Preschool and kindergarten teachers expect children to sit appropriately and attend to the teacher during group instruction. However, children may engage in high rates of inappropriate responses that distract other students from learning opportunities. In addition, children often receive intermittent teacher attention for inappropriate responses,…

Despite their recent popularity in schools, there is minimal consensus in the educational literature regarding the use of mobile devices for reading intervention. The word box intervention (Joseph "Read Teach" 52:348-356, 1998) has been consistently associated with improvements in student decoding performance. This early efficacy study…

With an increasing percentage of schools moving toward approaches to data-based instructional problem-solving and early remediation of learning difficulties, the development and execution of intervention plans often warrants the pragmatic question: How intensive should an intervention be so that it is effective, while also feasible and time…

A multiple baseline design was used across probe sets to evaluate the effect of detect, practice, and repair (DPR) on the math fact fluency rates of a third-grade class. DPR was applied with a large group (n = 11) selected from an intact class (n = 17) in a manner that allowed each student to work on specific problems from a specific basic fact…

We examined the generalized effects of training children to fluently blend phonemes of words containing target vowel teams on their reading of trained and untrained words in lists and passages. Three second-grade students participated. A subset of words containing each of 3 target vowel teams ("aw," "oi," and "au") was trained in lists, and…

Students' poor performance on national assessments of writing suggests that educators need effective approaches to assess and intervene with writing problems. Brief experimental analysis (BEA) has supporting evidence for identifying interventions in reading, but little research has investigated BEA with writing. Early writing is an especially…

In this study, we examined whether individualized, student-selected, parent-delivered reading interventions would produce generalized oral reading fluency improvements. Three 3rd-grade students received reading fluency interventions (repeated readings, modeling, error correction, and flashcard instruction) 1 at a time and were shown the results…

A multiple-baseline design across math-fact sets was used to evaluate the effects of a taped-problems intervention on students' performance with addition facts and their inverses in an intact, rural, second-grade classroom. Results suggested that the procedure was effective in improving fluency on math facts as well as their inverses. Across 3…

Traditional drill and practice (TD) and incremental rehearsal (IR) are two flashcard drill instructional methods previously noted to improve word recognition. The current study sought to compare the effectiveness and efficiency of these two methods, as assessed by next day retention assessments, under 2 conditions (i.e., opportunities to respond…

When students display disruptive behaviors, it interferes with their own, and other students' learning and with the teacher's ability to instruct during academic activities. This study investigated the effects of a classwide interdependent group contingency on the on/off-task behaviors of an at-risk student in a first-grade classroom in a private…

This study evaluated the effects of a fluency-based reading program with 15 second and third grade students and 15 matched controls. Gains in oral reading fluency on untrained CBM probes were evaluated using a matched-pairs group-comparison design, whereas immediate and two-day retention gains in oral reading fluency on trained passages were…