LIVIVO - The Search Portal for Life Sciences

zur deutschen Oberfläche wechseln
Advanced search

Search results

Result 1 - 5 of total 5

Search options

  1. Article: Using Direct and Indirect Functional Assessments to Guide the Selection of Individualized Academic Interventions.

    Elliott, Tyler-Curtis C / Zawoyski, Andrea M / Ayres, Kevin M

    Journal of behavioral education

    2023  , Page(s) 1–37

    Abstract: When teachers work with students exhibiting academic failure, they may look to factors outside of instruction such as a student's home life or perceived disability as explanations. Placing the locus of control outside of the instructional context becomes ...

    Abstract When teachers work with students exhibiting academic failure, they may look to factors outside of instruction such as a student's home life or perceived disability as explanations. Placing the locus of control outside of the instructional context becomes a convenient way to escape culpability for unsatisfactory outcomes. A more functional approach to addressing academic deficits allows educators to determine environmental factors responsible for the lack of progress and then create interventions designed to address these functions of academic failure. Although experimental analyses serve as the gold standard for evaluating functional relations between behavior and environment, educators may not always have the ability to systematically test all behavior-environment relations. Indirect assessments provide one means to develop hypotheses about environment-behavior relations that can then be validated with experimental analyses. In this study, researchers developed an indirect tool (Academic Diagnostic Checklist - Beta; ADC-B) based on the function of academic performance deficits (Daly et al. in School Psychology Review 26:554, 1997) and validated the use of the ADC-B by comparing interventions that were suggested (indicated) and those non-suggested (contraindicated) by the ADC-B. Researchers used the ADC-B with four participants and found that for three of the four participants, the suggested intervention was the most efficacious at improving accuracy with the target skills. One limitation is that we did not evaluate the full technical adequacy of the ADC-B, which should be a focus of future research.
    Supplementary information: The online version contains supplementary material available at 10.1007/s10864-023-09511-x.
    Language English
    Publishing date 2023-03-02
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2016727-1
    ISSN 1573-3513 ; 1053-0819
    ISSN (online) 1573-3513
    ISSN 1053-0819
    DOI 10.1007/s10864-023-09511-x
    Database MEDical Literature Analysis and Retrieval System OnLINE

    Full text online

    More links

    Kategorien

    Order via subito

    This service is chargeable due to the Delivery terms set by subito. Orders including an article and supplementary material will be classified as separate orders. In these cases, fees will be demanded for each order.

  2. Article ; Online: The impact of test-taking strategies on eye movements of elementary students during reading comprehension assessment.

    Zawoyski, Andrea M / Ardoin, Scott P / Binder, Katherine S

    School psychology (Washington, D.C.)

    2022  Volume 38, Issue 1, Page(s) 59–66

    Abstract: Teachers often encourage students to use test-taking strategies during reading comprehension assessments, but these strategies are not always evidence-based. One common strategy involves teaching students to read the questions before reading an ... ...

    Abstract Teachers often encourage students to use test-taking strategies during reading comprehension assessments, but these strategies are not always evidence-based. One common strategy involves teaching students to read the questions before reading an associated passage. Research findings comparing the passage-first (PF) and questions-first (QF) strategies are mixed. The present study employed eye-tracking technology to record 84 third- and fourth-grade participants' eye movements (EMs) as they read a passage and responded to multiple-choice (MC) questions using PF and QF strategies in a within-subject design. Although there were no significant differences between groups in accuracy on MC questions, EM measures revealed that the PF condition was superior to the QF condition for elementary readers in terms of efficiency in reading and responding to questions. These findings suggest that the PF strategy supports a more comprehensive understanding of the text. Ultimately, within the PF condition, students required less time to obtain the same accuracy outcomes they attained when reading in the QF condition. School psychologists can improve reading comprehension instruction by encouraging the importance of teaching children to gain meaning from the text rather than search the passage for answers to MC questions. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
    MeSH term(s) Humans ; Child ; Reading ; Comprehension ; Test Taking Skills ; Eye Movements ; Students
    Language English
    Publishing date 2022-12-15
    Publishing country United States
    Document type Journal Article
    ISSN 2578-4226
    ISSN (online) 2578-4226
    DOI 10.1037/spq0000526
    Database MEDical Literature Analysis and Retrieval System OnLINE

    More links

    Kategorien

    Order via subito

    This service is chargeable due to the Delivery terms set by subito. Orders including an article and supplementary material will be classified as separate orders. In these cases, fees will be demanded for each order.

    Inter-library loan at ZB MED

    Your chosen title can be delivered directly to ZB MED Cologne location if you are registered as a user at ZB MED Cologne.

  3. Article ; Online: Examining the maintenance and generalization effects of repeated practice: A comparison of three interventions.

    Ardoin, Scott P / Binder, Katherine S / Zawoyski, Andrea M / Foster, Tori E

    Journal of school psychology

    2018  Volume 68, Page(s) 1–18

    Abstract: Repeated reading (RR) procedures are consistent with the procedures recommended by Haring and Eaton's (1978) Instructional Hierarchy (IH) for promoting students' fluent responding to newly learned stimuli. It is therefore not surprising that an extensive ...

    Abstract Repeated reading (RR) procedures are consistent with the procedures recommended by Haring and Eaton's (1978) Instructional Hierarchy (IH) for promoting students' fluent responding to newly learned stimuli. It is therefore not surprising that an extensive body of literature exists, which supports RR as an effective practice for promoting students' reading fluency of practiced passages. Less clear, however, is the extent to which RR helps students read the words practiced in an intervention passage when those same words are presented in a new passage. The current study employed randomized control design procedures to examine the maintenance and generalization effects of three interventions that were designed based upon Haring and Eaton's (1978) IH. Across four days, students either practiced reading (a) the same passage seven times (RR+RR), (b) one passage four times and three passages each once (RR+Guided Wide Reading [GWR]), or (c) seven passages each once (GWR+GWR). Students participated in the study across 2weeks, with intervention being provided on a different passage set each week. All passages practiced within a week, regardless of condition, contained four target low frequency and four high frequency words. Across the 130 students for whom data were analyzed, results indicated that increased opportunities to practice words led to greater maintenance effects when passages were read seven days later but revealed minimal differences across conditions in students' reading of target words presented within a generalization passage.
    MeSH term(s) Attention/physiology ; Child ; Eye Movements/physiology ; Female ; Generalization (Psychology) ; Humans ; Male ; Practice (Psychology) ; Reading ; Students ; Treatment Outcome
    Language English
    Publishing date 2018-01-05
    Publishing country United States
    Document type Journal Article ; Randomized Controlled Trial ; Research Support, U.S. Gov't, Non-P.H.S.
    ZDB-ID 2007811-0
    ISSN 1873-3506 ; 0022-4405
    ISSN (online) 1873-3506
    ISSN 0022-4405
    DOI 10.1016/j.jsp.2017.12.002
    Database MEDical Literature Analysis and Retrieval System OnLINE

    Full text online

    More links

    Kategorien

    Order via subito

    This service is chargeable due to the Delivery terms set by subito. Orders including an article and supplementary material will be classified as separate orders. In these cases, fees will be demanded for each order.

  4. Article ; Online: Repeated versus wide reading: A randomized control design study examining the impact of fluency interventions on underlying reading behavior.

    Ardoin, Scott P / Binder, Katherine S / Foster, Tori E / Zawoyski, Andrea M

    Journal of school psychology

    2016  Volume 59, Page(s) 13–38

    Abstract: Repeated readings (RR) has garnered much attention as an evidence based intervention designed to improve all components of reading fluency (rate, accuracy, prosody, and comprehension). Despite this attention, there is not an abundance of research ... ...

    Abstract Repeated readings (RR) has garnered much attention as an evidence based intervention designed to improve all components of reading fluency (rate, accuracy, prosody, and comprehension). Despite this attention, there is not an abundance of research comparing its effectiveness to other potential interventions. The current study presents the findings from a randomized control trial study involving the assignment of 168second grade students to a RR, wide reading (WR), or business as usual condition. Intervention students were provided with 9-10weeks of intervention with sessions occurring four times per week. Pre- and post-testing were conducted using Woodcock-Johnson III reading achievement measures (Woodcock, McGrew, & Mather, 2001, curriculum-based measurement (CBM) probes, measures of prosody, and measures of students' eye movements when reading. Changes in fluency were also monitored using weekly CBM progress monitoring procedures. Data were collected on the amount of time students spent reading and the number of words read by students during each intervention session. Results indicate substantial gains made by students across conditions, with some measures indicating greater gains by students in the two intervention conditions. Analyses do not indicate that RR was superior to WR. In addition to expanding the RR literature, this study greatly expands research evaluating changes in reading behaviors that occur with improvements in reading fluency. Implications regarding whether schools should provide more opportunities to repeatedly practice the same text (i.e., RR) or practice a wide range of text (i.e., WR) are provided.
    MeSH term(s) Achievement ; Child ; Child Behavior ; Eye Movement Measurements ; Female ; Humans ; Male ; Reading ; Teaching
    Language English
    Publishing date 2016-12
    Publishing country United States
    Document type Journal Article ; Randomized Controlled Trial
    ZDB-ID 2007811-0
    ISSN 1873-3506 ; 0022-4405
    ISSN (online) 1873-3506
    ISSN 0022-4405
    DOI 10.1016/j.jsp.2016.09.002
    Database MEDical Literature Analysis and Retrieval System OnLINE

    Full text online

    More links

    Kategorien

    Order via subito

    This service is chargeable due to the Delivery terms set by subito. Orders including an article and supplementary material will be classified as separate orders. In these cases, fees will be demanded for each order.

  5. Article ; Online: Evaluating the Effects of Matched and Unmatched Stimuli on Nail Biting in Typically Developing Children.

    Zawoyski, Andrea M / Bosch, Amanda / Vollmer, Timothy R / Walker, Stephen F

    Behavior modification

    2014  Volume 38, Issue 3, Page(s) 428–447

    Abstract: We evaluated the effects of matched and unmatched stimuli on nail biting for three typically developing children and adolescents. Antecedent-based assessments identified conditions when subjects were most likely to engage in nail biting. Treatment ... ...

    Abstract We evaluated the effects of matched and unmatched stimuli on nail biting for three typically developing children and adolescents. Antecedent-based assessments identified conditions when subjects were most likely to engage in nail biting. Treatment included the noncontingent delivery of four types of highly preferred stimuli: items hypothesized to match the oral, the tactile, or both the oral and tactile stimulation inherent to nail biting, as well as items that did not involve oral or tactile stimulation. Results suggested that all forms of alternative stimulation decreased nail biting.
    MeSH term(s) Adolescent ; Behavior Therapy/methods ; Child ; Female ; Humans ; Male ; Nail Biting/therapy ; Touch
    Language English
    Publishing date 2014-05
    Publishing country United States
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 432229-0
    ISSN 1552-4167 ; 0145-4455
    ISSN (online) 1552-4167
    ISSN 0145-4455
    DOI 10.1177/0145445514541615
    Database MEDical Literature Analysis and Retrieval System OnLINE

    More links

    Kategorien

    In stock of ZB MED Cologne/Königswinter

    Zs.B 2195: Show issues Location:
    Je nach Verfügbarkeit (siehe Angabe bei Bestand)
    bis Jg. 2021: Bestellungen von Artikeln über das Online-Bestellformular
    ab Jg. 2022: Lesesaal (EG)

    Order via subito

    This service is chargeable due to the Delivery terms set by subito. Orders including an article and supplementary material will be classified as separate orders. In these cases, fees will be demanded for each order.

To top