Implementing Fluency Interventions Identified through Brief Experimental Analysis

1. Implementing Fluency Interventions Identified through Brief Experimental Analysis Doug Penno, Ph.D. Pamela Fields, Ed.D. Michelle L. Hinzman, Ed.S. Barbara Pline, M.A. Keystone Area Education Agency

2. FAA Pilot Project Rationale Achievement Gap Interaction of academic difficulties and challenging behavior

3. Research base Functional approach to assessment Brief Experimental Analysis Instructional approaches to reading fluency instruction

4. Evolution of the project • Staff involved in the project • Current status • School districts involved • Students’ achievement • What’s next?

5. Research Questions Can BEA procedures effectively identify evidence-based reading fluency interventions for struggling students? What are the effects of implementing BEA-identified interventions for an extended period in a special education classroom?

6. Procedures • Selection of students • Descriptive assessment • Administer BEA conditions • Implement intervention

7. Selection of Students • High accuracy and low fluency • Second & third graders (41-60 WCPM) • History of fluency difficulties • Receive support in Tier 2 or 3 • Display high levels of engagement (Eckhart, 2008)

8. Selection of Students • 3 fourth grade students • Entitled for reading • All students scored at or below 25th percentile on fall AIMSweb benchmark (3 or less errors)

9. Descriptive Assessment • Components of descriptive assessment • Targeted file review • Semi-structured teacher interviews • Targeted student interview • Observations

10. Conditions • Baseline • Contingent Reinforcement (CR) • Repeated Readings (RR) (Samuels, 1979) • Listening Passage Preview (LPP) (Daly & Martens, 1994; Jones et al., 2009) • Listening Sentence Preview (LSP) (McComas et al., 2009) • Error Correction (EC) (Daly, Persampieri, McCurdy, & Gortmaker, 2005; O’Shea, Munson, & O’Shea, 1984)

11. Case Studies

12. Case Study - Abby • Entitled reading (1st grade) & mathematics • Baseline: 66 WCPM, 0 errors • Below 25th percentile • Fall 2011 NWEA/MAP RIT reading score: • 202 (56th percentile)

13. Abby – BEA Results

14. Abby – Intervention • January 2012-May 2012 • 30 minutes daily; 5 days week • Read Naturally 4.0, 4.5, 5.0 materials • Monitored weekly 4th grade AIMSweb reading probe • Implementation: • LPP/LSP/CR • Audiobooks on computer • LSP with peer • LPP/LSP with teacher • CR once weekly

15. Abby – Intervention Results

16. Case Study - George • Entitled reading (2nd grade) • Baseline: 43 WCPM, 3 errors • Below 10th percentile • Fall 2011 NWEA/MAP RIT reading score: • 179 (7th percentile)

17. George – BEA Results

18. George – Intervention • January 2012-May 2012 • 30 minutes daily; 5 days week • Read Naturally 4.0, 4.5, 5.0 materials • Monitored weekly with 4th grade AIMSweb reading probe • Implementation: • LPP • Audiobooks on computer • Read Naturally CDs • LPP with teacher

19. George – Intervention Results

20. Case Study – Heather • Entitled reading (2nd grade) • Baseline: 70 WCPM, 2 errors • Slightly above 25th percentile • Fall 2011 NWEA/MAP RIT reading score: • 196 (40th percentile)

21. Heather – BEA Results

22. Heather – Intervention • January 2012-May 2012 • 30 minutes daily; 5 days week • Read Naturally 4.0, 4.5, 5.0 materials • Monitored weekly with 4th grade AIMSweb reading probe • Implementation: • LSP • Audiobooks on computer • LSP with peer • LSP with teacher

23. Heather – Intervention Results

24. Summary Data

25. Summary Data

26. Next Steps Follow-up with case studies Provide professional development to colleagues Expand into other subject areas