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ERIC Number: EJ1079635
Record Type: Journal
Publication Date: 2015-Nov
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0938-8982
Using Brief Experimental Analysis to Intensify Tier 3 Reading Interventions
Coolong-Chaffin, Melissa; Wagner, Dana
Learning Disabilities Research & Practice, v30 n4 p193-200 Nov 2015
As implementation of multi-tiered systems of support becomes common practice across the nation, practitioners continue to need strategies for intensifying interventions and supports for the subset of students who fail to make adequate progress despite strong programs at Tiers 1 and 2. Experts recommend making several changes to the structure and format of instruction, however more information is needed about strategies that are "individualized" (i.e., matched to student need), not just "intensified". One promising approach to matching student need to intervention is brief experimental analysis (BEA). This article will describe the theoretical and empirical support for BEA, provide a model for conducting a BEA, present an example of its use, and discuss implications for future research and practice.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A