Abstract
The experimental analysis of academic responding has emerged as one approach to strengthening decisions related to problem analysis and treatment design. This study provided an example of how both brief and extended assessments can be used within a data based, problem solving approach to addressing reading fluency concerns. For six children with reading difficulties, within-trial effects of various instructional strategies were used to identify and design interventions. Assessment-derived interventions were evaluated using weekly academic growth on general outcome measures. Results indicated that five of the six children responded favorably to intervention. Future research involving the contribution of experimental analysis to response to intervention models of service delivery is discussed.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Barnett, D. W., Bauer, A. M., Ehrhardt, K. E., Lentz, F. E., & Stollar, S. A. (1996). Keystone targets for change: Planning for widespread positive consequences. School Psychology Quarterly, 11, 95–117. doi:10.1037/h0088923.
Barnett, D. W., Daly, E. J. III, Jones, K. M., & Lentz, F. E. (2004). Response to intervention: Empirically-based special service decisions from single-case designs of increasing and decreasing intensity. The Journal of Special Education, 38, 66–79. doi:10.1177/00224669040380020101.
Barnett, D. W., VanDerHeyden, A. M., & Witt, J. C. (2007). Achieving science-based practice through response to intervention: What it might look like in preschools. Journal of Educational & Psychological Consultation, 17, 31–54. doi:10.1207/s1532768Xjepc1701_2.
Beavers, K. F., Kratochwill, T. R., & Braden, J. P. (2004). Treatment utility of functional versus empiric assessment within consultation for reading problems. School Psychology Quarterly, 19, 29–49. doi:10.1521/scpq.19.1.29.29405.
Busk, P. L., & Serlin, R. C. (1992). Meta-analysis for single-case research. In T. R. Kratochwill & J. R. Levin (Eds.), Single-case research design and analysis: Applications in psychology and education (pp. 187–212). Hillsdale, NJ: Erlbaum.
Carnine, D., Silbert, J., Kame’enui, E., & Tarver, S. (2004). Direct instruction reading (4th ed.). Upper Saddle River, NJ: Pearson.
Conte, K. L., & Hintze, J. M. (2000). The effects of performance feedback and goal setting on oral reading fluency within CBM. Diagnostique, 25, 85–98.
Daly, E. J., III, Murdoch, A., Lillenstein, L., Webber, L., & Lentz, F. E. (2002). An examination of methods for testing treatments: Conducting brief experimental analysis of the effects of instructional components on oral reading fluency. Education and Treatment of Children, 25, 288–316.
Daly, E. J. III, Witt, J. C., Martens, B. K., & Dool, E. J. (1997). A model for conducting a functional analysis of academic performance problems. School Psychology Review, 26, 554–574.
Daly, E. J. III, Persampieri, M., McCurdy, M., & Gortmaker, V. (2005). Generating reading interventions through experimental analysis of academic skills: Demonstration and empirical evaluation. Journal of Applied Behavior Analysis, 34, 395–414.
Deno, S. L., Fuchs, L. S., Marston, D., & Shin, J. (2001). Using curriculum-based measurement to establish growth standards for students with learning disabilities. School Psychology Review, 30, 507–524.
Detrich, R. (2008). Evidence-based, empirically supported, or best practice? A guide for the scientist-practitioner. In J. K. Luisella, D. Charles, W. P. Christian, & S. Wilczynski (Eds.), Effective practices for chidren with autism Educational and behavior support interventions that work. New York: Oxford Press.
Dufrene, B. A., & Warzak, W. J. (2007). Brief experimental analysis of Spanish reading fluency: An exploratory evaluation. Journal of Behavioral Education, 16, 143–154. doi:10.1007/s10864-006-9007-9.
Eckert, T. L., Ardoin, S. P., Daly, E. J., III, & Martens, B. K. (2002). Improving oral reading fluency: A brief experimental analysis of combining an antecedent intervention with consequences. Journal of Applied Behavior Analysis, 35, 271–281.
Fuchs, L. S., & Deno, S. L. (1982). Developing goals and objectives for educational programs [Teaching Guide]. Minneapolis: Institute for Research in Learning Disabilities, University of Minnesota.
Fry, E. B. (1977). Fry’s readability graph: Clarification, validity, and extension to level 17. Journal of Reading, 21, 242–252.
Fry, E. B. (1989). Reading formulas—maligned but valid. Journal of Reading, 32, 292–297.
Fuchs, L. S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research & Practice, 13, 204–219.
Fuchs, L. S., & Fuchs, D. (1999). Monitoring student progress toward the development of reading competence: A review of three forms of classroom-based assessment. School Psychology Review, 28, 659–671.
Fuchs, L. S., Fuchs, D., & Speece, D. L. (2002). Treatment utility as a unifying construct for identifying learning disabilities. Learning Disability Quarterly, 25, 33–46. doi:10.2307/1511189.
Gickling, E. E., & Thompson, V. P. (1985). A personal view of curriculum-based assessment. Exceptional Children, 52, 205–218.
Good, R. H., & Kaminski, R. A. (2001). Dynamic indicators of basic early literacy skills (5th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Retrieved October 18, 2007, from http://dibels.uoregon.edu/.
Gortmaker, V. J., Daly, E. J., McCurdy, M., Persampieri, M. J., & Hergenrader, M. (2007). Improving reading outcomes for children with learning disabilities: Using brief experimental analysis to develop parent-tutoring interventions. Journal of Applied Behavior Analysis, 40, 203–221. doi:10.1901/jaba.2007.105-05.
Hixson, M., Christ, T. J., & Bradley-Johnson, S. (2008). Best practices in the analysis of progress monitoring data and decision making. In A. Thomas & T. Grimes (Eds.), Best practices in school psychology-V (pp. 2133–2146). Bethesda, MD: National Association of School Psychologists.
House, A. E., House, B. G., & Campbell, M. B. (1981). Measures of interobserver agreement: Calculation formula and distribution effect. Journal of Behavioral Assessment, 3, 37–57.
Jones, K. M., & Wickstrom, K. F. (2002). Done in sixty seconds: Further analysis of the brief assessment model for academic problems. School Psychology Review, 31, 554–568.
Jones, K. M., Wickstrom, K. F., & Daly, E. J. (2008). Best practices in the brief assessment of reading concerns. In A. Thomas & T. Grimes (Eds.), Best practices in school psychology-V (pp. 489–501). Bethesda, MD: National Association of School Psychologists.
Kennedy, C. H. (2005). Single-case designs for educational research. Boston: Allyn & Bacon.
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95, 3–21.
Lentz, F. E., Allen, S. J., & Ehrhardt, K. E. (1996). The conceptual elements of strong interventions in school settings. School Psychology Quarterly, 11, 118–136.
Malloy, K. J., Gilbertson, D., & Maxfield, J. (2007). Use of experimental analysis for selecting reading interventions for English language learners. School Psychology Review, 36, 291–310.
Marston, D. B. (1989). A curriculum-based measurement approach to assessing academic performance: What it is and why do it? In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp. 18–78). New York: Guilford.
Martens, B. K., & Witt, J. C. (2004). Competence, persistence, and success: The positive psychology of behavioral skills instruction. Psychology in the Schools, 41, 19–30.
McMaster, K. L., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2005). Responding to nonresponders: An experimental field trial of identification and intervention methods. Exceptional Children, 71, 445–463.
Noell, G. H., Freeland, J. T., Witt, J. C., & Gansle, K. A. (2001). Using brief assessments to identify effective interventions for individual students. Journal of School Psychology, 39, 335–355.
O’Shea, L. J., Munson, S. M., & O’Shea, D. J. (1984). Error correction in oral reading: Evaluating the effectiveness of three procedures. Education and Treatment of Children, 7, 203–214.
Rose, T. L. (1984). The effects of two prepractice procedures on oral reading. Journal of Learning Disabilities, 17, 544–548.
Shapiro, E. S. (2004). Academic skills problems: Direct assessment and intervention (3rd ed.). New York: Guilford.
Shinn, M. R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: Guilford.
Shinn, M. R., & Bamonto, S. (1998). Advanced applications of curriculum-based measurement: “Big ideas” and avoiding confusion. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 1–31). NY: Guilford.
Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25, 252–261.
Tilly, W. D. III (2008). The evolution of school psychology to science-based practice: Problem solving and the three-tiered model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp. 17–36). Bethesda, MD: National Association of School Psychologists.
VanAuken, T. L., Chafouleas, S. M., Bradley, T. A., & Martens, B. K. (2002). Using brief experimental analysis to select oral reading interventions: An investigation of treatment utility. Journal of Behavioral Education, 11, 163–179.
Wagner, D., McComas, J. J., Bollman, K., & Holton, E. (2006). The use of functional analysis of academic response to intervention for oral reading. Assessment for Effective Intervention, 32, 40–49.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Jones, K.M., Wickstrom, K.F., Noltemeyer, A.L. et al. An Experimental Analysis of Reading Fluency. J Behav Educ 18, 35–55 (2009). https://doi.org/10.1007/s10864-009-9082-9
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10864-009-9082-9