学业和行为综合支持:基于实践的单例复制研究

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Maribeth Gettinger , Thomas R. Kratochwill , Joel R. Levin , Abigail Eubanks , Alison Foy
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引用次数: 0

摘要

本研究的目的是对 "学业与行为联合支持"(ABC Support)进行基于实践的复制,这是一种先前开发并经过实验评估的补充干预措施,它将阅读流利性和学业参与性结合在一起。在本研究中,一名校本干预人员和数据收集人员可以在线访问实施资源,并参加虚拟培训和辅导。四名二年级学生在学校接受了为期六周的 ABC 支持干预。在多基线设计中,学生在训练和非训练阅读段落中的口语流利度,以及在普遍阅读教学中的参与和干扰行为的发生情况,在基线、干预和跟进阶段被反复测量。与之前关于 ABC 支持的实证研究结果一致,分析表明,从基线到干预阶段,阅读和行为结果都有所改善,从基线到后续评估也是如此。本研究的经验性贡献体现在复制研究和实施科学的视角上。我们还强调了远程通信对基于实践的干预研究评估的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Academic and behavior combined support: A single-case practice-based replication study

The purpose of this research was to conduct a practice-based replication of Academic and Behavior Combined Support (ABC Support), a previously developed and experimentally evaluated supplemental intervention that merges a combined focus on reading fluency and academic engagement. In the present study, a school-based interventionist and data collector had access to implementation resources online and participated in virtual training and coaching. Four Grade 2 students received the ABC Support intervention for 6 weeks in their school. Students' oral fluency on training and non-training reading passages, as well as occurrence of engagement and disruptive behaviors during universal reading instruction, were measured repeatedly across baseline, intervention, and follow-up phases in a multiple-baseline design. In concert with prior empirical findings on ABC Support, analyses revealed improvement from baseline to intervention for both reading and behavior outcomes, as well as from baseline to follow-up assessments. Empirical contributions of the study are offered within the context of replication research and an implementation science perspective. We also emphasize the importance of telecommunication for practice-based research evaluation of interventions.

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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
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