Promoting parent use of empirically supported reading interventions: Two experimental investigations of child outcomes

Michael Persampieri, Valerie Gortmaker, Edward J. Daly, Susan M. Sheridan, Merilee McCurdy

Research output: Contribution to journalArticlepeer-review

25 Scopus citations

Abstract

Two experimental investigations of the effects of parent delivered reading interventions were conducted. Tutoring packages consisting of empirically supported intervention components were delivered by parents for at least several weeks after initial parent training. Both experiments used single-case experimental designs and measured participants' oral reading fluency in passages. Experiment 1 used a multiple-probe design across tasks (passages) to evaluate tutoring effects for two students with learning disabilities. Results indicate that both students increased their reading fluency and maintained those increases over time. Experiment 2 used a brief experimental analysis that included both experimenter and parent delivered instructional trials to validate the treatment package. Next, the treatment package was evaluated using an alternating treatments design. Results were uniformly positive. An interesting but not surprising correlation was also found between treatment integrity and student outcomes. Results are discussed in terms of the framework and skills that behavior analysts have for working with parents and schools to improve their children's academic responding.

Original languageEnglish (US)
Pages (from-to)31-57
Number of pages27
JournalBehavioral Interventions
Volume21
Issue number1
DOIs
StatePublished - Feb 2006

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Arts and Humanities (miscellaneous)
  • Psychiatry and Mental health

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