Comparing Brief Experimental Analysis and Teacher Judgment for Selecting Early Reading Interventions

Wagner, Dana; Coolong-Chaffin, Melissa; Deris, Aaron R.

doi:10.1007/s10864-017-9281-8

Cited by 5 publications

(6 citation statements)

References 36 publications

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“…Teacher interventions conducted dialogically in this study proved to be effective in increasing the accuracy of student answers and this is in accordance with previous studies (GILBERTSON;WITT;LAFLEUR, 2007;VESS et al, 2018;WAGNER;AARON, 2017;WHEAR et al, 2013). Meanwhile, interventions conducted classically in the form of warnings before students solve problems such as those of Babai, Shalev and Stavy (2015) and Dewolf et al (2014) proved ineffective, because students continued to experience difficulties.…”

Section: S2supporting

confidence: 89%

Teacher Interventions to Induce Students’ Awareness in Controlling their Intuition

Darmawan

Purwanto

Parta

et al. 2021

Bolema

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This study aimed to describe teacher interventions in students’ problem-solving. The subjects were three upper-class students at an elementary school in Indonesia who used system 2 when solving problems. This study used a qualitative case study approach. Data were obtained from students’ written answers and audio-visual recordings of teacher interventions to students. The results showed that the subjects needed teacher interventions to induce their awareness when involving system 2. Each subject needed intervention different stages. Subject 1 required intervention stage 3, subject 2 required intervention stage 2, and subject 3 only required intervention at stage 1. From the research results, it was known that the active moment of system 2 in all three subjects was the same, that is after the core problem was known. The core of the problem was ascertained after a doubtful feeling arose on the truth of the resulting answers. This feeling arose because the teacher intervened in the form of questions conducted dialogically.

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Section: S2supporting

confidence: 89%

Teacher Interventions to Induce Students’ Awareness in Controlling their Intuition

Darmawan

Purwanto

Parta

et al. 2021

Bolema

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“…In academic interventions, researchers have suggested that brief AEA takes about the same amount of time (or less) as a standardized and norm-referenced test, yet has the added benefit of providing information about intervention selection (Baranek et al, 2011;Cates et al, 2006). Research suggests that information yielded by AEAs is unique and much more effective at identifying beneficial interventions than traditional teacheridentification methods (Wagner et al, 2017). Concerning problem-solving, teachers can use AEA to determine which function is most likely related to the academic deficit (Wagner et al, 2006).…”

Section: Academic Experimental Analysesmentioning

confidence: 99%

“…Given that the reasons for the student's academic deficits are likely idiosyncratic, it is important to select interventions based on diagnostic information rather than based on teacher intuition in order to better match the environmental problem to the intervention (Maggin et al, 2016;Wagner et al, 2017). One diagnostic approach to academic failure that may be successful is a functional approach.…”

Section: Introductionmentioning

confidence: 99%

Using Direct and Indirect Functional Assessments to Guide the Selection of Individualized Academic Interventions

2023

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When teachers work with students exhibiting academic failure, they may look to factors outside of instruction such as a student's home life or perceived disability as explanations. Placing the locus of control outside of the instructional context becomes a convenient way to escape culpability for unsatisfactory outcomes. A more functional approach to addressing academic deficits allows educators to determine environmental factors responsible for the lack of progress and then create interventions designed to address these functions of academic failure. Although experimental analyses serve as the gold standard for evaluating functional relations between behavior and environment, educators may not always have the ability to systematically test all behavior-environment relations. Indirect assessments provide one means to develop hypotheses about environment-behavior relations that can then be validated with experimental analyses. In this study, researchers developed an indirect tool (Academic Diagnostic Checklist -Beta; ADC-B) based on the function of academic performance deficits (Daly et al. in School Psychology Review 26:554, 1997) and validated the use of the ADC-B by comparing interventions that were suggested (indicated) and those non-suggested (contraindicated) by the ADC-B. Researchers used the ADC-B with four participants and found that for three of the four participants, the suggested intervention was the most efficacious at improving accuracy with the target skills. One limitation is that we did not evaluate the full technical adequacy of the ADC-B, which should be a focus of future research.

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“…Overall, use of BEAs increases the clinician's confidence in decision making by providing more evidence for the effectiveness of the intervention. In fact, interventions selected using BEAs are more effective than those selected based on initial assessments of the academic concern (Wagner et al, 2017). BEA procedures have been developed for early writing (Burns et al, 2009), reading fluency (Doǧanay Bilgi, 2020), math (Mellott &Ardoin, 2019), andspelling (McCurdy et al, 2016).…”

Section: Math Computation Skillsmentioning

confidence: 99%

Teaching Future School Personnel to Train Parents to Implement Explicit Instruction Interventions

Kupzyk

LaBrot

2021

Behav Analysis Practice

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Students with disabilities are less likely to be proficient with basic academic skills compared to peers, indicating a need for more quality instructional time. Parent tutoring has been identified as a promising practice for supplementing instruction to improve child outcomes. However, educators are not sufficiently prepared to collaborate with and provide guidance to parents in how to support academic goals at home. We describe how an academic assessment and intervention clinic trains future school personnel to work with families to develop and implement explicit instruction parent tutoring interventions. A case example illustrates the process. Keywords parent tutoring . academic interventions . explicit instructionNational data indicate that less than one fourth of children are proficient with reading, writing, and math (National Assessment of Educational Progress (NAEP), 2011, 2020). The results for children with disabilities is even more concerning, with large discrepancies in performance compared to students without disabilities. For example, fourth graders with disabilities scored 42 points lower in reading and 31 points lower in math than peers without disabilities, with similar outcomes at the eighth-grade level. Overall, there is a need for more intense, explicit instruction for children with disabilities to increase academic performance that is coordinated across home and school settings to increase goal attainment.Meaningful home-school collaboration is associated with benefits for children with disabilities (e.g., improved learning outcomes, attendance), their families (e.g., higher self-efficacy for helping, lower stress), and their teachers (e.g., higher selfefficacy, increased retention/job satisfaction; Garbacz et al. 2017;Marotz & Kupzyk, 2018). Given these benefits, it is not surprising that parental involvement is mentioned and * Sara Kupzyk

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Comparing Brief Experimental Analysis and Teacher Judgment for Selecting Early Reading Interventions

Cited by 5 publications

References 36 publications

Teacher Interventions to Induce Students’ Awareness in Controlling their Intuition

Teacher Interventions to Induce Students’ Awareness in Controlling their Intuition

Using Direct and Indirect Functional Assessments to Guide the Selection of Individualized Academic Interventions

Teaching Future School Personnel to Train Parents to Implement Explicit Instruction Interventions

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