Using brief experimental analysis to select oral reading interventions: An investigation of treatment utility

Tracy L. VanAuken, Sandra M. Chafouleas, Tracy A. Bradley, Brian K. Martens

Research output: Contribution to journalArticle

33 Scopus citations

Abstract

This study examined the treament utility brief experimental analysis for select-ing skill-based oral reading interventions that targeted acquisition and fluency. Two second and one third grade student served as participants. The potentially most and least effective instructional packages identified from the brief experimental analysis for each student were alternated during an extended analysis phase. The instructional components that were compared were based on an ease of implementation hierarchy, with the brief experimental analysis used to select the hypothesized most effective instructional package for oral reading. Visual analysis of extended analysis data revealed that the hypothesized most effective combination of instructional components identified from the brief analysis produced greater initial gains in reading for two children (i.e., over 29 and 21 intervention days) and greater gains in reading throughout the extended analysis phase for the third child. Thus, the investigation provided preliminary evidence for the treatment utility of using brief experimental analysis to select effective and efficient oral reading instructional interventions. Implications, limitations, and future research topics are discussed.

Original languageEnglish (US)
Pages (from-to)163-179
Number of pages17
JournalJournal of Behavioral Education
Volume11
Issue number3
DOIs
StatePublished - Jan 1 2002

Keywords

  • Brief experimental analysis
  • Functional analysis
  • Oral reading intervention
  • Reading assessment

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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