Done in Sixty Seconds: Further Analysis of the Brief Assessment Model for Academic Problems

Abstract

A brief experimental analysis of four instructional strategies was administered to 5 children referred for remedial reading services. Using a multi-element design, examiners compared the relative effects of incentives, repeated practice, increased learning trials, and easier materials on oral reading fluency. Assessment isolated a single, effective strategy for each child. Alternating treatment designs were then employed to assess the differential effects of the selected strategy across time and on repeated measures of word acquisition and generalization. For 4 of 5 children, the effects of the selected strategy were stable across time and collateral effects on generalization passages were observed. For 2 of these children, collateral improvements on word acquisition were also observed. Strengths and limitations of an emerging assessment technology for academic problems are discussed.

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