Predicting Intervention Effects With Preintervention Measures of Decoding: Evidence for a Skill-by-Treatment Interaction With Kindergarten and First-Grade Students

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2022-07-22 DOI:10.1177/07319487221113026

M. Burns, Helen L. Young, Elizabeth M. McCollom, Mallory A Stevens, Jared T Izumi

引用次数: 2

Abstract

A skill-by-treatment interaction (STI) isolates skill deficits and manipulates conditions to match them to student needs. Based on the learning hierarchy, preintervention scores can help predict which intervention will be most successful for an individual student. This study compared the efficacy of a modeling and practice-based decoding intervention for 29 kindergarten and first-grade students. Results suggested that grade was not a significant predictor of which intervention was more effective, but preintervention accuracy in nonsense word fluency was a significant predictor of the more effective intervention, accounted for 68% of the variance, and correctly identified the more effective intervention 88% of the time.

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用解码的干预前措施预测干预效果:幼稚园和一年级学生的技能-治疗互动的证据

逐个治疗的技能互动（STI）隔离技能缺陷，并操纵条件使其符合学生的需求。根据学习层次结构，干预前的分数可以帮助预测哪种干预对单个学生来说最成功。本研究比较了29名幼儿园和一年级学生基于建模和实践的解码干预的效果。结果表明，年级并不是哪种干预更有效的重要预测因素，但干预前无意义单词流利度的准确性是更有效干预的重要预测指标，占68%的方差，88%的时间正确识别了更有效的干预。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.