Brief Experimental Analysis of Sight Word Interventions: A Comparison of Acquisition and Maintenance of Detected Interventions

Baranek, Amy; Fienup, Daniel M.; Pace, Gary M.

doi:10.1177/0145445510391242

Cited by 12 publications

(10 citation statements)

References 21 publications

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“…Examples of the success of this approach can be seen in the use of functional analysis of problem behavior upon which to base an intervention (Hanley et al 2003) and a similar approach being taken to determine the most effective academic instructional intervention for an individual student (e.g., Baranek et al 2011;Daly et al 1999). …”

Section: Choice Of Experimental Designmentioning

confidence: 99%

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Studying Treatment Intensity: Lessons from Two Preliminary Studies

Neil

Jones

2014

J Behav Educ

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Determining how best to meet the needs of learners with Down syndrome requires an approach to intervention delivered at some level of intensity. How treatment intensity affects learner acquisition, maintenance, and generalization of skills can help optimize the efficiency and cost-effectiveness of interventions. There is a growing body of research on the effects of treatment intensity but almost no systematic study of it with children with Down syndrome, providing little guidance about how to approach the study of intensity. In two preliminary studies, we manipulated different aspects of the dose of treatment intensity and measured effects on skill acquisition using single-subject experimental designs. Intensity varied in terms of number of opportunities per session, session duration, and spacing of opportunities (interstimulus interval). Matched responses within a skill area were randomly assigned to a level of intensity and acquisition was compared. Results reveal lessons about what aspects of intensity to manipulate and how, selecting experimental designs, measuring multiple outcomes, and the influence of learner characteristics. These lessons highlight directions for future approaches to tease apart the relative contributions of different aspects of intensity on skill acquisition and determine the most effective intensity of early intervention for children with Down syndrome.

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Section: Choice Of Experimental Designmentioning

confidence: 99%

“…This type of assessment would take a similar amount of time as a standardized test, but be sensitive enough to detect minor improvements in acquisition rates. The teacher can then use this information to develop an optimal intensity for intervention for that specific learner (Baranek et al 2011;Skinner et al 2002).…”

Section: Choice Of Experimental Designmentioning

confidence: 99%

Studying Treatment Intensity: Lessons from Two Preliminary Studies

Neil

Jones

2014

J Behav Educ

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“…In recent years, Brief Experimental Analysis (BEA) research have been conducted to determine the most effective intervention for improving fluency and accuracy of students' academic skills (Baranek, Fienup, & Pace, 2010;Daly, Martens, Dool, & Hintze, 1998;Daly, Martens, Hamler, Dool, & Eckert, 1999;Daly, Murdoch, Lillenstein, Webber, & Lentz, 2002;Eckert, Ardoin, Daisey, & Scarola, 2000, Eckert, Ardoin, Daly, & Martens, 2002Güler & Güzel-Özmen, 2010;Güzel-Özmen, 2011;Güzel-Özmen & Çevik, 2005;Güzel-Özmen, Karakoç, Çakmak, & Özdemir, 2009;Noel et al, 1998). Within the BEA process, intervention techniques that were identified on the basis of student performance and that improve fluency and accuracy are applied to student and then, the most effective intervention technique is selected for the student.…”

Section: Introductionmentioning

confidence: 99%

Zihinsel yetersizlikten etkilenmis öğrencilerin okuma hızının artırılmasında sağaltım paketlerinden etkili olanın belirlenmesi

ÖZMEN¹

2012

Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi

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ÖzBu araştırmanın amacı; kısa deneysel analizle, (KDA) AbstractThe purpose of this study was to determine the effectiveness of the combined skill-and performance-based intervention packages on improving reading fluency of students with mental retardation using the Brief Experimental Analysis (BEA) and to test the results of the BEA using extended analysis (EA). Two students with mental retardation participated in the study. The study participants were two girls enrolled in sixth grade inclusive classrooms. During the implementation of the BEA in the study, brief multielement design was used, * Bu çalışma Mahmut Orçan' ın Yüksek Lisans Tezi olarak kabul edilmiştir.

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“…Baranek et al (2011);Daly et al (1998);Daly et al (1999);Daly et al (2005);Daly et al (2006);Dufrene & Warzak (2007); Eckert et al(2000); Eckert et al (2002); Gortmaker et al (2007); Hofstadter-Duke & Daly (2011); McComas et al (2009); Noell, Freeland, Witt, & Gansle (2001); Schreder et al (2012); VanAuken et al . (2004); Daly et al (1998); Daly et al (2005); Daly et al (2006); Gortmaker et al (2007); Hofstadter-Duke & Daly (2011); Jones et al (2009); McComas et al (2009); Parker et al…”

mentioning

confidence: 99%

“…Baranek et al (2011);Bonfiglio et al (2004);Burns et al (2009);Carson & Eckert (2003);Codding et al (2009);Daly et al (1998); Daly et al (1999); Daly et al (2005); Daly et al (2006); Dufrene & Warzak (2007); Eckert et al (2000); Eckert et al (2002); Gortmaker et al (2007); Hofstadter-Duke & Daly (2011); Jones et al (2009); McComas et al, (2009); Noell et al (2001); Parker et al (2012); Schreder et al (2012); Wagner et al (2003); Codding et al (2009); Eckert et al (2000); Eckert et al (2002); Parker et al (2012); Wagner et al…”

mentioning

confidence: 99%

Effects of Motivating Operations on Academic Performance and Problem Behavior Maintained By Escape From Academic Tasks

Schieltz¹

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At least three general subgroups of students display problems with their overall academic achievement: students with motivational deficits, students with academic performance deficits, and students with a combination of both types of deficits. The prevalence of students with both behavioral and learning problems has been reported to be between 10% and 25% and as high as 50%. The current study evaluated the effects of positive reinforcement and instructional strategies on the co-occurrence of motivational and academic deficits within three experiments. Experiments 1 and 2 were conducted with four school-aged children in a behavioral outpatient clinic. Experiment 3 was conducted with three school-aged children during extended behavioral evaluations. Experiment 1 evaluated the effects of positive reinforcement and an instructional strategy on the children's preference for academic work tasks and their academic performance. Experiment 2 evaluated the effects of instructional strategies on the children's problem behavior and academic performance. Experiment 3 evaluated the effects of positive reinforcement and instructional strategies on the children's preference for academic work tasks, academic performance, and problem behavior. The results of this study showed that (a) preference for an academic task changed with the addition of positive reinforcement (Experiment 3) or an instructional strategy (Experiment 1), (b) problem behavior often decreased with the addition of an instructional strategy (Experiments 2 and 3), and (c) academic performance increased with the addition of an instructional strategy (all experiments). These results suggested that positive reinforcers and/or instructional strategies function as motivating operations by abolishing the value of negative reinforcement, thereby resulting in improved academic performance and decreased occurrences of problem behavior. x TABLE OF CONTENTS LIST OF TABLES.

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Brief Experimental Analysis of Sight Word Interventions: A Comparison of Acquisition and Maintenance of Detected Interventions

Cited by 12 publications

References 21 publications

Studying Treatment Intensity: Lessons from Two Preliminary Studies

Studying Treatment Intensity: Lessons from Two Preliminary Studies

Zihinsel yetersizlikten etkilenmis öğrencilerin okuma hızının artırılmasında sağaltım paketlerinden etkili olanın belirlenmesi

Effects of Motivating Operations on Academic Performance and Problem Behavior Maintained By Escape From Academic Tasks

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