Loading...
The Impact of Probe Difficulty Variation on Brief Experimental Analysis of Reading Skills
Journal Title
School Psychology Quarterly
Readers/Advisors
Journal Title
Term and Year
Publication Date
2012
Book Title
Publication Volume
Publication Issue
Publication Begin
Publication End
Number of pages
Collections
Research Projects
Organizational Units
Journal Issue
Abstract
The impact of variation in probe difficulty on the ability to replicate results in brief experimental analysis (BEA) of reading was examined. In the first phase of the study, 41 first- and second- grade students completed 16 reading probes. Calculations of probe difficulty were used to identify Low and High Variability probe sets. In the second phase of the study, 40 second- through fifth-grade students’ performance on two reading interventions was compared in a BEA-like task. The best-performing intervention was unlikely to be replicated on either probe set (i.e., for only 43% of students); rather, the best determinant of intervention replication was each students’ average difference in performance across the two interventions. The best-performing intervention was more likely to be replicated (i.e., 60% of students) when averages of two trials per intervention were compared. These results are discussed in the context of developing rules for determining the best-performing intervention in academic BEA.
Citation
Mercer, S. H., Harpole, L. L., Mitchell, R. R., McLemore, C., & Hardy, C. (2012). The impact of probe variability on brief experimental analysis of reading skills. School Psychology Quarterly, 27(4), 223–235. https://doi.org/10.1037/spq0000001
Description
Accessibility Statement
This document has been edited for accessibility: hierarchical headings have been added and tables have been reformatted to remove merged and split cells.