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| Three Experimental Studies of Interventions for Strengthening Stimulus Control in Reading Fluency and Word Reading |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 121 A |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Kristi L. Hofstadter (University of Nebraska- Lincoln) |
| Discussant: Mark D. Shriver (Munroe-Meyer Institute) |
| Abstract: In this symposium, three studies will be presented which investigated a variety of intervention strategies for improving the reading fluency and word identification of elementary school students. In the first study, three sight word acquisition interventions consisting of either individual or combined flashcard and modeling components were compared using a multielement design. Findings examining data to be collected will be presented and discussed. In the second study, the effects of a peer-mediated reading fluency intervention derived from brief experimental analysis results were examined across curriculum passages. Results demonstrated large improvements in reading fluency upon intervention implementation across passages, as well as maintenance of effects after intervention removal. In the third study, the effects of two interventions, Replacement Repeated Reading (RRR) and Repeated Reading (RR), for improving acquisition and maintenance of unknown words were compared using a parallel treatments design. The two reading interventions both utilized repeated opportunities to respond during reading instruction. However, RRR progressively introduced a consistent, pre-determined number of error words within the same passage across presentations, whereas RR introduced error words within separate passages. The results of data to be collected will be presented and implications discussed. |
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| Stimulus Control of Word Reading: An Investigation of Combined Effects of Isolated Training and Modeling |
| MELISSA N. ANDERSEN (University of Nebraska-Lincoln), Edward J. Daly III (University of Nebraska-Lincoln) |
| Abstract: Reading is a critical skill, which prevents academic and behavioral problems; yet many children struggle with learning to read. Training in isolation using flashcards has been shown to bring word reading under stimulus control prior to introduction to the natural context (e.g., connected text). Additionally, modeling is an evidence-based strategy to enhance stimulus control of word reading in connected text (e.g., oral reading fluency). Yet, the combined effects of training sight words in isolation and modeling word reading in connected text on sight word identification have yet to be investigated. Using a multielement design, the current study will investigate the differential effects of three treatments, (1) a treatment package combining research-proven flashcard and modeling techniques, (2) modeling alone, and (3) antecedent flashcard presentation, on sight word acquisition. Participants consisted of four students attending an urban Midwestern elementary school. Data to be collected on number of sight words gained across conditions will be presented. Results will be discussed in terms of the treatment elements that may enhance stimulus control of word reading in connected text. |
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| Reading Friends: A Peer-Mediated Reading Fluency Intervention |
| KRISTI L. HOFSTADTER (University of Nebraska- Lincoln), Edward J. Daly III (University of Nebraska-Lincoln) |
| Abstract: Although behavioral consultation is frequently employed in school settings to derive effective academic interventions, the identified treatments can often be time consuming for teachers, posing a potential threat to treatment integrity and acceptability. Peer-mediated treatments provide a promising alternative to traditional teacher-directed interventions. Throughout the behavioral consultation process, an individualized peer-mediated reading fluency treatment was developed and implemented. Data gathered throughout the consultation process, as well as a brief experimental analysis, were employed to design a reading intervention consisting of listening passage preview, repeated reading, error correction, and contingent reinforcement. The identified reading package was delivered by a fluent classroom peer (i.e., at or above grade-level Dynamic Indicators of Basic Early Literacy Skills oral reading fluency benchmarks). A multiple-probe design across curriculum-derived passages was employed to evaluate the effects of the peer-delivered intervention on the reading fluency of one first grade student. Results indicated that the student read with increased fluency and accuracy upon intervention implementation across all six passages. Fluency improvements were also maintained for all passages upon withdrawal of treatment. Discussion will focus on the use of experimental analysis to develop peer-tutoring interventions, implementation considerations across change agents, and directions for future research. |
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| Replacement Repeated Reading: An Intervention for Increasing Word Acquisition and Reading Fluency |
| SARA S. KUPZYK (University of Nebraska-Lincoln), Edward J. Daly III (University of Nebraska-Lincoln) |
| Abstract: Interspersal training has been found to facilitate acquisition of a variety of stimuli in academic settings. Additionally, findings indicate students prefer interspersal training when given a choice. However, interspersal training has not been applied to word acquisition in text reading. In this study, using a parallel treatments design, a traditional repeated reading (RR) program is compared to replacement repeated reading (RRR). Elementary students were exposed to both programs which involved replacing known words in a passage with unknown words. In the RRR program, the same passage was used across stimulus sets (i.e., previously unknown words remained in the passage while known words were replaced) to increase opportunities to respond to new words and to decrease student effort in passage reading. In the RR program, a new passage was used for each set of stimuli. Data to be collected on acquisition and maintenance of previously unknown words in each treatment will be presented. Results will be discussed in terms of the treatment elements that appear to improve acquisition and maintenance of new words through in-text reading. Additionally, future classroom applications and considerations for use of the intervention with students with behavioral problems will be discussed. |
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