Edward J. Daly

Response to Intervention: Empirically Based Special Service Decisions From Single-Case Designs of Increasing and Decreasing Intensity

There have been several proposals to the effect that special service decisions could be based, at least in part, on the construct of response to intervention and not necessarily on traditional child measures. Single-case designs that focus on intervention response and intensity are reviewed as a potential evaluation framework for interdisciplinary teams to help answer special services resource questions. Increasing-intensity designs are based on sequential intervention trials ordered on a continuum that builds in intensity. Decreasing-intensity designs start with more comprehensive or multicomponent interventions and intervention facets that are systematically withdrawn so that interventions become more natural and ecologically sustainable. The advantages and challenges associated with these designs for use in special education eligibility decisions are discussed as models for child evaluation in schools.

Evaluation of the Multiple-Stimulus without Replacement Preference Assessment Method Using Activities as Stimuli.

The current study examined the accuracy of the multiple-stimulus without replacement (MSWO) preference assessment for identifying preferred common classroom activities as reinforcers with children with behavioral disorders. The accuracy of predictions from the MSWO regarding high, medium, and low stimulus preference was tested by providing contingent access to activities for completing math problems within an independent seatwork format. Overall, there was an interaction effect between preference ranking (high, medium, or low) and number of problems completed. The results confirm and extend previous findings regarding the accuracy of predictions with the MSWO. The findings also reveal, however, some individual differences that may account for instances in which student behavior did not conform to predictions of stimulus preference assessments.

A COMPARISON OF TWO FLASH-CARD METHODS FOR IMPROVING SIGHT-WORD READING

Flash cards have been shown to be useful for teaching sight-word reading. To date, the most effective flash-card instruction method is incremental rehearsal (IR). This method involves the instructor interspersing unknown stimulus items into the presentation of known stimulus items. In this study, we compared IR to a modified IR procedure-strategic incremental rehearsal (SIR)-to determine whether the effects of IR might be improved by incorporating variables likely to increase word acquisition. These included increased opportunities to respond to unknown stimuli, using learner responding as a basis for changing instructional items, and systematic prompting methods. An A-B-A-B design was used to compare the effects of IR and SIR for increasing sight-word reading with 4 elementary school students. Results indicated that students read more words correctly with SIR than with IR. In addition, similar patterns of responding were seen at a 2-week follow-up.

IMPROVING ORAL READING FLUENCY WITH A PEER‐MEDIATED INTERVENTION

This study examined the effects of an experimentally derived, peer-delivered reading intervention on the oral reading fluency of a first-grade student who had been referred for poor reading fluency. Same-grade peers were trained to lead the target student through a structured intervention protocol based on the results of a brief experimental analysis. Results indicated that reading improvements were obtained and are discussed in terms of selecting efficient interventions for use by peers.

Assessing Student Response to Intervention

Stephanie C. Olson, MA, is a graduate student in Educational (School) Psychology at the University of Nebraska-Lincoln. scolson@bigred.unl.edu Edward J. Daly III, PhD, is Associate Professor of Educational (School) Psychology at the University of Nebraska-Lincoln. edaly2@unl.edu Melissa Andersen, MA, is a graduate student in Educational (School) Psychology at the University of Nebraska-Lincoln. melissandersen@gmail.com April Turner, MA, is a graduate student in Educational (School) Psychology at the University of Nebraska-Lincoln. april d turner@yahoo.com Courtney LeClair, MA, is a graduate student in Educational (School) Psychology at the University of Nebraska-Lincoln. cleclai1@bigred.unl.edu

Applications of Applied Behavior Analysis to School-Based Instructional Intervention

This chapter describes how ABA principles and strategies can be used for assessment and school-based intervention of children’s academic problems. The chapter emphasizes the importance of developing stimulus control over academic responding as the first goal of instruction, and of then developing stimulus generalization as the ultimate goal of instruction. Empirically supported instructional interventions that promote stimulus control through the basic processes of differential reinforcement, modeling, prompting, and error correction are reviewed. A useful heuristic for guiding how to change procedures as a function of progressive response strengthening is applied to assist the reader in knowing which interventions are most appropriate at any given time. The chapter concludes with a description of strategies shown to improve generalized academic responding for application across stimulus situations, and for use with more complex curricular requirements.

An Experimental Examination of the Impact of Choice of Treatment Components on Treatment Integrity

Although there is a growing body of research on the use of performance feedback to improve treatment integrity, antecedent interventions have received little attention. Antecedent interventions are simple to use and have a strong research base. This study examined the effects of offering teachers choice of treatment components. A choice condition was compared with a no-choice condition in which an expert-derived treatment was used. An A/B/C/A/C/B design with counterbalancing was combined with a simultaneous-treatments design to examine treatment integrity and student problem behavior for 3 teacher–student dyads. The results indicated that, although both treatments improved student behavior, higher levels of treatment integrity and better behavioral outcomes were associated with the choice condition. The results are discussed in terms of the merits of simple antecedent strategies for improving treatment integrity and the benefit of adding experimental design elements that provide a more direct measure of teacher preference.

Identifying Controlling Variables for Math Computation Fluency Through Experimental Analysis: The Interaction of Stimulus Control and Reinforcing Consequences

This study investigated a method for conducting experimental analyses of academic responding. In the experimental analyses, academic responding (math computation), rather than problem behavior, was reinforced across conditions. Two separate experimental analyses (one with fluent math computation problems and one with non-fluent math computation problems) were conducted with three elementary school children using identical contingencies while math computation rate was measured. Results indicate that the experimental analysis with non-fluent problems produced undifferentiated responding across participants; however, differentiated responding was achieved for all participants in the experimental analysis with fluent problems. A subsequent comparison of the single-most effective condition from the experimental analyses replicated the findings with novel computation problems. Results are discussed in terms of the critical role of stimulus control in identifying controlling consequences for academic deficits, and recommendations for future research refining and extending experimental analysis to academic responding are made.

Preparing Teachers to Train Parents to Use Evidence-based Strategies for Oral Reading Fluency with Their Children

Although there is promising evidence for parent-tutoring strategies for improving oral reading fluency, such parent tutoring programs are not widely used in schools. This study examined the effectiveness of providing parent training in school settings using teachers as trainers. An evidence-based reading package including listening passage preview, repeated reading, error correction, and performance feedback was developed. Three first-grade teachers were trained using video-training, written instructions, and practice with peers. Eight parents reviewed a similar manual and video and then met with teachers to practice the strategies and develop a tutoring plan. Parents then implemented the reading fluency tutoring package at home for 8 to 9 weeks. Student progress was monitored weekly using curriculum-based measurement of oral reading fluency within an A-B design. Results show oral reading fluency improved when treatment fidelity was good. Future applications of evidence-based tutoring practices and considerations for implementation and sustainability in school-based settings are discussed.

Selecting effective intervention strategies for escape-maintained academic-performance problems: Consider giving 'em a break!

This study compared consequence-and antecedent-based strategies to determine which treatments or combination of treatments produced the strongest improvements in math computation fluency with four elementary-aged students whose math computation was under the control of an escape contingency. Functional analyses were conducted to identify elementary-school students whose academic responding was under a negative-reinforcement contingency. A multielement design was then used to examine the impact of four treatments (DNRA, DRA, task choice, and task choice plus DRA) on each students rate of correct digits per min. All four treatments increased rate of responding. Differentiated results were obtained for all participants, indicating a reliable effect. Yet, participants responded differently to the treatments, illustrating the need to investigate and adapt interventions for escape-motivated behavior on a case-by-case basis. Results are also discussed in terms of the effectiveness of choice relative to reinforcement procedures, whether there were additional benefits to combining treatments, and which type of reinforcement procedures (DRA or DNRA) appears to be more effective for students whose behavior is under the control of an escape contingency.