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| Interventions in University Settings |
| Thursday, November 29, 2001 |
| 11:00 AM–11:50 AM |
| Cloister of the Cypress Hall |
| Area: EDC |
| Chair: Claudia E. McDade (Learning Services) |
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| Celerating Skills Development in College Students |
| Domain: Applied Behavior Analysis |
| CLAUDIA E. MCDADE (Learning Services) |
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| Abstract: For over twenty-four years Learning Services (formerly Center for Individualized Instruction) at Jacksonville State University (AL) has served as a human operant laboratory in developing effective instructional strategies. Based on Precision Teaching/Learning and Direct Instruction, these strategies will be described and their results shared in the following areas: motivational strategies, the effect of preference on performance, the effect of fluency on performance, and retention/application of skill over time. Results have been used to develop an outcomes assessment paradigm to ascertain the extent of skills mastery across disciplines. Handouts will provide participants with suggestions for applying this paradigm in their teaching activities. |
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| Catching Up Poor Readers: A University-Based Model Intervention Program |
| Domain: Applied Behavior Analysis |
| CATHY L. WATKINS (California State University, Stanislaus), Jane S. Howard (California State University Stanislaus), Harold Stanislaw (California State University Stanislaus) |
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| Abstract: For the past 22 years, the Center for Direct Instruction at California State University, Stanislaus has provided short-term, intensive intervention to more than 1,500 school age children with significant reading difficulties. We describe a low cost (40 hours of intervention) after school program, with college students as teachers, that integrates programming from Direct Instruction with practices derived from theory, research, and practice in Behavior Analysis. Changes in pre- and post intervention learning rates (change in standardized test of reading achievement/time) for more than 700 children between the ages of 9 and 18 are presented. The mean learning rate at baseline was below typical learning rates and averaged less than 7 months gain for every school year. Measures at post intervention revealed learning rates that exceeded normal learning rates (more than 1 month gain for each month of instruction) on all measures. Acquisition rate for basic skills doubled. In addition, more than 100 of these children returned to the Center after a period of non-attendance, creating a natural ABAB program design. For these children, learning rates were functionally related to receiving intervention at the Center. Implications for measuring and accelerating the learning trajectory to prevent and address reading difficulties are reviewed. |
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