Abstract
Students’ poor performance on national assessments of writing suggests that educators need effective approaches to assess
and intervene with writing problems. Brief experimental analysis (BEA) has supporting evidence for identifying interventions
in reading, but little research has investigated BEA with writing. Early writing is an especially important period for students,
and the current study sought to extend BEA research in early writing. Results showed that BEAs for 3 first grade students
identified promising writing interventions, and extended analyses showed improved performance for each student following implementation
of the interventions. Implications for future research in direct assessment and intervention are discussed.
and intervene with writing problems. Brief experimental analysis (BEA) has supporting evidence for identifying interventions
in reading, but little research has investigated BEA with writing. Early writing is an especially important period for students,
and the current study sought to extend BEA research in early writing. Results showed that BEAs for 3 first grade students
identified promising writing interventions, and extended analyses showed improved performance for each student following implementation
of the interventions. Implications for future research in direct assessment and intervention are discussed.
- Content Type Journal Article
- Category Original Paper
- Pages 1-21
- DOI 10.1007/s10864-012-9151-3
- Authors
- David C. Parker, Department of Educational Psychology, University of Minnesota, 250 Education Sciences Building, 56 East River Rd., Minneapolis, MN 55455, USA
- Bradley N. Dickey, Teton County School District, Jackson, WY, USA
- Matthew K. Burns, Department of Educational Psychology, University of Minnesota, 250 Education Sciences Building, 56 East River Rd., Minneapolis, MN 55455, USA
- Kristen L. McMaster, Department of Educational Psychology, University of Minnesota, 250 Education Sciences Building, 56 East River Rd., Minneapolis, MN 55455, USA
- Journal Journal of Behavioral Education
- Online ISSN 1573-3513
- Print ISSN 1053-0819