Using Brief Experimental Analysis to Compare the Effects of Reading Comprehension Interventions with a Middle School Student

Authors

DOI:

https://doi.org/10.15763/issn.1936-9298.2024.1.1.1-14

Keywords:

brief experimental analysis, reading comprehension, middle school

Abstract

This study examined the use of a brief experimental analysis (BEA) to efficiently identify effective reading comprehension interventions. BEA offers a swift evaluation of multiple interventions through mini reversals but has previously been mostly applied to reading fluency. The study investigated the impact of the three interventions (i.e., story mapping, reinforcement + corrective feedback, comprehension prompts) on the reading comprehension of an 8th-grade male student performing below grade-level expectations in reading. The results indicated that there were clear differentiated effects across the three interventions, and reinforcement plus feedback resulted in greater changes in skill level. Future research is needed in using BEA to choose an intervention to increase students’ reading comprehension in the classroom.

Author Biographies

Katherine A. Graves, University of Missouri- Columbia

Katherine A. Graves is a doctoral candidate in the Department of Special Education at the University of Missouri, where she is a member of the Mizzou Ed Bully Prevention Lab and the BAIR Lab. Katherine earned a master’s degree in Special Education- Behavior Disorders from the University of Missouri. Her research interests explore juvenile justice, restraint and seclusion, and school safety. Additionally, Katherine is the Review Editor for MSLBD’s magazine, ReThinking Behavior, and is the Membership Services and Supports Chair for the Division of Emotional and Behavioral Health.

Matthew K. Burns, University of Florida

Dr. Matthew K. Burns is the Fein Professor of Special Education at the University of Florida and an Assistant Director of the University of Florida Literacy Institute. Dr. Burns has published over 200 articles and book chapters in national publications, and has co-authored or co-edited 15 books. He is a Past Editor of School Psychology Review and Assessment for Effective Intervention. Dr. Burns is one of the leading researchers regarding the use of assessment data to determine individual or small-group interventions, and has published extensively on response to intervention, academic interventions, and facilitating problem-solving teams. He received the 2020 Senior Scientist Award from Division 16 (School Psychology) of the American Psychological Association.

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Published

2024-10-07

How to Cite

Katherine A. Graves, & Matthew K. Burns. (2024). Using Brief Experimental Analysis to Compare the Effects of Reading Comprehension Interventions with a Middle School Student. Single Case in the Social Sciences, 1(1), 1–14. https://doi.org/10.15763/issn.1936-9298.2024.1.1.1-14

Issue

Vol. 1 No. 1 (2024): Fall 2024

Section

Brief Report(s)

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Copyright (c) 2024 Katherine A. Graves, Matthew K. Burns

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