Promoting Internal and External Validity

Graham, Steven W.; Harris, Karen H.; Zito, Jennifer

doi:10.1016/b978-012554257-9/50012-7

Cited by 11 publications

(3 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similar to a multiple-baseline design (i.e., time-lagged design), a multiple probe design evaluates behavior changes through (a) simultaneous A and B comparisons and (b) A and B condition changes that occur at least three or more points in time (Ledford & Gast, 2018). A multiple probe design differs in that it decreases the frequency of data collected in the preintervention condition to protect against threats to internal validity such as fatigue, lack of motivation, and other issues linked to reactivity of assessment (Graham et al, 2005; Ledford & Gast, 2018). Lists 1 to 3 used for the intervention aligned to the three A and B condition changes during the investigation (WWC, 2020).…”

Section: Methodsmentioning

confidence: 99%

Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting

Stocker

Kubina

Crumpler

et al. 2022

Learning Disability Quarterly

View full text Add to dashboard Cite

Students with disabilities in upper elementary grades who read well below grade level often require one-to-one intensive intervention. The following study examines the effects of a combined explicit decoding plus frequency building intervention on consonant–vowel–consonant (CVC) word reading fluency. Participants included two third-grade students and one fourth-grade student from an urban elementary school receiving special education services. Delivered during the intervention block, the students practiced 5 to 8 min per day over 8 to 9 days per word list. The multiple probe design demonstrated an experimental effect for all three participants, with significant gains revealed on individual word lists, curriculum-based assessment, and curriculum-based measurement.

show abstract

Section: Methodsmentioning

confidence: 99%

Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting

Stocker

Kubina

Crumpler

et al. 2022

Learning Disability Quarterly

View full text Add to dashboard Cite

show abstract

“…We have tried to use this line of thinking in our study on the teaching of writing (see, for example, Graham, Harris, & Zito, 2005). A writing intervention may be tested on a small sample of kids when it is first being developed to evaluate whether it works and is age-appropriate for the kids.…”

Section: Issn: 2583-6846mentioning

confidence: 99%

Twelve recommendations for conducting high-quality writing intervention research

Adatiya¹

2021

EDU

View full text Add to dashboard Cite

By researching writing interventions, we may learn more about the art of writing, its history, and the most successful teaching strategies. Unfortunately, Graham and his colleagues discovered that a lot of previously completed writing intervention studies had a poor degree of scientific rigor in various meta-analyses, despite the importance of this area of research (Graham, McKeown, Kiuhara, & Harris, 2012; Graham & Perin, 2007; Rogers & Graham, 2008). In the context of this article, we offer twelve recommendations for doing intervention research successfully. These suggestions are based on my ta-analyses, past research (Pressley & Harris, 1994a, 1994b) on raising the caliber of intervention research, and our unique experiences as authors of intervention research and editors of publications that do so, including the Journal of Writing Research. I sincerely hope you will find these suggestions useful. The ideas encompass all aspects of planning, conducting, and reporting the findings of such research, as well as the issues and steps involved. This article lists the best procedures for planning, carrying out, and presenting writing interventions-based research. We believe this type of research is crucial for achieving substantial advancements in theory and practice, and as a result, we view this as a serious issue (more about this later). Moreover, we have committed a considerable amount of our academic careers to conducting research of this sort and evaluating and synthesizing the current research on writing interventions, so it is important to us personally and professionally (see Graham & Harris, 2009, 2012). (Graham, Harris, and Chambers are now working on a publication, for instance.) Not only do we like what we do, but we also feel that we require experience. Thus we entered this area of work. Having previously worked as general and education professors, we were dissatisfied with the "pied-piper" approach employed to educate in schools (where instructional practices are promoted and sold with passion and articulate rhetoric but with little or no evidence of effectiveness). We were curious to learn more about alternative techniques that may help aspiring writers hone their craft (e.g., Harris & Graham, 1996). The suggestions made in this post were created using our former experiences as a guide. Our meta-analyses of writing intervention research's findings have taught us a lot about the benefits and drawbacks of this body of information (e.g., Graham, McKeown, Kiuhara, & Harris, 2012; Graham & Perin, 2007; Rogers & Graham, 2008). We are well aware of the many obstacles that must be overcome to conduct studies of this kind since we have prior experience working in writing intervention research. We have a wealth of experience between us as editors of five publications focused on intervention research, and as a result, we are frequently given a chance to compare cutting-edge and established techniques used in intervention research (Journal of Writing Research, Exceptional Children, Contemporary Educational Psychology, Archives of Scientific Psychology - Section for Educational and School Psychology, and Journal of Educational Psychology). The earlier study on improving educational intervention research by Pressley and Harris (1994a, 1994b) and Pressley, Graham, and Harris (2005) offers a framework for considering how to improve intervention research in writing more specifically. We first discuss the relevance of this study before outlining our suggestions for planning, conducting, and reporting better writing intervention research. Before we go any further, you must be made aware that the author's research largely backs some of the claims mentioned in this article. This article is not intended to downplay the important contribution made by other writers' research scholars. Instead, it uses the elements that we are most comfortable with to help us support and build upon our main beliefs. Why Is It Important to Carry Out High-Quality Research on Writing Interventions?

show abstract

“…Before offering my own reflections (which cover different ground), I would like to note that many of his main points are not idiosyncratic to his experiences. Levin and O'Donnell (1999), for example, proposed that good intervention research involves a series of stages, moving from observations, preliminary ideas and hypotheses, and pilot work to randomized controlled field trials (see Graham, Harris, & Zito, 2005 for an example of how this played out in my own research). This progression is compatible with the approach described by Gersten in his article.…”

mentioning

confidence: 99%

Further Behind the Scenes of Intervention Research

Graham

2005

Learning Disabil Res Pract

View full text Add to dashboard Cite

Developing, conducting, and sharing the results of a good intervention study is a challenging task, requiring considerable effort and expertise. I offer my reflections on this enterprise, commenting on the need for studying complex interventions, using multiple methodologies. I also argue that such research should be theoretically grounded and, more frequently than is currently the case, should test theoretical propositions. Finally, I comment on conducting research with limited funding, the importance of veracity when sharing research findings, and the need for more intense and extended preparation for new intervention researchers.

show abstract

Promoting Internal and External Validity

Cited by 11 publications

References 41 publications

Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting

Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting

Twelve recommendations for conducting high-quality writing intervention research

Further Behind the Scenes of Intervention Research

Contact Info

Product

Resources

About