Using Brief Assessments to Identify Effective Interventions for Individual Students

Noell, George H.; Freeland, Jennifer T.; Witt, Joseph C.; Gansle, Kristin A.

doi:10.1016/s0022-4405(01)00072-3

Cited by 58 publications

(73 citation statements)

References 19 publications

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“…First, similar to previous studies in this area (Chafouleas et al, 2004;Eckert et al, 2000;, this study supported combined effectiveness of the LPP+RR+PF. Second, consistent with previous studies (Cates et al, 2006;Daly et al, 1998;Eckert et al, 2000;Noell et al, 2001), the present study found that relative efficacy of combined interventions was idiosyncratic across participating students with reading difficulties.…”

Section: Discussionsupporting

confidence: 91%

“…In many recent studies, BEA has been used to identify the efficacy of single or combined treatment effects of skill-based interventions (Daly, Murdoch, Lillenstein, Webber, & Lentz, 2002;VanAuken, Chafouleas, Bradley, & Martens, 2002) and single and combined treatment effects of skill-based and performance-based interventions in improving oral reading performance student with reading difficulties (Cates, Thomason, Havey, & McCormick, 2006;Daly et al, 1998;Eckert et al, 2000;Noell, Freeland, Witt, & Gansle, 2001). The results of the experimental studies have shown that BEA was effective in identifying effective interventions associated with enhanced academic responding.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, studies have repeatedly shown that the combined interventions are generally more effective in improving reading fluency (Daly et al, 1998;Eckert et al, 2000). Yet, many researchers have found that the effects of various interventions may be idiosyncratic across students (Cates et al, 2006;Daly et al, 1998;Eckert et al, 2000;Noell et al, 2001).…”

Section: Introductionmentioning

confidence: 99%

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Evaluating the Effectiveness of Combined Reading Interventions on Improving Oral Reading Fluency of Students with Reading Disabilities

Guzel-Ozmen

2017

EJREP

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Introducción. En los años recientes, ha surgido el análisis experimental breve (AEB) como una aproximación para identificar las estrategias instruccionales y las estrategias instruccionales más efectivas, necesarias para aumentar la fluidez de lectura, antes de aplicar una intervención para periodos de tiempo extendidos. El propósito de este estudio fue investigar los efectos de agregar la retroalimentación del desempeño a las intervenciones basadas en la habilidad mejorando la fluidez de lectura oral de los estudiantes Turcos con dificultades de lectura.Método. Tres diferentes paquetes de intervención combinados fueron implementados en el estudio. Los paquetes de intervención incluyen Audición de Pasaje Preliminar y Lectura Repetida (LPP+RR), Lectura Repetida con Retroalimentación de Desempeño (RR+PF), y Audición de Pasaje Preliminar y Lectura Repetida con Retroalimentación de Desempeño (LPP+RR+PF). El análisis experimental breve fue usado para examinar los efectos de los paquetes de intervención. Cuatro estudiantes de elemental participaron el estudio. Los participantes fueron tres del grado cuarto y uno del tercer grado.Resultados. Los resultados demostraron que la fluidez de lectura de dos participantes mejoraró como función de la intervención LPP+RR+PF y los otros dos participantes tuvieron los mayores puntajes en la condición LPP+RR.Conclusión. Los resultados de este estudio apoyan la investigación previa, examinando los efectos de los paquetes de intervención combinados mejorando la fluidez en la lectura en la lengua Turca. Los hallazgos del estudio sugieren que la contribución relativa de evaluación de las estrategias usando el análisis breve puede determinar los paquetes de intervención efectivos para los estudiantes para mejorar su fluidez de lectura.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Evaluating the Effectiveness of Combined Reading Interventions on Improving Oral Reading Fluency of Students with Reading Disabilities

Guzel-Ozmen

2017

EJREP

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“…A brief experimental analysis (Daly, Martens, Hamler, Dool, & Eckert, 1999) may help a practitioner to validate a potential treatment before recommending that parents apply the treatment for an extended period of time. Using single-case experimental designs with abridged data series, repeated measures, and empirically supported interventions as brief instructional trials, a number of investigations have identified interventions that lead to rapid increases in oral reading fluency on a case-by-case basis (i.e., Daly et al, 1999;Daly, Shroder, & Robinson, 2001;Daly, Murdoch, Lillenstein, Webber, & Lentz, 2002;Eckert, Ardoin, Daly, & Martens, 2002;Noell, Freeland, Witt, & Gansle, 2001;Noell et al, 1998).…”

Section: Introductionmentioning

confidence: 99%

Promoting parent use of empirically supported reading interventions: two experimental investigations of child outcomes

et al. 2006

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Two experimental investigations of the effects of parent delivered reading interventions were conducted. Tutoring packages consisting of empirically supported intervention components were delivered by parents for at least several weeks after initial parent training. Both experiments used single-case experimental designs and measured participants' oral reading fluency in passages. Experiment 1 used a multiple-probe design across tasks (passages) to evaluate tutoring effects for two students with learning disabilities. Results indicate that both students increased their reading fluency and maintained those increases over time. Experiment 2 used a brief experimental analysis that included both experimenter and parent delivered instructional trials to validate the treatment package. Next, the treatment package was evaluated using an alternating treatments design. Results were uniformly positive. An interesting but not surprising correlation was also found between treatment integrity and student outcomes. Results are discussed in terms of the framework and skills that behavior analysts have for working with parents and schools to improve their children's academic responding.

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“…Sensitivity to change is a desirable characteristic of assessment tools that will be administered repeatedly to assess student skill development. Although recent research has provided examples of how the sensitivity of oral reading fluency to brief intervention might be assessed (e.g., Daly, Martens, Dool, & Hintze, 1998;Daly, Martens, Hamler, Dool, & Eckert, 1999;Noell, Freeland, Witt, & Gansle, 2001), the sensitivities of the CBM writing measures examined in this study are unknown. This study examined changes in student performance on these variables following a brief single instance of an intervention for writing.…”

mentioning

confidence: 99%

An examination of the criterion validity and sensitivity to brief intervention of alternate curriculum‐based measures of writing skill

Gansle

Noell

VanDerHeyden

et al. 2004

Psychology in the Schools

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Curriculum-based measures have been validated for use in evaluating reading, mathematics, and writing skills (Marston, 1989). Despite its common use by school psychologists (Wilson & Reschly, 1996), the relationship between the Woodcock Johnson-Revised and curriculum-based measures of writing has not been evaluated. This study investigated the relationship between the Woodcock Johnson-Revised Writing Samples subtest and alternate curriculum-based measures of written expression. In addition, the sensitivity of the measures to the effects of a short group writing intervention was assessed. Forty-five third and fourth graders participated in an intervention that consisted of brainstorming ideas, presenting those ideas on a dry-erase board, and writing a complete sentence on paper with writing quality feedback before completing a CBM (curriculum-based measurement) writing passage. Numbers of words written as well as five alternate measures of writing samples were used to assess the effects of the intervention. The intervention had a positive effect on total words written. Total punctuation marks, simple sentences, and words in complete sentences emerged as the best predictors of the Woodcock JohnsonRevised Writing Samples subtest scores in regression analyses. The implications of the analyses, limitations of the study, and directions for future research are discussed.

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Using Brief Assessments to Identify Effective Interventions for Individual Students

Cited by 58 publications

References 19 publications

Evaluating the Effectiveness of Combined Reading Interventions on Improving Oral Reading Fluency of Students with Reading Disabilities

Evaluating the Effectiveness of Combined Reading Interventions on Improving Oral Reading Fluency of Students with Reading Disabilities

Promoting parent use of empirically supported reading interventions: two experimental investigations of child outcomes

An examination of the criterion validity and sensitivity to brief intervention of alternate curriculum‐based measures of writing skill

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