Programming generality into a performance feedback writing intervention: A randomized controlled trial

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

Substantial numbers of students in the United States are performing below grade-level expectations in core academic areas, and these deficits are most pronounced in the area of writing. Although performance feedback procedures have been shown to produce promising short-term improvements in elementary-aged students' writing skills, evidence of maintenance and generalization of these intervention effects is limited. The purpose of this study was to examine the immediate, generalized, and sustained effects of incorporating multiple exemplar training into the performance feedback procedures of a writing intervention using a randomized controlled trial (RCT). Results indicated that although the addition of multiple exemplar training did not improve students' writing performance on measures of stimulus and response generalization, it did result in greater maintenance of intervention effects in comparison to students who received performance feedback without generality programming and students who engaged in weekly writing practice alone.

Original languageEnglish (US)
Pages (from-to)111-131
Number of pages21
JournalJournal of School Psychology
Volume56
DOIs
StatePublished - Jun 1 2016

Keywords

  • Academic intervention
  • Generality
  • Generalization
  • Maintenance
  • Performance feedback
  • Writing fluency

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

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