Brief and Extended Experimental Analyses of Spelling Deficits

Autor/inn/en	Reyes-Giordano, Kimberly; Fienup, Daniel M.
Titel	Brief and Extended Experimental Analyses of Spelling Deficits
Quelle	In: Journal of Behavioral Education, 32 (2023) 3, S.405-429 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fienup, Daniel M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-021-09459-w
Schlagwörter	Spelling; Intervention; Reading Fluency; Low Achievement; Student Motivation; Program Effectiveness; Ability Identification; Learning Problems + Suchen Sie Ihr Suchwort? Schreibweise; Unterdurchschnittliche Leistung; Schulische Motivation; Lernproblem
Abstract	Brief experimental analyses (BEA) have been primarily used to evaluate the effects of interventional variables on reading fluency deficits. This study expanded this area of research by examining spelling interventions for students with below grade level spelling achievement. Researchers analyzed interventions addressing motivation, practice opportunities, and two instructional interventions. Researchers tested each intervention 3-6 times during the BEA. The two best interventions were applied in an extended treatment analysis and compared to a treatment-as-usual (TAU) condition. During the extended analysis, BEA-identified effective interventions produced the largest number of words spelled correctly as compared to TAU. The current study suggests that (a) a BEA of spelling deficits can be used to identify why a child experiences spelling deficits and corresponding effective interventions, (b) interventions identified in this BEA predict long-term intervention success, and (c) long-term intervention success can be predicted after just one BEA session. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01