School Psychology Forum

Volume 2 Issue 3
Volume 2, Issue 3 (Summer 2008 )

Editor: Ray Christner

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  • Treatment Integrity for Academic Interventions in Real-World Settings

    Renee O. Hawkins, Julie Q. Morrison, and Shobana Musti-Rao

    Abstract: Treatment integrity refers to the degree to which intervention plans are implemented as designed. In practice, documenting treatment integrity is critical for the accurate evaluation of interventions. Before valid decisions can be made regarding the effectiveness of an intervention, problem-solving teams must know with some degree of confidence whether or not the intervention was implemented as intended. This article describes the importance of monitoring treatment integrity, the challenges associated with monitoring integrity, and specific strategies to promote high levels of integrity for academic interventions.

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  • Identifying Effective School-Based Reading Interventions: A Review of the Brief Experimental Analysis Literature

    Tanya L. Eckert, Erin K. Dunn, Melissa A. Rosenblatt, and Adrea J. Truckenmiller

    Abstract: Identifying effective interventions for students experiencing reading difficulties may be a challenging endeavor for school-based personnel. Recent applications of brief experimental analysis methodologies to the area of reading have provided an alternative strategy for empirically identifying effective reading fluency interventions. This article reviews conceptual, methodological, and empirical issues related to the identification of effective reading fluency interventions using a brief experimental analysis paradigm. First, we provide an overview of the methodology associated with conducting a brief experimental analysis of reading fluency interventions. Second, we review empirical studies that have reported the validity of incorporating brief experimental analysis of reading fluency interventions to improve students’ reading performance. Third, we illustrate how brief experimental analysis can be used in school settings by presenting two case examples that may serve as a g

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  • An Informed Approach to Selecting and Designing Early Mathematics Interventions

    Scott A. Methe and T. Chris Riley-Tillman

    Abstract: The purpose of this article is to discuss techniques, training competencies, and subject content knowledge as it applies to delivering interventions to young children experiencing mathematics problems. Implementing interventions is conceptualized as a complex process that needs to consider a variety of factors having an impact on student performance. Using a model to frame these factors, we use the notion of functional awareness to represent a practitioner’s knowledge that alterable variables proliferate in schools and can be combined as tools for learning support. Complementing functional awareness is the need for knowledge in the core subject matter of mathematics. Being that instructionally oriented intervention in early mathematics lags behind reading, we cite both specific and policy-related issues comparing the two areas. Finally, we illustrate the importance of core subject matter knowledge in delivering interventions.

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  • Adolescents Can Respond to Intervention Too: Programs That Have Promise for Teaching Basic Reading Skills to Middle and High School Students

    Laurice M. Joseph

    Abstract: Adolescents who have not acquired fundamental reading skills are clearly at a disadvantage for obtaining advanced skills during secondary school and taking advantage of career and personal opportunities throughout adulthood. While many secondary educators may refer adolescents to the school psychologist for an evaluation on issues related to reading, teaching basic reading skills to older students is not common. There is even limited research that has explored the effectiveness of programs and methods designed to teach fundamental reading skills to middle and high school pupils. However, there are some programs that have been explored through research investigations that have been proven to be effective on reading achievement of older students. The purpose of this article is to present several basic reading programs and methods that have been successful for helping middle and high school students acquire and master reading skills. A discussion about challenges and solutions t

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