Determining an Effective Intervention Within a Brief Experimental Analysis for Reading: A Meta-Analytic Review

Burns, Matthew K.; Wagner, Dana

doi:10.1080/02796015.2008.12087913

Cited by 54 publications

(43 citation statements)

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“…Table 1 displays percentage of errors per intervention observation. Burns and Wagner (2008) argued that to produce significant results, the interventions should result in a difference of 30 WRCM between the best and worst performing interventions in a BEA; thus, this information is reported below.…”

Section: Resultsmentioning

confidence: 99%

“…This approach also provides evidence of intervention efficacy before implementing an intervention; thus, the intervention selection process is driven by a learner’s academic performance data. With a BEA of reading deficits, an instructor implements interventions and evaluates academic performance (Burns & Wagner, 2008). The goal is to identify interventions that produce the highest level of reading performance.…”

Section: Selecting Optimal Academic Interventionsmentioning

confidence: 99%

“…The goal is to identify interventions that produce the highest level of reading performance. Words read correctly per minute (WRCM), or reading fluency, is typically used to evaluate reading interventions (Burns & Wagner, 2008).…”

Section: Selecting Optimal Academic Interventionsmentioning

confidence: 99%

“…BEA has been successfully applied to reading fluency issues. Burns and Wagner (2008) conducted a meta-analysis of 13 BEA of reading deficits studies. The authors found that studies tended to identify a “most effective” intervention that produced reading fluency that was 73% higher (about 30 WRCM) than baseline reading fluency.…”

Section: Selecting Optimal Academic Interventionsmentioning

confidence: 99%

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Brief Experimental Analysis of Reading Deficits for Children With Attention-Deficit/Hyperactivity Disorder

et al. 2014

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Reading difficulties are especially high among children with attention-deficit/hyperactivity disorder (ADHD). Although there are a number of empirically supported reading interventions for children with ADHD, there is little data to guide the selection of the most efficacious reading intervention for a specific child. Brief experimental analysis (BEA) is a procedure that directly compares the efficacy of various academic interventions with the goal of guiding the selection of the intervention that results in optimal efficacy. The current proof of concept study examined the efficacy of the BEA methodology for determining the relative effectiveness of seven reading interventions for children with ADHD. The seven interventions included empirically supported ADHD interventions as well as traditional interventions found in the BEA literature. Six children diagnosed with ADHD completed the proof of concept study. Results indicated that the BEA successfully determined an efficacious intervention for each participant. The efficacy of the interventions and the optimal intervention based on BEA procedures varied for each child, suggesting the importance of a BEA approach when comparing various interventions for reading in children with ADHD. Implications and future directions for selecting effective reading interventions for children with ADHD are discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Selecting Optimal Academic Interventionsmentioning

confidence: 99%

Section: Selecting Optimal Academic Interventionsmentioning

confidence: 99%

Section: Selecting Optimal Academic Interventionsmentioning

confidence: 99%

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Brief Experimental Analysis of Reading Deficits for Children With Attention-Deficit/Hyperactivity Disorder

et al. 2014

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“…Maintenance effects were also calculated when provided. PAND values >80% and phi coefficients >0.70 have been interpreted as strong (Burns & Wagner, 2008; Cohen, 1988; Scruggs & Mastropieri, 1998).…”

Section: Methodsmentioning

confidence: 99%

Early Writing Intervention: A Best Evidence Synthesis

et al. 2017

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The purpose of this best evidence synthesis was to identify promising interventions that align with a theoretical model of early writing development, targeting three components of early writing: transcription, text generation, and self-regulation. We determined the extent to which these interventions are effective for children who struggle with early writing skills, by calculating effect sizes for group and single-subject designs, and we examined the overall quality of the research. Twenty-five studies met inclusion criteria. Among group design studies, mean effects (Hedge's g) ranged from 0.19 to 1.17 for measures of writing quantity and from 0.17 to 0.85 for measures of writing quality. Percentage of all nonoverlapping data for single-subject designs ranged from 83% to 100% for measures of writing quantity. Interventions with the strongest evidence of effects and highest methodological quality are described in detail. Recommendations for research and practice are provided.

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Behavior Analytic Consultation for Academic Referral Concerns

Dufrene

Zoder‐Martell

Dieringer

et al. 2015

Psychology in the Schools

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Applied behavior analysis provides a technology of human behavior that demonstrates great potential for improving socially important outcomes for individuals. School‐based consultation may provide a vehicle for delivering applied behavior analysis services in schools to address academic referral concerns. In this article, we propose that school‐based consultants should use the principles of applied behavior analysis as a guide for their consultation efforts. We provide the conceptual rationale for the use of applied behavior analysis as a guide for school‐based consultants and specific procedural recommendations for applying a behavior analytic approach to school‐based consultation.

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Determining an Effective Intervention Within a Brief Experimental Analysis for Reading: A Meta-Analytic Review

Cited by 54 publications

References 0 publications

Brief Experimental Analysis of Reading Deficits for Children With Attention-Deficit/Hyperactivity Disorder

Brief Experimental Analysis of Reading Deficits for Children With Attention-Deficit/Hyperactivity Disorder

Early Writing Intervention: A Best Evidence Synthesis

Behavior Analytic Consultation for Academic Referral Concerns

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