Identifying Academic Skill and Performance Deficits: The Experimental Analysis of Brief Assessments of Academic Skills

Duhon, Gary J.; Noell, George H.; Witt, Joseph C.; Freeland, Jennifer T.; Dufrene, Brad A.; Gilbertson, Donna

doi:10.1080/02796015.2004.12086260

Cited by 69 publications

(30 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For participants with Type 2 RTN (Beckham and Felicity), differential reinforcement without prompts was sufficient for RTN to reach mastery criteria. One way to interpret this finding may be that RTN was a performance deficit rather than a skill deficit for these children (e.g., Duhon et al, 2003; Noell et al, 2001). That is, discriminated RTN was in the behavioral repertoires of these children, but it did not occur frequently.…”

Section: Discussionmentioning

confidence: 98%

Assessment and treatment of response to name for children with autism spectrum disorder: Toward an efficient intervention model

Conine

Vollmer

Barlow

et al. 2020

J of App Behav Analysis

View full text Add to dashboard Cite

Response to name (RTN) is an early developmental milestone, deficits in which are associated with autism spectrum disorder (ASD). This study extends previous research by evaluating an assessment and treatment model for RTN with 13 children with ASD. For all participants, phase 1 was a naturalistic social baseline. The 9 children who did not meet mastery criteria in phase 1 underwent a series of treatment conditions in phase 2. In phase 3, treatment components were removed, and generalization was assessed. Results indicated that tangible reinforcement procedures can produce rapid increases in discriminated RTN, sometimes without prompts. The total number of trials to mastery were reduced in the current study relative to previous research. Results also provide preliminary evidence to suggest that the phase 1 baseline condition may produce distinct patterns of RTN that could be used to predict treatment effects and further reduce trials to mastery in future work.

show abstract

Section: Discussionmentioning

confidence: 98%

Assessment and treatment of response to name for children with autism spectrum disorder: Toward an efficient intervention model

Conine

Vollmer

Barlow

et al. 2020

J of App Behav Analysis

View full text Add to dashboard Cite

show abstract

“…Such thresholds have been applied to SPA, reflecting the assumption that a student with a performance deficit will improve their score at least this amount under optimal conditions. For example, Andersen et al (2013) and Burns et al (2009) employed a 30% threshold, whereas Duhon et al (2004) implemented a 50% threshold. However, a given threshold may be overly liberal, resulting in an abundance of children who do not have performance deficits being identified as such, or overly conservative, resulting in the overidentification of skill deficits.…”

Section: Effect Of Decision-making Thresholdmentioning

confidence: 99%

“…A specific variant of BEA, skill versus performance deficit analysis (SPA), is used to predict whether an instructional deficit is the result of a student lacking a specific skill (“can’t do”) or, conversely, fully or partially the result of the student having the specific skill but not demonstrating it in target settings (“won’t do”; Duhon et al, 2004; Skinner, 1998). It commonly entails having the evaluator administer a curriculum-based measurement (CBM) probe with no reinforcement contingent on target performance, and then an equivalent probe with reinforcement contingent on target performance.…”

mentioning

confidence: 99%

False Discovery Rates When Engaging in Skill Versus Performance Deficit Analysis for Academic Instructional Planning

Solomon

Dawes

Duhon

et al. 2018

Assessment for Effective Intervention

Self Cite

View full text Add to dashboard Cite

Brief experimental analysis (BEA) is a well-researched approach to conducting problem analysis, where potential interventions are pilot tested using a single-subject alternating treatment design. However, its brevity may lead to a high frequency of decision-making errors, particularly in situations where one tested condition is rarely optimal for students (i.e., the base rate). The current study explored the accuracy of a specific variant of BEA, skill versus performance deficit analysis (SPA), across different variations of the basic BEA design, score difference thresholds, and reading and math curriculum-based measurements (CBMs). Findings indicate that the ABAB design provides a reasonable control of such error rates when using reading CBM, whereas subtraction CBM required the use of an ABABAB design. Such error rates could not be controlled, regardless of design, when using multiplication CBM. Implications for best practice in the use of BEA are discussed.

show abstract

“…Practically, this level identifies deficits related to student knowledge of other appropriate behavior or if the student is simply not motivated to engage in appropriate behavior. These deficits can be divided into two categories: (a) skill deficits or (b) performance deficits (Duhon et al, 2004). Skill deficits occur when a student either cannot perform a skill or cannot perform a skill with fluency, often resulting in the student engaging in a challenging behavior because she or he does not have a more appropriate behavior in her or his repertoire.…”

Section: Level 2: Deficitsmentioning

confidence: 99%

“…As with the first level of FT, functional and experimental analyses (Duhon et al, 2004) are the gold standard to determine deficit type. When these analyses are not readily available, teachers may provide a student with a highly motivating contingency (i.e., if–then).…”

Section: Levels Of Functional Thinkingmentioning

confidence: 99%

Functional Thinking for Managing Challenging Behavior

Allday

2017

Intervention in School and Clinic

View full text Add to dashboard Cite

Challenging student behavior remains one of the biggest trials for classroom teachers. Understanding why a student performs a specific behavior is important in determining how to develop an intervention that targets the function of the behavior. This column focuses on how thinking functionally about behavior can help teachers understand why students engage in challenging behaviors. Specifically, three levels of functional thinking are discussed: (a) maintaining function, (b) deficits determination, and (c) intervention selection. Functional thinking is not meant to be a replacement for formal assessments; however, thinking about behavior in this way may help teachers to determine behavior function and develop a function-based intervention to alleviate the challenging behavior.

show abstract

Identifying Academic Skill and Performance Deficits: The Experimental Analysis of Brief Assessments of Academic Skills

Cited by 69 publications

References 29 publications

Assessment and treatment of response to name for children with autism spectrum disorder: Toward an efficient intervention model

Assessment and treatment of response to name for children with autism spectrum disorder: Toward an efficient intervention model

False Discovery Rates When Engaging in Skill Versus Performance Deficit Analysis for Academic Instructional Planning

Functional Thinking for Managing Challenging Behavior

Contact Info

Product

Resources

About