Valerie J. Gortmaker, Edward J. Daly III, Merilee McCurdy, Michael J. Persampieri, & Melanie Hergenrader (2007).
Improving reading outcomes for children with learning disabilities: Using brief experimental analysis to develop parent-tutoring interventions
.
Journal of Applied Behavior Analysis,
40, 203-221.
The present study assessed the effects of summer parent tutoring on 3 children with learning disabilities
using empirically derived reading interventions. Brief experimental analyses were used to identify customized
reading fluency interventions. Parents were trained to use the intervention strategies with their children.
Parents implemented the procedures during parent-tutoring sessions at home and results were measured
continuously in high-word-overlap and low-word-overlap passages to determine whether generalization
occurred. Parent and child satisfaction with the procedures was assessed. Results demonstrated generalized
increases in reading fluency in both high-word-overlap and low-word-overlap passages as a function of
parent tutoring. Also, acceptability ratings by children and their parents indicated that they viewed the
interventions as acceptable and effective. Results are discussed in terms of structuring reading fluency
interventions that promote generalization and maintenance of treatment effects.
DESCRIPTORS: brief experimental analysis, generalization, learning disability, parent tutoring, reading fluency