Embed Size (px)
Citation preview
Amber Zank, M.S.E.
Michael Axelrod, Ph.D.
University of Wisconsin- Eau Claire
NASP Conference 2011
Training Individuals to Implement a Brief Experimental Analysis (BEA)
of Oral Reading Fluency
“So Easy, A Caveperson Could Do It”
Brief Experimental Analysis
Allows practitioners to quickly “test out” the effects of two or more evidence-based interventions on a target behavior
Research has shown to be effective across various academic domains E.g., Oral Reading Fluency
BEA of Oral Reading Fluency
Effective and efficient way to find an optimal evidence-based reading intervention that increases a student’s oral reading fluency (Burns & Wagner, 2008)
Importance for School Psychologists
Working within an RtI framework Use of evidence-based interventions Data-based decision-making Links assessment to intervention
Problem-Solving early intervention
Training Individuals to Implement BEA of Oral Reading Fluency BEA of ORF has been widely
researched, yet… Literature has not focused on the training
of individuals implementing BEA of oral reading fluency procedures
Relevance for School Psychology Consultative Role
Relationship between Treatment Integrity and Student Outcomes(Fuchs & Fuchs, 2006; Hagermoser-Sanetti, Charouleas, Christ, & Gritter, 2009)
Other Research: Training Individuals Functional Analysis
(e.g., Iwata et al., 2000; Moore et al., 2002; Wallace et al., 2004) Several key training components:
Written/verbal instruction Modeling Rehearsal Performance feedback
Educators (e.g., Codding et al., 2005; Leblanc et al., 2005) Similar training components:
Modeling Rehearsal Performance Feedback
Practical Question
What type of training is needed for undergraduate volunteer students to implement a BEA of oral reading fluency to elementary students with high procedural integrity?
Our Study
After-School Reading Intervention Program 2 schools; 2 days per week each Elementary students- additional assistance
with reading
Participants: Experiment 1
Undergraduate volunteer students Majority female Freshman – Senior Majority Psychology students
Training Conditions: Independent Variable
Condition 1 Verbal and Written Information and Modeling
“Training”
Condition 2 Training + Rehearsal
Condition 3 Training + Rehearsal + Performance
Feedback
Dependent Variable
Treatment Integrity Percentage of protocol steps accurately
implemented throughout the BEA
Treatment Integrity Checklists
Repeated Reading
Sit with the student in a quiet location without too many distractions.
Have two copies of the passages. Passage A with the total numbers of words is for you the interventionist. Passage B for the child should not have numbers or lines on them.
Have the student read the passage through.
If the student asks for help with any word, read the word aloud. If the student requests a word definition, give the definition.
When the student has completed the passage, have him or her read the passage again (a total of 4 times).
During the reading of the passage the 4th time, follow along and mark incorrect words on your form.
When you are done with the passage or time is up, record the number of correct words per minute at the end of the passage.
Treatment Integrity Data
School Psychology graduate students present Recorded treatment integrity data through
Direct Observation Used integrity checklists
Procedure
Undergraduate students conducted the BEA of oral reading fluency with elementary students at two local elementary schools 7 interventions used Implemented twice
Treatment integrity data recorded on 100% of sessions
What we Found
Treatment Condition Treatment Integrity
Condition 1 “Training”
99%
Condition 2 Training + Rehearsal
98%
Condition 3 Training + Rehearsal + Performance Feedback
99%
Limitations?
Presence of School Psychology graduate students Integrity checklists
Direct Observation
Participants: Experiment 2
Undergraduate volunteer students Majority female Freshman – Senior Majority Psychology students
Experiment 2
Identical to Experiment 1, except: Audiotapes Used
100% of sessions were audiotaped School Psychology graduate students later
reviewed the audiotapes Recorded treatment integrity data
Results
Treatment Condition Treatment Integrity
Condition 1 “Training”
99%
Condition 2 Training + Rehearsal
99%
Condition 3 Training + Rehearsal + Performance Feedback
100%
Implications
Adds to the research on training individuals
Adds to the research regarding BEA BEA may be implemented with high
treatment integrity with as little as a 1-hour initial training Verbal and Written Information, Modeling
Implications
Conducting a BEA of oral reading fluency may be effective in increasing oral reading fluency after 8-12 weeks.
Social Acceptability Positive view of the implementation and
effectiveness of using a BEA to target reading fluency
Future Research
Replicate the current findings with other populations Paraprofessionals, peer tutors, classroom
teachers, special educators
Look at data-based decision-making from BEA
Address training programs
Take Home Message
Using a brief training of individuals to conduct a BEA of oral reading fluency holds promise to school personnel looking for effective as well as easy to implement interventions for increasing elementary students’ oral ready fluency
Questions?
“So Easy, A Caveperson Could Do It”
