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Academic and Reading Interventions Flashcards

1
Q

Spelling Interventions at home

A 
Look at words
Spell them verbally while looking at them
Spell them nonverbally without looking
Write word while looking
Cover it up and write the word
Check if the answer is correct
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2
Q

Spelling Interventions at school

A 
Meaning
Pictures
Word Families
Words in words
Spelling rules
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3
Q

Improving Study Skills

A

(Gleason, Archer, & Colvin, 2002)
Gain information from content areat text books
Respond to info from content area text books
Organize info

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4
Q

Motivation Intervention

A

(Watkins, 1999)
Continuous reinforcement for rapid reading
Following baseline, students choose 3 prizes
Establish 3 levels of normative performance
Assign the prizes to the levels

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5
Q

Phonemic Awareness Interventions

A

(Watkins, 1999)
Reading literature that plays with sound - Cat in Hat-
Sound categorization tasks
group pics based on shared sounds -student picks the odd one out

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6
Q

Sight Word Intervention

A

Drill Sandwich

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7
Q

Reading Fluency Interventions

A

(Watkins, 1999)
Repeated reading - at least 85% correct
Repeated reading w/error correction (1 min w/corr.+rerea
Assisted repeated reading - choral reading
Supported contextual reading - reading above level

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8
Q

12 types of curricular adaptation

A

Change the Context
precorrect errors, level of participation, alternate goal, substitute curriculum
Change the Presentation
task difficulty, task size, input method, level of support
Change the Behavior Expectations and Outcomes
time to complete, outcome method, increase reward, remove/restrict

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9
Q

Teaching strategies (8)

A

smooth transitions - efficiency w/ max learning time
reteach when students don’t understand
focus on academic activities
high student engagement
classroom w/ focus on interactive instructional materials
flexible instructional grouping strategies
seldom use criticism
appropriate and functionally relevant materials

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10
Q

Academic Survival Skills

A 
■ Comply promptly with teacher direction
■ Promptly seek help
■ Work collaboratively
■ Work independently 
■ Pay attention to teacher in large group activity
■ Focus on task at hand 
■ Complete tasks on time
■ Respond immediately to teacher correction
■ Task persistence
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11
Q

Well-established

A

■ Two or more group studies by two researchers showing:
● Treatment is better than a placebo
● Treatment is at least equal to another well-established treatment
● Large number of single case design
■ Use of treatment manual
■ Clearly defined sample characteristics

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12
Q

Probably Efficacious

A

■ Two or more group studies by the same researcher meeting otherwise well-
established treatment OR
■ Two or more studies better than a wait list control groups OR
■ Small number of single-design studies AND
■ Use of treatment manual preferred AND
■ Clearly defined sample characteristics

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13
Q

Rationale for Empirically Supported Interventions (ESI)

A

■ Each of the major functions linked to the practice of school psychologists (assessment, therapy, prevention, and consultation) has intervention as a key component
■ A growing concern in regards to school psych practices is apparent and points to the need to strengthen empirical support. Some concerns are:
●Gap between assessment and practice
●Ineffective/Inaccurate identification of children at risk for academic/psychosocial problems
●Limited on ineffective service coordination between school and community sites
●Lack of training or resources for promoting optimal family involvement

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14
Q

Direct Instruction

A

■Includes all aspects of di
● High student engagement and response
● Sequenced and structured materials
● Student performance monitored closely
● Immediate feedback
■Also involves specific curriculum materials that contain explicit, systematic, and step-by-step instructions for reading

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15
Q

Advantages and Disadvantages of Direct Instruction

A 
■Advantages
     ●	Research to support it
     ●	More responses from students
■Disadvantages
     ●	Time-consuming
     ●	Hinders creativity
     ● Ineffective for higher-order thinking skills
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16
Q

Phonics (DI) - Definition & 4 types

A

■Phonics (instruction on the relationship between graphemes and phonemes) used most in DI
● Synthetic phonics: convert letters to sounds then blend them together to make words
● Analytic phonics: analyze letter-sound relationships in previously learned words
● Analogy-based phonics: read words based on word families student knows to identify words they don’t know that have similar parts
● Onset-rime: students learn to ID the sound of a letter/letters before the first vowel

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17
Q

Phonological Awareness - DI

A

■Phonological awareness: the ability to identify and manipulate the sounds in a language
● Segmenting
● Blending
● Phonemic manipulation

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18
Q

Phonemic Awareness - DI

A

■Phonemic awareness (most sophisticated level of Phon. Awareness): understanding that words can be divided into a sequence of phonemes
o“Phonemic Awareness is the most sophisticated level of phonological awareness” (Chard & Dickson, 1999)

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19
Q

Direct Instruction Model

A

■Direct instruction model
● Organization of Instruction: engaged time, scheduling, arranging materials
● Program Design: objectives, strategies, teaching procedures, examples, sequencing skills, review and practice
● Teacher presentation techniques: small group instruction, unison oral responding, wait time, pacing, monitoring, diagnosis and correction

20
Q

7 Basic principles for DI teaching strategies

A 
●	Unison responding
●	Small group instruction 
●	Pacing 
●	Signaling
●	Responding
●	Correction 
●	Praise
21
Q

TWO THINGS ABOUT DI

A

● More in less time

● Control the details

22
Q

Precision Teaching

A

■ A type of formative evaluation; a set of methods and practice procedures promoting the systematic and precise evaluation of instruction or curricula
■ Founded on the behavior celeration chart
■ Not standardized
■ Has practice procedures
■ Performance criteria is set by an assumed level of performance for any given skill that will support retention and maintenance, endurance or attention span, and application/transfer of training.
■ Roots lie in basic experimental analysis of behavior (Skinner)
■ Uses frequency
■ Asks the question: Do we continue or should we stop?

23
Q

Precision Teachers’ dos and don’ts

A

■PT teachers do the following:
● Assess what they are doing and change if necessary
● Specify how social and academic performance will be measured
● Specify how instruction can be changed to improve effectiveness
■PT teachers don’t do the following:
● Specify a type of instruction
● Demand that all teachers teach the same way

24
Q

Summary of Precision Teaching (PT)

A

● Focus on direct, observable behavior
● Frequency as a measure of performance
● Standard celeration chart
● The learner knows best (performance will guide what to continue/discontinue)

25
Q

Stages of Reading

A 
■	Emergent literacy 
■	Initial conventional literacy
■	Confirmation and Fluency
■	Reading to learn
■	Multiple viewpoints
■	Construction and reconstruction
26
Q

Word Reading Development

A 
■	Pre-Alphabetic
■	Partial Alphabetic
■	Full Alphabetic
■	Consolidated Alphabetic
■	Automatic Alphabetic
27
Q

Stages of Beginning Reading

A 
oPre-decoding skills
     •	Orally segmenting words
     •	Orally blending words
     •	Rhyming
oDecoding skills
     •	Letter-sound correspondences
     •	Sounding our regular words (and passages)
     •	Sight word reading (and passages)
     •	Irregular words
oText comprehension skills
     •	Simple literal recall
     •	Simple inferential
oVocabulary and Language Skills
     •	Vocabulary
     •	Statement repetition
     •	Sentence comprehension
     •	Similarity comparisons
     •	Other language skills: plurals, pronouns, classifications, polar concepts, information, general reasoning
28
Q

Primary/Intermediate Reading

A

o Decoding

o Comprehension

29
Q

4 Main skills in critical reading

A

o Conclusions
o Evidence
o Trustworthiness
o Does conclusion derive from evidence

30
Q

2 levels of reading

A
  • Developmental Reading: learning to read K-3

* Functional Reading: reading to learn 3 and up

31
Q

NASP (2008) Best Practices in Designing, Implementing, and Evaluating Quality Interventions (Upah & Tilly) 12 Quality indicators of interventions:

A

oBehavioral definition: what is the behavior of concern or the desired behavior (objective, clear, complete, observable, and measurable)
oBaseline Data: What is the student’s current level of performance in the target behavior? Develop method to systematically collect data on behavior prior to intervention. Record frequency, latency, intensity, topography (form/shape of behavior), accuracy (extent to which behavior meets standards), duration (FLITAD)
oProblem validation: How does the student’s behavior compare to peers’ behavior or environmental expectations? Is there a discrepancy between student’s behavior and expected standards? Is it enough to warrant intervention?
oProblem analysis steps: provide critical link between problem and intervention; evaluates underlying cause of why behavior is occurring Includes 5 steps:
i. Identify relevant known information
ii. Indentify relevant unknown information
iii. Generate hypothesis or prediction
iv. Validate hypothesis
v. Link information to intervention design (ex. FBA)
oGoal Setting: What is the desired outcome of the intervention? What is the extent to which the behavior is to be changed? Have to focus the plan of assessment and evaluation (Fuchs, 1995)
oIntervention and Plan Development: What are we going to do to achieve that outcome? Step-by-Step plan.
oMeasurement Strategy: How are we going to know if the plan is working?
oDecision making plan: What do we do if the plan works/does not work?
oProgress monitoring plan: Is the intervention working? Frequent repeated monitoring (CBM, frequency count, observation, rubrics, graphs)
oFormative Evaluation: compare performance during intervention to baseline
oTreatment Integrity: Is the intervention being implemented as planned? Observations with checklists (without fidelity checks one cannot be sure if intervention is being implemented as designed (Dupaul & Stone, 1994)
oSummative Evaluation: Did the intervention work? Difference between baseline and post intervention performance?

32
Q

Major problems implementing interventions (Brown, Pryzwansky, & Schulte, 2006):

A 
●	Lack of consultee skill
●	Treatment integrity
●	Treatment acceptability
●	Change is difficult
●	Unfavorable reinforcement
●	Credibility
●	Lack of interest
●	Training
33
Q

DIBELS (Good, Gruba, & Kaminski): Dynamic Indicators of Basic Early Literacy Skills -Overall Model-

A

•Outcomes-driven model to ID children early who may need additional instructional support, and to evaluate and modify instruction in an ongoing, formative basis to ensure all children achieve high stakes reading goals
•For a system of assessment to be effective, it must reliably:
o Measure growth on foundational reading skills on a frequent and ongoing basis
o Predict success or failure on criterion measures of performance (i.e., high-stakes tests)
o Provide an instructional goal, that if met, will prevent reading failure and promote reading success

34
Q

DIBELS (Good, Gruba, & Kaminski): Dynamic Indicators of Basic Early Literacy Skills -Specifics-

A

•Measures growth and development of early literacy skills in kindergarten and 1st grade
•Measures include:
o Initial sound fluency
o Phoneme segmentation fluency
o Nonsense word fluency
o Letter naming fluency
o Curriculum-based measurement of oral reading fluency

35
Q

DIBELS (Good, Gruba, & Kaminski): Dynamic Indicators of Basic Early Literacy Skills -Educational Decisions & Misc-

A

•Outcomes-Driven model leads to outcomes through 5 educational decisions
o IDing need for support
o Validating need for support
o Planning instructional support
o Evaluating and modifying instructional support
•Can be implemented to achieve NCLB
•HOWEVER, recent research (Wolf et al., 2002) found that inclusion of naming speed measure in addition to phonological measures in diagnosis and prediction test batteries give the strongest prediction capabilities

36
Q

Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction (National Reading Panel’s Report)

A

•Teaching phonemic awareness to children significantly improves reading
•Systematic phonics instruction is significantly more effective than instruction that teaches little or no phonics
o Also significantly more effective in improving low SES children’s alphabetic knowledge and word reading skills than instructional approaches that were less focused on these initial reading skills
•Guided oral reading had significant positive impact on word recognition, fluency, and comprehension
o Unable to find positive relationship btwn large amounts of independent reading/improvements in readings
•Vocabulary instruction does lead to gains in comprehension, but that methods must be appropriate to age/ability of reader

37
Q

ADHD -History, Approach, & Assessment-

A

•Historical
o Individual psychotherapy and self-monitoring techniques had poor results
o Psychopharmological interventions have been used for 50+ years
•2 prong approach
o Behavioral
o Medical
 Concerns:
• Long-term effects?
• Finding the right med
•Assessment
o Screening (teacher and/or parent)
o Interview, review of records, observation
o Interpretation of results
o Development of treatment plan
o Assessment of treatment plan

38
Q

ADHD -Behavioral Treatment Effects

A

• Behavioral treatment effects are influenced by
○ Frequency and type of contingent feedback given
○ Type of training given to significant others
○ Potency of reinforcers
○ Degree of classmate involvement in treatment
○ Settings
○ Nature of punishment
• Most of the time medication gives larger effect sizes than behavioral interventions
• Limitations of behavioral interventions
○ Rarely sufficient to bring child to the normal range of functioning
○ Not effective for all children
○ Must be broad in scope

39
Q

ADHD -Stimulant Medication Use-

A

oEffectiveness
 Clearly effective in children
 Possibly effective in adults
oEffects
 75% show a response to stimulants
 Short-acting stimulants are first choice
 Other effects:
• Less emotional liability
• Diminished impulsiveness
• Increase in blood pressure
• Decrease in classroom interruption
• Improved peer interactions
• Improved compliance
oLimitations of pharmacological interventions:
 Rarely bring a child to normal functioning
 Often not used at home
 Removes motivation for parents/teachers to work on behavioral interventions
oFDA guidance
 Manufacturers of ADHD meds develop and distribute a patient medication guide with all prescriptions
 Detail adverse impact and risk alerts for psychiatric and cardiovascular risks

40
Q

ADHD -Combined Intervention-

A

o Maximal improvement possible with less restrictive behavioral intervention and lower dosages of medication
o Medication facilitates learning, as do behavioral interventions, but may depend on presence of both
o More likely to yield maintenance over time than separate treatments
o Behavioral treatments should be implemented prior to medical treatments

41
Q

Identifying students with ADHD (DuPaul, 2004)

A
  • Students should be evaluated for possible ADHD if they exhibit chronic (for more than six months) problems with inattention, impulsivity, or excessive physical activity
  • Current best practices call for multiple assessment methods and sources of information that include
  • Diagnostic interviews with parents, teachers, and students,
  • Behavior rating scales that are complete by teachers and parents
  • Data (report card grades/test scores) that indicate whether a student is impaired by ADHD symptoms
  • Classification systems-ensure that diagnostic decisions are made based on DSM-IV criteria and other hypotheses should be considered for a students behavior (e.g., symptoms cause by other learning, behavioral, or emotional disorder)
  • Multiple domains-information from the student’s school, home, and community sources; decisions never made without input from both teachers and parents
  • Inform interventions-evaluation would not end with a diagnosis, but rather lead to design of effective interventions considering environmental triggers and reinforcement
  • Progress monitor-assessment should be collected periodically to determine whether interventions are working and whether changes in treatment are necessary
42
Q

Strategies for students with ADHD

A
  • Include proactive strategies (procedures that are implemented before the student becomes disruptive or experiences failure) and reactive (procedures that are used after a student exhibits a specific behavior)
  • Written behavior contract that specifies what the student is expected to do (i.e., responsibilities) and what the student will get if responsibilities are met (i.e. privileges at home or school)
  • Taught to monitor and evaluate their own behavior, particularly if they have been successful with more intrusive interventions, such as medication or bahvioral contracts
  • Classroom interventions for students with ADHD are most effective when implemented in schools that employ school wide behavior support plans for students
  • Instruction in effective ways to take notes, study for tests, and complete homework should be provided during or after school
  • Students with ADHD typically don’t understand the connection between their school performance and their long term futures, school groups sessions may help them understand their aptitudes and interests, develop long term goals, and appreciate the importance that school success will have in meeting their long term goals
  • Most effective intervention are behavioral combined with medical stimulants
43
Q

Guidelines for Developing Interventions for Children with Attention Problems -Parents-

A
  • Homework interventions
  • Goal setting
  • Contracting for rewards
  • Home-based reinforcement
  • Parent tutoring
  • The hiring of a tutor
44
Q

Guidelines for Developing Interventions for Children with Attention Problems -Teachers-

A
  • Allow for strategic seating to reduce distraction and have easier access to the teacher
  • Provide additional structure by shortening or challenging format of lessons, careful scheduling of tasks, use of prompts or visual cues, and more frequent breaks during lessons or activities
  • Individualize instruction through assistant teachers or after-school tutors
  • Teach cognitive approaches: self-monitoring, self-evaluation, self-reinforcement so child can learn to delay his/her response time and can learn to develop self-help skills and acquire greater independence
  • Encourage cooperative learning by peer tutoring or shared assignments
  • Teach social skills and monitor problematic social interactions
  • Offer proactive instructional strategies and behavior modification approaches: including appropriate use of teacher praise or ignoring, token economies, response-cost, and home-school reinforcement systems
  • In terms of behavior functioning-think about function and interventions
45
Q

Intervention problem solving process (Watkins, 1999):

A
  • Problem exploration
  • Problem identification
  • Problem analysis
  • Plan development
  • Plan implementation
  • Plan evaluation

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