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| School-wide Early Intervention for Reading and Behavior Problems |
| Monday, May 31, 2004 |
| 9:00 AM–10:20 AM |
| Clarendon |
| Area: EDC; Domain: Applied Research |
| Chair: Debra M. Kamps (University of Kansas) |
| Abstract: . |
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| Classroom Observations and Effects of Small Group Reading |
| MARY B. VEERKAMP (University of Kansas), Debra M. Kamps (University of Kansas), Harriet Bannister (University of Kansas), Howard P. Wills (University of Kansas), Carmen Arreaga-Mayer (University of Kansas) |
| Abstract: This study collected direct observation data for 96 first and second grade students during reading instruction using the Multiple Option Observation System for Experimental Studies-MOOSES (Tapp, Wehby, & Ellis, 1992). One half of the students were enrolled in experimental schools involved in early screening and intervention for students at risk for reading failure. Intervention consisted of small group reading instruction using phonics driven curricula three to four times per week, in groups of 3-6 students. One half of the students were enrolled in control group schools. Differential effects favoring the experimental group were noted for frequencies of academic compliance or response opportunities with means of 534, 251, 134, and 463 compared to the control group means of 51, 67, 214, and 123, and for praise (means ranging from 16-52 compared to 7-28). Differences were also noted for the percent of intervals of reading aloud by students with means of 61%, 34%, 43%, and 53% (experimental schools) compared to 15%, 19%, 32%, and 39% (control schools), but not for reading silently or writing. Corresponding student outcome data will also be reported based on assessments using the Dynamic Indicators of Basic Early Literacy Skills-DIBELS (Good & Kaminski, 1998), a curriculum based measure of fluency. Trends in the data for first graders on nonsense indicated that 79% of the experimental group were at or near benchmark scores, compared to 54% of the control group. Note: All observers and assessors were trained to 80%+ reliability on a minimum of two occasions. |
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| Effects of a 10-Minute Supplemental Program on the Reading Achievement of First Grade Students Identified as At-Risk |
| NANCY L. COOKE (University of North Carolina, Charlotte), Susan Gibbs (University of North Carolina, Charlotte) |
| Abstract: The Behavior and Reading Improvement Center (BRIC) at UNC Charlotte is one of six national sites awarded a 5-year federal grant to investigate preventive strategies for children in kindergarten through third grade who are identified as at-risk for failure due to problems in reading and/or behavior. The project implements and evaluates a full continuum of interventions, including primary prevention/universal instruction to avert the onset of problems, secondary prevention strategies to address the needs of students who need additional assistance to successfully acquire new skills, and tertiary prevention that involves more intense, lengthier interventions for students experiencing the most significant difficulties. This session will describe Practice Court, secondary reading intervention. Practice Court is a 10-minute, supplemental intervention that uses scripted text instruction to increase phonological awareness, alphabetic understanding, and decoding skills of primary grade students who are not progressing at the expected rate for their grade level. The lessons follow formats similar to Direct Instruction Reading (Carnine, Silbert, Kameenui & Tarver, 2004). Explicit instruction is used to address blending, segmenting, rhyming tasks, letter-sound correspondences, reading phonetically regular words, and reading decodable text. In addition, the intervention includes daily oral reading fluency passages and a format for practicing high frequency words. Student outcomes showed gains in the reading fluency primary grades students who received instruction in Practice Court (mean correct words per minute at 30) compared to peers who did not receive the intervention with a mean score of 22 words per minute. |
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| Implementing a Three-Tiered Model of Intervention for Elementary Students With Challenging Behaviors |
| HOWARD P. WILLS (University of Kansas), Mary B. Veerkamp (University of Kansas), Debra M. Kamps (University of Kansas), Carmen Arreaga-Mayer (University of Kansas) |
| Abstract: This study examined the implementation of School-wide Positive Behavior Support (Horner et al., 2002), a three-tiered model of intervention (primary, secondary, tertiary) for students with challenging behaviors across seven elementary schools. Comparisons to baseline data and data collected at five control schools were used to evaluate change. Schoolwide interventions included developing, teaching, and posting rules, establishing routines, teaching class-wide behavior lessons, and implementing a school-wide incentive program. Intervention schools showed levels of 70-90% implementation during year one for initial components. Small group social skills clubs were implemented for students with moderate levels of inappropriate behaviors during year two. In addition, individual behavior plans varied and were created for students exhibiting the most challenging behaviors. Discipline referral data were used to evaluate the effects of all three levels of interventions. Direct observation data were collected at four of the schools to further examine the effects of small group and individual interventions. Reductions in the number of office referrals (with decreases up to 50%) indicated a drop in problem behaviors in schools implementing the three-tiered model. Further, data indicated that students and staff at schools implementing the three-tiered model were much more likely to be able to report the school’s behavioral expectations. Data from the first two years of implementation will be presented. |
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| Recess Setting Intervention in an Urban Elementary School Using School-wide Positive Behavior Support |
| KATRINA L. FRANZEN (University of Kansas), Debra M. Kamps (University of Kansas) |
| Abstract: Rates of problem behavior in urban elementary school playgrounds are of growing concern. The purpose of this study was to examine how the implementation of school-wide positive behavior support (PBS), a system-wide, team driven, data based decision making continuum of support, addressed behavior problems and referrals on the playground. Specifically this study replicated several components from prior studies conducted by Lewis, Colvin and Sugai (2000) and Lewis, Powers, Kelk and Newcomber (2002). The intervention consisted of: introduction and teaching of appropriate recess-related behaviors to students, active supervision by playground supervisors, and group contingencies to reinforce appropriate behaviors. A multiple baseline design across three grade levels was used to assess the effects of the recess intervention as a general setting component of PBS on the frequency of target behaviors. Data collection staff were trained to a criteria of 80% reliability over 2 sessions. Results showed improvements for two grades with baseline still in effect for the final grade level. During baseline, the mean frequency of disruptive behaviors for 2nd graders was 16 and for 3rd graders, 13. Means during intervention showed decreases to 6 and 8, respectively across the grade levels. Improvements were also noted for teacher behaviors, with baseline mean frequencies in active supervision of 3 and 2, for the 2nd and 3rd grade teachers, followed by increases to means of 5 and 8, respectively during intervention conditions. |
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