Measurement scale influences in the evaluation of sight-word reading interventions
Working with elementary students with disabilities, we used alternating treatment designs to evaluate and compare the effects of 2 computer‐based flash card sight‐word reading interventions, 1 with 1‐s response intervals and another with 5‐s response intervals. In Study 1, we held instructional time...
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| Veröffentlicht in: | Journal of applied behavior analysis 2014, Vol.47 (2), p.360-379 |
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| container_title | Journal of applied behavior analysis |
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| creator | Yaw, Jared Skinner, Christopher H. Delisle, Jean Skinner, Amy L. Maurer, Kristin Cihak, David Wilhoit, Brian Booher, Joshua |
| description | Working with elementary students with disabilities, we used alternating treatment designs to evaluate and compare the effects of 2 computer‐based flash card sight‐word reading interventions, 1 with 1‐s response intervals and another with 5‐s response intervals. In Study 1, we held instructional time constant, applying both interventions for 3 min. Although students completed 6 learning trials per word during each 1‐s session and 2 trials per word during each 5‐s session, results showed similar acquisition rates for 1‐s and 5‐s words. During Study 2, we held learning trials constant (3 per word) and allowed instructional time to vary. When we measured learning using cumulative instructional sessions, the interventions appeared to cause similar increases in acquisition rates. When the same learning data were measured and plotted using cumulative instructional seconds, all participants showed greater learning rates under the 1‐s intervention. Discussion focuses on how measurement scales can influence comparative effectiveness studies. |
| doi_str_mv | 10.1002/jaba.126 |
| format | Article |
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In Study 1, we held instructional time constant, applying both interventions for 3 min. Although students completed 6 learning trials per word during each 1‐s session and 2 trials per word during each 5‐s session, results showed similar acquisition rates for 1‐s and 5‐s words. During Study 2, we held learning trials constant (3 per word) and allowed instructional time to vary. When we measured learning using cumulative instructional sessions, the interventions appeared to cause similar increases in acquisition rates. When the same learning data were measured and plotted using cumulative instructional seconds, all participants showed greater learning rates under the 1‐s intervention. Discussion focuses on how measurement scales can influence comparative effectiveness studies.</description><identifier>ISSN: 0021-8855</identifier><identifier>EISSN: 1938-3703</identifier><identifier>DOI: 10.1002/jaba.126</identifier><identifier>PMID: 24763971</identifier><identifier>CODEN: JOABAW</identifier><language>eng</language><publisher>United States: Blackwell Publishing Ltd</publisher><subject>Behavior Change ; Behavior Modification ; Child ; Comparative Analysis ; comparative effectiveness studies ; Computers ; cumulative measures of instructional time ; Design ; Disabilities ; Education of Intellectually Disabled - methods ; Effectiveness studies ; Elementary Education ; Elementary School Students ; Elementary Schools ; Evaluation Methods ; Female ; Graphs ; Humans ; Influence ; Instructional Effectiveness ; Intervals ; Intervention ; Learning ; Learning Disorders - etiology ; Learning Disorders - rehabilitation ; learning rates ; Male ; Measurement ; measurement scale ; Outcome Assessment (Health Care) ; Photic Stimulation ; Reading ; Reading Difficulties ; Reading Instruction ; Reading Tests ; Researchers ; Resistance (Psychology) ; response intervals ; Responses ; Retention (Psychology) - physiology ; School Psychology ; Sight Method ; Sight Vocabulary ; Skill Development ; Special education ; Special Education Teachers ; Students ; Students with disabilities ; Studies ; Teachers ; Teaching Methods ; Time on Task ; Verbal Learning - physiology ; Visual Aids ; Word Recognition</subject><ispartof>Journal of applied behavior analysis, 2014, Vol.47 (2), p.360-379</ispartof><rights>Society for the Experimental Analysis of Behavior</rights><rights>Society for the Experimental Analysis of Behavior.</rights><rights>Copyright Blackwell Publishing Ltd. Summer 2014</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4096-2b9194e888a972fc4960970ce80b0ee38a9d32c2e8a2b8e1f1527781886d298d3</citedby><cites>FETCH-LOGICAL-c4096-2b9194e888a972fc4960970ce80b0ee38a9d32c2e8a2b8e1f1527781886d298d3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fjaba.126$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fjaba.126$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,778,782,1414,27911,27912,45561,45562</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1033892$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/24763971$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Yaw, Jared</creatorcontrib><creatorcontrib>Skinner, Christopher H.</creatorcontrib><creatorcontrib>Delisle, Jean</creatorcontrib><creatorcontrib>Skinner, Amy L.</creatorcontrib><creatorcontrib>Maurer, Kristin</creatorcontrib><creatorcontrib>Cihak, David</creatorcontrib><creatorcontrib>Wilhoit, Brian</creatorcontrib><creatorcontrib>Booher, Joshua</creatorcontrib><title>Measurement scale influences in the evaluation of sight-word reading interventions</title><title>Journal of applied behavior analysis</title><addtitle>Journal of Applied Behavior Analysis</addtitle><description>Working with elementary students with disabilities, we used alternating treatment designs to evaluate and compare the effects of 2 computer‐based flash card sight‐word reading interventions, 1 with 1‐s response intervals and another with 5‐s response intervals. In Study 1, we held instructional time constant, applying both interventions for 3 min. Although students completed 6 learning trials per word during each 1‐s session and 2 trials per word during each 5‐s session, results showed similar acquisition rates for 1‐s and 5‐s words. During Study 2, we held learning trials constant (3 per word) and allowed instructional time to vary. When we measured learning using cumulative instructional sessions, the interventions appeared to cause similar increases in acquisition rates. When the same learning data were measured and plotted using cumulative instructional seconds, all participants showed greater learning rates under the 1‐s intervention. Discussion focuses on how measurement scales can influence comparative effectiveness studies.</description><subject>Behavior Change</subject><subject>Behavior Modification</subject><subject>Child</subject><subject>Comparative Analysis</subject><subject>comparative effectiveness studies</subject><subject>Computers</subject><subject>cumulative measures of instructional time</subject><subject>Design</subject><subject>Disabilities</subject><subject>Education of Intellectually Disabled - methods</subject><subject>Effectiveness studies</subject><subject>Elementary Education</subject><subject>Elementary School Students</subject><subject>Elementary Schools</subject><subject>Evaluation Methods</subject><subject>Female</subject><subject>Graphs</subject><subject>Humans</subject><subject>Influence</subject><subject>Instructional Effectiveness</subject><subject>Intervals</subject><subject>Intervention</subject><subject>Learning</subject><subject>Learning Disorders - etiology</subject><subject>Learning Disorders - rehabilitation</subject><subject>learning rates</subject><subject>Male</subject><subject>Measurement</subject><subject>measurement scale</subject><subject>Outcome Assessment (Health Care)</subject><subject>Photic Stimulation</subject><subject>Reading</subject><subject>Reading Difficulties</subject><subject>Reading Instruction</subject><subject>Reading Tests</subject><subject>Researchers</subject><subject>Resistance (Psychology)</subject><subject>response intervals</subject><subject>Responses</subject><subject>Retention (Psychology) - physiology</subject><subject>School Psychology</subject><subject>Sight Method</subject><subject>Sight Vocabulary</subject><subject>Skill Development</subject><subject>Special education</subject><subject>Special Education Teachers</subject><subject>Students</subject><subject>Students with disabilities</subject><subject>Studies</subject><subject>Teachers</subject><subject>Teaching Methods</subject><subject>Time on Task</subject><subject>Verbal Learning - physiology</subject><subject>Visual Aids</subject><subject>Word Recognition</subject><issn>0021-8855</issn><issn>1938-3703</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp1kFtP3DAQRq0KVBZaiT_QKlJfeAn4ktjjx2W5i7YSalXeLMeZgLfZhNoJl3-P0S6LVImnseY7OmN9hOwyus8o5QdzW9l9xuUHMmFaQC4UFRtkkiKWA5TlFtmOcU4p41SWH8kWL5QUWrEJufqONo4BF9gNWXS2xcx3TTti5zCmZzbcYob3th3t4Psu65ss-pvbIX_oQ50FtLXvbhI3YLhPioTET2SzsW3Ez6u5Q36fHP-aneWXP0_PZ9PL3BVUy5xXmukCAcBqxRtXaEm1og6BVhRRpHUtuOMIlleArGElVwoYgKy5hlrskL2l9y70_0aMg1n46LBtbYf9GA0rRSm5gkIn9Nt_6LwfQ5d-Z5gCmaRSsTehC32MARtzF_zChifDqHnp2bz0bFLPCf26Eo7VAus1-FpsAr4sAQzerePjC0aFAM1Tni_zB9_i07uHzMX0cLo8uOJ9HPBxzdvw10glVGn-_Dg1-gj4tbyaGRDPH6aeNA</recordid><startdate>2014</startdate><enddate>2014</enddate><creator>Yaw, Jared</creator><creator>Skinner, Christopher H.</creator><creator>Delisle, Jean</creator><creator>Skinner, Amy L.</creator><creator>Maurer, Kristin</creator><creator>Cihak, David</creator><creator>Wilhoit, Brian</creator><creator>Booher, Joshua</creator><general>Blackwell Publishing Ltd</general><general>Wiley Periodicals, Inc</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>0U~</scope><scope>1-H</scope><scope>3V.</scope><scope>7RV</scope><scope>7WY</scope><scope>7WZ</scope><scope>7X7</scope><scope>7XB</scope><scope>87Z</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>88J</scope><scope>8A4</scope><scope>8AM</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8FL</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BEZIV</scope><scope>BGRYB</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FRNLG</scope><scope>FYUFA</scope><scope>F~G</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>K60</scope><scope>K6~</scope><scope>K7.</scope><scope>K9.</scope><scope>KB0</scope><scope>L.-</scope><scope>L.0</scope><scope>M0C</scope><scope>M0O</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2R</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PADUT</scope><scope>PQBIZ</scope><scope>PQBZA</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>PYYUZ</scope><scope>Q9U</scope><scope>7X8</scope></search><sort><creationdate>2014</creationdate><title>Measurement scale influences in the evaluation of sight-word reading interventions</title><author>Yaw, Jared ; Skinner, Christopher H. ; Delisle, Jean ; Skinner, Amy L. ; Maurer, Kristin ; Cihak, David ; Wilhoit, Brian ; Booher, Joshua</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4096-2b9194e888a972fc4960970ce80b0ee38a9d32c2e8a2b8e1f1527781886d298d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Behavior Change</topic><topic>Behavior Modification</topic><topic>Child</topic><topic>Comparative Analysis</topic><topic>comparative effectiveness studies</topic><topic>Computers</topic><topic>cumulative measures of instructional time</topic><topic>Design</topic><topic>Disabilities</topic><topic>Education of Intellectually Disabled - 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Academic</collection><jtitle>Journal of applied behavior analysis</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Yaw, Jared</au><au>Skinner, Christopher H.</au><au>Delisle, Jean</au><au>Skinner, Amy L.</au><au>Maurer, Kristin</au><au>Cihak, David</au><au>Wilhoit, Brian</au><au>Booher, Joshua</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1033892</ericid><atitle>Measurement scale influences in the evaluation of sight-word reading interventions</atitle><jtitle>Journal of applied behavior analysis</jtitle><addtitle>Journal of Applied Behavior Analysis</addtitle><date>2014</date><risdate>2014</risdate><volume>47</volume><issue>2</issue><spage>360</spage><epage>379</epage><pages>360-379</pages><issn>0021-8855</issn><eissn>1938-3703</eissn><coden>JOABAW</coden><abstract>Working with elementary students with disabilities, we used alternating treatment designs to evaluate and compare the effects of 2 computer‐based flash card sight‐word reading interventions, 1 with 1‐s response intervals and another with 5‐s response intervals. In Study 1, we held instructional time constant, applying both interventions for 3 min. Although students completed 6 learning trials per word during each 1‐s session and 2 trials per word during each 5‐s session, results showed similar acquisition rates for 1‐s and 5‐s words. During Study 2, we held learning trials constant (3 per word) and allowed instructional time to vary. When we measured learning using cumulative instructional sessions, the interventions appeared to cause similar increases in acquisition rates. When the same learning data were measured and plotted using cumulative instructional seconds, all participants showed greater learning rates under the 1‐s intervention. Discussion focuses on how measurement scales can influence comparative effectiveness studies.</abstract><cop>United States</cop><pub>Blackwell Publishing Ltd</pub><pmid>24763971</pmid><doi>10.1002/jaba.126</doi><tpages>20</tpages></addata></record> |
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| subjects | Behavior Change Behavior Modification Child Comparative Analysis comparative effectiveness studies Computers cumulative measures of instructional time Design Disabilities Education of Intellectually Disabled - methods Effectiveness studies Elementary Education Elementary School Students Elementary Schools Evaluation Methods Female Graphs Humans Influence Instructional Effectiveness Intervals Intervention Learning Learning Disorders - etiology Learning Disorders - rehabilitation learning rates Male Measurement measurement scale Outcome Assessment (Health Care) Photic Stimulation Reading Reading Difficulties Reading Instruction Reading Tests Researchers Resistance (Psychology) response intervals Responses Retention (Psychology) - physiology School Psychology Sight Method Sight Vocabulary Skill Development Special education Special Education Teachers Students Students with disabilities Studies Teachers Teaching Methods Time on Task Verbal Learning - physiology Visual Aids Word Recognition |
| title | Measurement scale influences in the evaluation of sight-word reading interventions |
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