Direct Assessment of Relational Operants to Inform Reading Comprehension Interventions.

1. Direct Assessment of Relational Operants to Inform Reading Comprehension Interventions. William D. Newsome, Kendra Brooks Rickard, Kimberly Nix Berens and Nicholas M. Berens

2. Abstract • A student’s ability to comprehend what he/she reads is evidenced by effective action with respect to textual stimuli. Common tests of reading comprehension include questions about a reading passage that require the student to summarize and recall explicit details or infer new details beyond those explicitly provided. In this data-based presentation we will demonstrate how the treatment-utility of reading comprehension assessments may be improved via direct measurement of the component skills, such as isolated relational operants or phonemic decoding skills, involved in a broader reading comprehension repertoire. In short, direct observation of critical component skills allows for more efficient and effective interventions. Methods for component skill measurement and learning profile analysis are discussed.

3. Measurement of Reading Comprehension • A student’s ability to comprehend what he/she reads is evidenced by effective action with respect to textual stimuli • Based on Skinner, 1957, p. 277 • Common tests of reading comprehension include questions about a reading passage • Summarize and recall explicit details • Infer new details beyond those explicitly provided

4. QRI • 1. Why was the bear sad at the beginning of the story? • Explicit: because he didn’t have anyone to play with • 3. What was the bear doing as he sat by a river? • Explicit: Playing music • 2. Why did the father think that the bear could find a friend just by being himself? • Implicit: the bear was nice and being nice makes friends • 6. Why did the bear and the rabbit become friends? • Implicit: because of their love of music

5. Measurement of Reading Comprehension • These assessments can say something important about where learners are, but say little about where to go • This is the level of performance where comprehension problems present themselves • Many component repertoires must come together at once to be successful at this level • Our assessments and treatment put laser focus on these critical components

6. Critical Components of Reading Comprehension • Fluent Reading • Deficits in reading fluency are the most common attribute of learners with low reading comprehension • Reading 30 words/min • Measurement of the components of fluent reading • Our reading assessment includes direct measurement of fluency and accuracy of 80+ component skills in addition to reading comprehension tests • Pinpoint curriculum

7. Critical Components of Reading Comprehension • Fluent Relating • The context for understanding a reading passage is only partially represented by the content of the passage itself • The rest = A learning history rich with languaging, AARR • Relational deficits sometimes accompany slow reading • Relational deficits make learning to read difficult • Fluency of relating can be measured too • Assessment of 30+ relational operants • Coordination, distinction, hierarchy, ordinal position, deictics, chronology • Concrete features, expanded features, functions

8. Low Rel. Fluency High Rel. Fluency Strong sight reading Hyperlexia (less common) High Reading Fluency High Five! Language enrichment Build reading fluency Reading and relational training simultaneously Low Reading Fluency Phonemic awareness and decoding Common and quickly transformed Unfortunately, a typical observation

9. Reading Fluency & Comprehension Accuracy QRI - Narrative QRI - Expository N=15

10. Reading Performance & QRI Accuracy N=15

11. FFC, Similarity, Rel. Flexibility & QRI Accuracy N=15

12. Treatment Utility Gain • Reading fluency and relational fluency both matter for reading comprehension • Standard tests offer a molar view of reading comprehension • No more is useful in most school settings • Direct assessment of component skills aids design of maximally effective and efficient curriculum