her school's reading intervention room than in her classroom (all student, teacher, and school names are pseudonyms). The availability of support from the teacher is a main reason why Agnes valued time spent in her reading intervention program. She also appreciated the books the reading specialist provided for independent reading and the quiet setting, as compared with her classroom, which she described as noisy.In contrast, second grader Henry insisted that if given the choice, he would remain in his classroom to do reading instead of attending intervention sessions. "There's not much decisions for me to make there…and my classroom is quieter," he explained. Henry's and Agnes' perceptions of intervention are clearly different; however, both students' views offer insights into their unique motivations for "doing reading" specific to the intervention program. Their insights can also serve as an important data source for modifying programs to better meet students' individual needs.In this article, we share findings from a semesterlong study in which we analyzed the motivationrelated perceptions (perceived benefits and costs of participation) of 14 young readers specific to their intervention involvement. We compared their perceptions with adult reports of their intervention engagement to infer how the program was shaping students' motivation for doing reading in the intervention setting.We begin by explaining why it is essential that students value-and maintain high motivation for-their reading intervention experience. Also, we highlight a gap in the reading motivation research-specifically, the need to examine young students' perceived costs of participation. Next, we describe the setting and the general methods that we employed in the study, and we elaborate on the two developmentally sensitive interview approaches that we employed, techniques that we strongly feel can-and should-be used in schools to understand students' perceptions of their intervention experiences. Finally, we synthesize findings across the three grade levels and emphasize a major implication of our work: Young students' perceived benefits and costs of reading intervention involvement should be elicited and taken seriously, as they offer valuable insights that can be used to modify programming to better support students' developing motivation.

show abstract

“…We know little about young children's perceptions of reading programs. Although numerous classroom factors (e.g., authentic tasks, choice) have been evidenced to generally support reading motivation (Guthrie et al, 2004;Nolen, 2001;Turner, 1995), most (e.g., Eckert et al, 2017;Kaplan et al, 2002;Wigfield et al, 2015) agree that students' unique perceptions of school literacy experiences are especially important in shaping motivation-more so than objective reality itself. It therefore follows that our understanding of children's developing reading motivation might be substantially enhanced via the careful examination of that which individual children deem to be advantageous or not, their associated rationales, and how such perceptions combine to influence their willingness to participate in specific reading interventions.…”

Section: What We Know About Young Children's Reading Motivationmentioning

confidence: 99%

“…Although research clearly suggests that motivation influences reading development and achievement (e.g., McKenna, Kear, & Ellsworth, 1995;Morgan & Fuchs, 2007;Morgan, Fuchs, Compton, Cordray, & Fuchs, 2008), studies examining the motivation of primary-age readers (i.e., kindergarten, first-, and second-grade children) are limited in number and scope when compared to the collective body of work examining the reading motivation of older students (B. M. Marinak, Malloy, Gambrell, & Mazzoni, 2015;Wigfield et al, 2015). Given the role school experiences are posited to play in shaping domain-specific motivation (e.g., Eccles, Wigfield, Harold, & Blumenfeld, 1993;Eckert, Hier, Hamsho, & Malandrino, 2017;Kaplan, Middleton, Urdan, & Midgley, 2002;Wigfield et al, 2015), it is imperative that the reading motivation of primary-age children specific to school programming be more sufficiently examined. Furthermore, as some subgroups of learners (e.g., students "at risk" 1 for reading difficulties, boys) are generally considered to be more likely to experience low reading motivation (Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002;Wigfield et al, 2015), it is crucial that efforts are made to adequately examine the contextualized reading motivation of students belonging to these subpopulations.…”

mentioning

confidence: 99%

“…M. Marinak, Malloy, Gambrell, & Mazzoni, 2015; Wigfield et al, 2015). Given the role school experiences are posited to play in shaping domain-specific motivation (e.g., Eccles, Wigfield, Harold, & Blumenfeld, 1993; Eckert, Hier, Hamsho, & Malandrino, 2017; Kaplan, Middleton, Urdan, & Midgley, 2002; Wigfield et al, 2015), it is imperative that the reading motivation of primary-age children specific to school programming be more sufficiently examined. Furthermore, as some subgroups of learners (e.g., students “at risk” 1 for reading difficulties, boys) are generally considered to be more likely to experience low reading motivation (Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002; Wigfield et al, 2015), it is crucial that efforts are made to adequately examine the contextualized reading motivation of students belonging to these subpopulations.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Primary Students’ Emic Views of Reading Intervention: A Qualitative Case Study of Motivation

Erickson

2019

Literacy Research: Theory, Method, and Practice

View full text Add to dashboard Cite

Although research indicates that motivation influences reading development and achievement, studies examining the motivation of primary-age readers are scarce and limited. Assuming school experiences play a role in shaping motivation, it is imperative that younger children’s motivation to read within the context of reading intervention programs be examined. This qualitative case study takes a step toward addressing the gap in the literature. The motivation and engagement of eight children identified as “at risk” for reading difficulties (four first graders and four second graders) specific to a pullout reading intervention program were investigated via researcher field notes and video logs, reading specialist engagement questionnaires and interviews, and participatory student interviews. Findings reveal that reports of engagement were mainly consistent with children’s preferences for doing reading in the classroom or in the intervention setting; however, children’s own perceptions were essential in understanding how the benefits and costs each associated with the intervention combined to influence motivation.

show abstract

Assessing children’s perceptions of academic interventions: The Kids Intervention Profile.

Cited by 35 publications

References 77 publications

Acceptability assessment of school psychology interventions from 2005 to 2017

Acceptability assessment of school psychology interventions from 2005 to 2017

Harnessing the Power of Young Readers’ Perceptions to Support Motivation

Primary Students’ Emic Views of Reading Intervention: A Qualitative Case Study of Motivation

Contact Info

Product

Resources

About