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Applying Behavioral Principles to Increase the Effectiveness of Academic Interventions |
Sunday, May 26, 2013 |
2:30 PM–3:50 PM |
M100 F-G (Convention Center) |
Area: EDC/PRA; Domain: Applied Research |
Chair: Melissa Coolong-Chaffin (University of Wisconsin-Eau Claire) |
Discussant: Melissa Coolong-Chaffin (University of Wisconsin-Eau Claire) |
Abstract: Including behavioral principles in the development of interventions to address academic targets can improve academic outcomes. This symposium will describe three consultation cases that examined the development and implementation of academic interventions based on behavioral principles. The first study employed a brief experimental analysis to select math computation fluency interventions for two elementary aged students. Following baseline, students were exposed to three brief math computation interventions. The intervention producing the greatest increase in digits correct per minute was selected for an extended intervention analysis. The second case evaluated a cover, copy, and compare strategy with flashcards targeting math fact fluency of a middle school student. With the intervention package, the students addition fact fluency improved and generalized to subtraction fact fluency. The third case evaluated the effectiveness of an early literacy intervention for 25 kindergarten students. Rates of improvement and progress towards benchmark goals demonstrate student outcomes following intervention. Tutor behavior was targeted through ongoing performance feedback regarding adherence and reliability data. The discussion of these cases will focus on how the behavioral principles of providing positive contingencies, practice opportunities, and immediate feedback can be systematically applied to improve the outcomes of academic interventions. |
Keyword(s): Academic Targets, Behavioral Principles, Brief Experimental Analysis, School Psychology |
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Using Brief Experimental Analysis Methodology to Improve Math Computation Fluency |
NICOLE LUDWIG (University of Wisconsin-Eau Claire), Tracie Anderson (University of Wisconsin-Eau Claire), Kristin Hagen (University of Wisconsin-Eau Claire), Kally Luck (University of Wisconsin-Eau Claire), Samantha Mester (University of Wisconsin-Eau Claire), Chimerem Okoroji (University of Wisconsin-Eau Claire), Sara Rinka (University of Wisconsin-Eau Claire), Michael I. Axelrod (University of Wisconsin-Eau Claire) |
Abstract: Education and Psychology continue to collaborate on developing effective practice that links assessment to intervention. One collaborative endeavor has been the use of experimental analysis to empirically select academic interventions for elementary aged students. While the literature is replete with examples of employing experimental analysis to empirically select oral reading fluency interventions, there are very few studies that describe the use of this technology for math. The current study employed brief experimental analysis methodology to empirically select math computation fluency interventions for two elementary aged students. Following baseline, we exposed the students to three brief math computation interventions (i.e., Cover-Copy-Compare, Brief Direct Math Instruction, iPad Math Bingo application). The intervention producing the greatest increase in digits correct per minute over baseline was selected for an extended intervention analysis using a reversal design. We expect the results will confirm the findings of Mong and Mong (2012) suggesting that BEA of math computation fluency can identify effective interventions for struggling students. |
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Utilizing Cover, Copy, and Compare and Flashcards to Increase Math Fact Fluency |
DACIA MCCOY (University of Cincinnati), Renee Hawkins (University of Cincinnati), Ashley Shier (University of Cincinnati) |
Abstract: Academic concerns in later years of schooling can be challenging to remediate and teachers need effective strategies to address these deficits. This case examined the effectiveness of an intervention package implemented to improve the addition and subtraction fact fluency of a sixth grade student in a general education setting. The team developed an intervention to address the hypothesis that the academic deficit was a result of limited practice opportunities and lack of immediate feedback. The intervention included flashcards and the cover, copy, and compare strategy, designed to increase practice opportunities with immediate feedback and provide positive contingencies for correct responses. The goals for fact fluency were established using peer comparison data collected using curriculum based measurement and included determining a desired rate of improvement to guide decision making. Weekly CBM data for fact fluency were used for decision making. An A-B design was used during this consultation, which does not allow for a functional relation to be demonstrated. However, with the intervention in place the student met the goal for addition fact fluency; in addition, subtraction fact fluency also improved even without the skill being directly taught. |
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Applying Behavioral Principles to a Tutoring Program in Early Literacy |
LAUREN KIMENER (University of Cincinnati), Hilary B. Denune (University of Cincinnati), Francis E. Lentz (University of Cincinnati) |
Abstract: For students who enter school without early literacy skills, early intervention is important to reduce risk for reading failure. Through partnership with a local school district, a university training program in school psychology established a tutoring program for Kindergarteners at risk for reading failure. The program served as a field-based experience in data-based decision making for school psychology graduate students. Data will be presented for 25 of the Kindergarteners who participated in the academic intervention. Based on the data, graduate students evaluated intervention effectiveness and applied behavioral principles in maximizing student outcomes in early literacy skills, as assessed by DIBELS measurements. Graduate student tutors were responsible for designing and implementing interventions that were scripted, that increased practice opportunities, that had a standardized method of error correction, and that provided for positive contingencies. Reliability and adherence data were also used to evaluate tutor behavior in implementing the intervention. Discussion will focus on the application of behavioral principles in program design and evaluation in order to maximize academic outcomes for at-risk students. |
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