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Implementing Fluency Interventions Identified through Brief Experimental Analysis Doug Penno, Ph.D. Pamela Fields, Ed.D. Michelle L. Hinzman, Ed.S. Barbara.

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Presentation on theme: "Implementing Fluency Interventions Identified through Brief Experimental Analysis Doug Penno, Ph.D. Pamela Fields, Ed.D. Michelle L. Hinzman, Ed.S. Barbara."— Presentation transcript:

1 Implementing Fluency Interventions Identified through Brief Experimental Analysis Doug Penno, Ph.D. Pamela Fields, Ed.D. Michelle L. Hinzman, Ed.S. Barbara Pline, M.A. Keystone Area Education Agency

2 FAA Pilot Project Rationale Achievement Gap Interaction of academic difficulties and challenging behavior

3 Research base Functional approach to assessment Brief Experimental Analysis Instructional approaches to reading fluency instruction

4 Evolution of the project Staff involved in the project Current status  School districts involved  Students’ achievement What’s next?

5 Research Questions Can BEA procedures effectively identify evidence-based reading fluency interventions for struggling students? What are the effects of implementing BEA- identified interventions for an extended period in a special education classroom?

6 Procedures Selection of students Descriptive assessment Administer BEA conditions Implement intervention

7 Selection of Students High accuracy and low fluency Second & third graders (41-60 WCPM) History of fluency difficulties Receive support in Tier 2 or 3 Display high levels of engagement (Eckhart, 2008)

8 Selection of Students 3 fourth grade students Entitled for reading All students scored at or below 25 th percentile on fall AIMSweb benchmark (3 or less errors)

9 Descriptive Assessment Components of descriptive assessment  Targeted file review  Semi-structured teacher interviews  Targeted student interview  Observations

10 Conditions Baseline Contingent Reinforcement (CR) Repeated Readings (RR) (Samuels, 1979) Listening Passage Preview (LPP) (Daly & Martens, 1994; Jones et al., 2009) Listening Sentence Preview (LSP) (McComas et al., 2009) Error Correction (EC) (Daly, Persampieri, McCurdy, & Gortmaker, 2005; O’Shea, Munson, & O’Shea, 1984)

11 CASE STUDIES

12 Case Study - Abby Entitled reading (1 st grade) & mathematics Baseline: 66 WCPM, 0 errors  Below 25 th percentile Fall 2011 NWEA/MAP RIT reading score:  202 (56 th percentile)

13 Abby – BEA Results

14 Abby – Intervention January 2012-May minutes daily; 5 days week Read Naturally 4.0, 4.5, 5.0 materials Monitored weekly 4 th grade AIMSweb reading probe Implementation:  LPP/LSP/CR  Audiobooks on computer  LSP with peer  LPP/LSP with teacher  CR once weekly

15 Abby – Intervention Results

16 Case Study - George Entitled reading (2 nd grade) Baseline: 43 WCPM, 3 errors  Below 10 th percentile Fall 2011 NWEA/MAP RIT reading score:  179 (7 th percentile)

17 George – BEA Results

18 George – Intervention January 2012-May minutes daily; 5 days week Read Naturally 4.0, 4.5, 5.0 materials Monitored weekly with 4 th grade AIMSweb reading probe Implementation:  LPP  Audiobooks on computer  Read Naturally CDs  LPP with teacher

19 George – Intervention Results

20 Case Study – Heather Entitled reading (2 nd grade) Baseline: 70 WCPM, 2 errors  Slightly above 25 th percentile Fall 2011 NWEA/MAP RIT reading score:  196 (40 th percentile)

21 Heather – BEA Results

22 Heather – Intervention January 2012-May minutes daily; 5 days week Read Naturally 4.0, 4.5, 5.0 materials Monitored weekly with 4 th grade AIMSweb reading probe Implementation:  LSP  Audiobooks on computer  LSP with peer  LSP with teacher

23 Heather – Intervention Results

24 Summary Data StudentPre MAPPost MAPPre WCPMPost WCPM Abby 202 (56 th %ile) 202 (34 th %ile) 65 WCPM86 WCPM George 179 (7 th %ile) 200 (32 nd %ile) 43 WCPM88 WCPM Heather 196 (40 th %ile) 214 (70 th %ile) 70 WCPM91 WCPM

25 Summary Data Student MAP RIT (fall to spring) (expected 4 th grade growth RIT +7) WCPM (Jan to May) Words per Week Abby+0 RIT+20 WCPM+1.3 George+21 RIT+45 WCPM +3.0 (prior to BEA +1.07) Heather+18 RIT+21 WCPM +1.4 (prior to BEA +.36)

26 Next Steps Follow-up with case studies Provide professional development to colleagues Expand into other subject areas


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