The Instructional Hierarchy as a Model of Stimulus Control over Student and Teacher Behavior: We're Close but are We Close Enough?

Martens, Brian K.; Eckert, Tanya L.

doi:10.1007/s10864-006-9026-6

Cited by 11 publications

(8 citation statements)

References 19 publications

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“…Future researchers might consider our findings on design in the construction of their studies. For example, MLB or other adapted designs might be selected over ATD or researchers should incorporate design elements that minimize carryover and practice effects (Barlow & Hersen, 1984; Martens & Eckert, 2007).…”

Section: Discussionmentioning

confidence: 99%

Meta–Analysis of Mathematic Basic–Fact Fluency Interventions: A Component Analysis

Codding

Burns

Lukito

2011

Learning Disabilities Research & Practice

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Mathematics fluency is a critical component of mathematics learning yet few attempts have been made to synthesize this research base. Seventeen single-case design studies with 55 participants were reviewed using meta-analytic procedures. A component analysis of practice elements was conducted and treatment intensity and feasibility were examined. Findings suggest that drill and practice with modeling produced the largest effect sizes. Treatments with more than 3 components yielded higher effect sizes than those with fewer than 3, and a combination of treatment agents lead to better outcomes than a single agent. Other findings pertaining to prebaseline assessment, treatment time, experimental design employed, and treatment setting are also discussed. About the AuthorsRobin S. Codding, PhD is currently an associate professor of school psychology at the University of Massachusetts, Boston. Her research interests include data-based decision-making, academic assessment and interventions, and treatment integrity.Gracia Lukito earned her EdS in school psychology at the University of Massachusetts-Boston and is currently employed as a school psychologist in the Quincy Public School District. Her research interests include data-based decision making and interventions.Matthew K. Burns, PhD is a professor of educational psychology and coordinator of the school psychology program at the University of Minnesota. He has published over 100 articles and book chapters on topics including response to intervention, assessing the instructional level, academic interventions, and facilitating problem-solving teams.

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Section: Discussionmentioning

confidence: 99%

Meta–Analysis of Mathematic Basic–Fact Fluency Interventions: A Component Analysis

Codding

Burns

Lukito

2011

Learning Disabilities Research & Practice

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“…Plenty of evidence exists recommending the use of frequent and brief learning opportunities to promote skill acquisition and fluency across academic areas, including mathematics (e.g., Codding, Burns, & Lukito, ; Martens et al., ). Learning opportunities are ideally sequenced systematically according to students’ instructional level and adjusted as students master each skill set (Fuchs et al., ; Hasselbring, Goin, & Bransford, ; Martens & Eckert, ). Conducting a survey level assessment using curriculum‐based assessment (Gickling & Havertape, ) is one way that interventionists can identify students’ instructional levels on a predetermined skill hierarchy (Burns, Codding, Boice, & Lukito, ).…”

Section: Treatment Dosementioning

confidence: 99%

Manipulating Treatment Dose: Evaluating the Frequency of a Small Group Intervention Targeting Whole Number Operations

Codding

VanDerHeyden²,

Martin

et al. 2016

Learning Disabilities Research & Practice

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Treatment dose is an understudied aspect of treatment effectiveness. This study compared the frequency with which a small-group mathematics intervention was delivered weekly (i.e., four times, twice, once) with a control condition while controlling for total duration. 101 at-risk students in grades 2-4 were randomly assigned to a condition following universal screening and skill-based assessments. Multilevel modeling was used to evaluate final score and growth on three measures. Results suggested that for the most proximal computation measure, treatment sessions occurring four times weekly produced clear benefits. On the application measure, students in all treatment groups outperformed students in the control condition. For the most complex computation measure, frequency was not a useful predictor. Grade was a moderating variable.

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“…More recently, Martens et al (2007) selected a small set of instructional texts in which second-and third-grade students could read correctly at a rate of at least 50 words per minute. One group of students completed fluency training with these same texts until they could correctly read 100 words per minute for two consecutive sessions.…”

Section: Selecting Appropriate Instructional Materialsmentioning

confidence: 99%

“…To be able to reinforce responding, the teacher must prompt correct responses to the presentation of the text. The instructional hierarchy (Haring & Eaton, 1978) has proven to be a useful heuristic for prompting discriminated responding (Ardoin & Daly, 2007;Martens & Eckert, 2007;Wolery, Bailey, & Sugai, 1988), especially reading (Daly, Lentz, & Boyer, 1996). According to the instructional hierarchy, with effective instruction, skill proficiency progresses as responding first becomes accurate, then fluent, and then generalizes to other settings.…”

Section: Selecting Appropriate Instructional Materialsmentioning

confidence: 99%

Teaching reading.

Daly¹,

Kupzyk²

2013

APA Handbook of Behavior Analysis, Vol. 2: Translating Principles Into Practice.

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We shouldn't teach great books; we should teach a love of reading.-B. F. Skinner hend or derive meaning from text (Adams, 1990; National Institute of Child Health and Human Development [NICHD], 2000; Snow, Burns, & Griffin, 1998). The intended effect of texts is to have an impact on readers' behavior; when the reader responds predictably and competently, one infers that he or she has understood what was read. Second, learning to read to comprehend is a highly complex process, and a long and carefully sequenced series of interactions with text is necessary for comprehension to occur. Finally, everyone agrees that the ultimate goal is for the learner to love

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The Instructional Hierarchy as a Model of Stimulus Control over Student and Teacher Behavior: We're Close but are We Close Enough?

Cited by 11 publications

References 19 publications

Meta–Analysis of Mathematic Basic–Fact Fluency Interventions: A Component Analysis

Meta–Analysis of Mathematic Basic–Fact Fluency Interventions: A Component Analysis

Manipulating Treatment Dose: Evaluating the Frequency of a Small Group Intervention Targeting Whole Number Operations

Teaching reading.

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