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Amber Zank, M.S.E. Michael Axelrod, Ph.D. University of Wisconsin- Eau Claire NASP Conference 2011 Training Individuals to Implement a Brief Experimental.

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Presentation on theme: "Amber Zank, M.S.E. Michael Axelrod, Ph.D. University of Wisconsin- Eau Claire NASP Conference 2011 Training Individuals to Implement a Brief Experimental."— Presentation transcript:

1 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

2 So Easy, A Caveperson Could Do It

3 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

4 BEA of Oral Reading Fluency Effective and efficient way to find an optimal evidence-based reading intervention that increases a students oral reading fluency (Burns & Wagner, 2008)

5 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

6 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

7 Relevance for School Psychology Consultative Role Relationship between Treatment Integrity and Student Outcomes (Fuchs & Fuchs, 2006; Hagermoser-Sanetti, Charouleas, Christ, & Gritter, 2009)

8 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

9 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?

10 Our Study After-School Reading Intervention Program 2 schools; 2 days per week each Elementary students- additional assistance with reading

11 Participants: Experiment 1 Undergraduate volunteer students Majority female Freshman – Senior Majority Psychology students

12 Training Conditions: Independent Variable Condition 1 Verbal and Written Information and Modeling Training Condition 2 Training + Rehearsal Condition 3 Training + Rehearsal + Performance Feedback

13 Dependent Variable Treatment Integrity Percentage of protocol steps accurately implemented throughout the BEA Treatment Integrity Checklists

14 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 4 th 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.

15 Treatment Integrity Data School Psychology graduate students present Recorded treatment integrity data through Direct Observation Used integrity checklists

16 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

17 What we Found Treatment ConditionTreatment Integrity Condition 1 Training 99% Condition 2 Training + Rehearsal 98% Condition 3 Training + Rehearsal + Performance Feedback 99%

18 Limitations? Presence of School Psychology graduate students Integrity checklists Direct Observation

19 Participants: Experiment 2 Undergraduate volunteer students Majority female Freshman – Senior Majority Psychology students

20 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

21 Results Treatment ConditionTreatment Integrity Condition 1 Training 99% Condition 2 Training + Rehearsal 99% Condition 3 Training + Rehearsal + Performance Feedback 100%

22 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

23 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

24 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

25 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

26 Questions? So Easy, A Caveperson Could Do It

27 Contact Information Amber Zank, M.S.E. University of Wisconsin- Eau Claire


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