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| International Paper Session - Interventions for Young Children at Risk |
| Sunday, May 27, 2007 |
| 4:30 PM–5:20 PM |
| America's Cup C |
| Area: EDC |
| Chair: Amber Reilly (California State University, Northridge/Institute for Applied Behavior Analysis) |
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| Early Reading Intervention: Responding to the Needs of At-Risk First-Grade Students. |
| Domain: Applied Research |
| LEFKI KOUREA (The Ohio State University), Gwendolyn Cartledge (The Ohio State University) |
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| Abstract: The purpose of this study was to examine the responsiveness of first-grade students to an early reading intervention program. Students were English-language learners and English speakers and they were followed up from a previous year’s investigation, in which they had received phonological-based intensive instruction. Additional reading intervention was provided the following year. Using a non-equivalent group design, researchers examined: (a) the reading performance of at-risk first-grade students who continued receiving additional intervention, and (b) the reading performance of follow-up first-grade students and low-performing first-grade students who received no intervention in first grade. Results will be presented through graphs and tables. Limitations and practical implications will be discussed. |
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| Implementation of a School-Wide System of Positive Behavior Practices in a Head Start/State Preschool. |
| Domain: Applied Research |
| AMBER REILLY (California State University, Northridge/Institute ) |
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| Abstract: Behavioral problems in children are strongly linked to adolescent delinquency, school failure, and adult criminality (Sprague, Sugai & Walker, 1998); poverty dramatically increases this risk, making early intervention critical for disadvantaged youth (Mccurdy, Mannella & Eldridge, 2003). This study examines the effect of a school-wide system of positive behavior practices on rule following in a Head Start/State Preschool. Participants were 35 predominantly Latina, female teachers. Using a collaborative consultative model, consultants were contracted for 1 year to assist teachers in defining and teaching school-wide behavior expectations. Within 2-hour intervals, teachers reinforced each child’s rule following via verbal praise and a small token reinforcer that later translated to a more powerful class reward. A before–after no treatment control design was used to evaluate changes in rule following for randomly selected children in each classroom. Direct observations revealed that compliance with behavior expectations significantly improved at the target school, t (26) = 2.04, p < .05; no significant effects were found in the control school. Interobserver reliability was conducted for 20% of observations in each condition; mean agreement was 92% and 94%, respectively. Findings suggest that a school-wide behavior system can be effective in improving the behavior of at-risk children. |
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