Refining the Experimental Analysis of Academic Skills Deficits: Part Ii. Use of Brief Experimental Analysis to Evaluate Reading Fluency Treatments

Abstract

The technology of brief experimental analysis is just beginning to be used for identification of effective treatments for individual students who experience difficulty with oral reading fluency. In this study, the effect of a reading fluency treatment package was examined on easy and hard passages, and generalization was assessed on passages with high content overlap. The results suggest that the treatment package increased reading fluency for all 3 students. Effects were moderated by difficulty level for all 3 students. Results are discussed in terms of future refinements to the procedures, validation of the methods, and potential applications in clinical and school settings.

Cultural and Linguistic Diversity in Recent Verbal Behavior Research on Individuals with Disabilities: a Review and Implications for Research and Practice

“…Of the nine articles with cultural and/or language descriptors, 21 participants had a diagnosis of autism (63 %; e.g., Charlop-Christy et al 2002), whereas other articles reported those at risk for developmental delays (11 participants; 33 %; Pelaez et al 2011), individuals with referrals for reading problems (three participants; 9 %; Daly et al 2006), and an individual with Down syndrome (3 %; Emmick et al 2010). Of the 300 participants in the 103 studies that met inclusion criteria, the articles reported cultural background for 33 of those participants (11 %) and language background for three participants (1 %).…”

“…Between the articles in JABA and TAVB with culture or language descriptors for participants, Caucasian (13 participants; 36 %; e.g., Emmick et al 2010) was the most commonly reported cultural background. Those from Hispanic descent (two participants; 5 %; e.g., Daly et al 2006) were the second most commonly reported cultural background. Two African-American participants were also represented (5 %; e.g., Ingvarsson and Hollobaugh 2010).…”

“…Of the articles that met inclusion criteria, we coded 63 articles from JABA and 40 articles from TAVB to examine the reported language and cultural representation in recent language acquisition research. In JABA, six articles (6 %; Charlop-Christy et al 2002;Chaabane et al 2009;Daly et al 2006;Ingvarsson and Hollobaugh 2010;Pelaez et al 2011;Williams et al 2003) included cultural descriptors (e.g., Ethiopian-American, Chinese-American, and Korean-American participants; Charlop-Christy et al 2002), and one article (1 %; Williams et al) included information about language background (e.g., English or Spanish language backgrounds). In TAVB, three articles (3 %; Yi et al 2006;Emmick et al 2010;Ingvarsson and Le 2011) included cultural descriptors (e.g., Iranian-American and Caucasian participants; Yi et al 2006), and we did not find any articles that included information about language background.…”

Selecting Effective Interventions to Increase Math Computation Fluency via Brief Experimental Analyses

“…BEA of oral reading fluency interventions has emerged as an empirically supported method for identifying effective oral reading fluency interventions for individual students (Daly, Bonfiglio, Mattson, Persampieri, & Foreman-Ya, 2006). A BEA of reading fluency interventions includes single intervention sessions for a variety of oral reading fluency interventions in an effort to identify an intervention strategy that is likely to be effective when implemented across numerous sessions (Daly, Martens, Hamler, Dool, & Eckert, 1999).…”

Examination of a One‐trial Brief Experimental Analysis to Identify Reading Fluency Interventions

“…Brief experimental analysis (BEA) is an emerging technology that applies the principles and methods of experimental analysis and single‐case design to identify individualized interventions for students exhibiting deficits in academic behavior (Daly, Witt, Martens, & Dool, ). A growing body of research—mostly in reading—supports the use of BEA as a quick and reliable tool for differentiating academic interventions according to students’ individual needs (Daly, Bonfiglio, Mattson, Persampieri, & Foreman‐Yates, ; Daly, Martens, Hamler, Dool, & Eckert, ; Daly, Persampieri, McCurdy, & Gortmaker, ). To date, three general methods have been used to conduct BEAs with oral reading fluency deficits.…”