Intervention in a - PowerPoint Presentation

Slide1

Intervention in a Flash

Presented By: Karen Brown

Evidence Based Practice University of Utah

Training School Psychologists to be Experts in Evidence Based Practices for Tertiary Students with Serious Emotional Disturbance/Behavior Disorders

US Office of Education 84.325K

H325K080308Slide2

Interventions in a Flash-What Is It & Who Is It For?

A strategy to use with students struggling to acquire or retain a skill such as math facts, reading sight words, or spelling

One-on-One FormatCan be used as a Tier 2 or Tier 3 interventionSlide3

Rationale and Evidenced Based Practice

Basic, foundational skills must be acquired prior to more complex concepts and higher order thinking skillsStudents who do not have automaticity in their basic skills struggle to stay “on grade level” and maintain interest

Failure to attain these basic skills negatively effects overall academic competencyMath: basic skills include operational factsReading: basic skills include phonemic awareness and sight wordsSlide4

Rationale and Evidenced Based Practice cont.

Research has shown that instructional interventions must be:Targeted

skillsExplicitly taughtAppropriate level of instruction and challengeHigh opportunities to respondImmediate feedback

given

Using flash cards to increase student’s automaticity

incorporates the above needs and has

been shown effective with

Struggling readers to improve sight word fluency

Basic math facts

General education and Special Education populationsSlide5

Advantage to the Educator

Inexpensive to use and can be developed quickly and as feedback is given for student responseKeep easy data using the cards developed

Limited materialsIndex or note cardsFolder MarkersChecklist

3 types to choose from Slide6

Traditional Flash Card Drill

100% unknown facts/wordsProcedure:Set of cards shown to student one at a time with instructor giving correct answer and student repeating fact/word and answer

Set of cards shown again with student respondingCorrect response: acknowledge with positive feedbackIncorrect response: overcorrection and immediate feedbackSet repetition based on time and student achievement (8 trials typical)Slide7

Interspersal Training

(Drill Sandwich)

Typically 30% unknown to 70% known facts/wordsProcedure:Unknown facts/words read and answered by instructor with student repetitionIntersperse the unknowns with the

knowns

in an order such as

K

1

-U

1

-U

2

-U

3

-K

2

-U

4

-U

5

-U

6

-K

3

Set repetition based on time and student achievement (8 trials typical)

Correct response: acknowledge with positive feedback

Incorrect response: overcorrection and immediate feedbackSlide8

Incremental Rehearsal

10% unknown to 90% knownProcedure:Unknown fact/word read and answered by instructor with student repetition

Rehearse the unknown with the knowns in specific orderRepeat set with each targeted fact/word moving 1st unknown to the 1

st

known position and removing the 9

th

known

Correct response: acknowledge with positive feedback

Incorrect response: overcorrection and immediate feedbackSlide9

Procedure for Incremental Rehearsal

1

st Unknown – 1st Known

1

st

Unknown – 1

st

K – 2

nd

K

1

st

Unknown – 1

st

K – 2

nd

K – 3

rd

K

1

st

Unknown – 1

st

K – 2

nd

K – 3

rd

K – 4

th

K

1

st

Unknown – 1

st

K – 2

nd

K – 3

rd

K – 4

th

K – 5

th

K

1

st

Unknown – 1

st

K – 2

nd

K – 3

rd

K - 4

th

K – 5

th

K -6

th

K

1

st

Unknown – 1

st

K – 2

nd

K – 3

rd

K - 4

th

K – 5

th

K -6

th

K– 7

th

K

1

st

Unknown – 1

st

K – 2

nd

K – 3

rd

K - 4

th

K – 5

th

K -6

th

K – 7

th

K – 8

th

K

1

st

Unknown – 1

st

K– 2

nd

K– 3

rd

K- 4

th

K– 5

th

K-6

th

K– 7

th

K– 8

th

K– 9

th

K

Move 1

st

Unknown to 1

st

Known position – Remove 9

th

Known – add 2

nd

UnknownSlide10

Comparisons

Most effective: Incremental rehearsalSpaced repetition may aide in moving fact/word from short-term memory to long-term memoryMost efficient: Traditional flash card drill

Incremental rehearsal takes more time but does provide more opportunities to respond than traditional or interspersalTeacher preferences: Traditional (time reasons)Student preferences: Traditional Slide11

Conclusions Tier 2 Intervention: Traditional Flash Card Drill

Tier 3 Intervention: Incremental RehearsalIf Tier 2 Traditional Flash Card Drill fails to produce retention of skills, if students need a more complete foundation of basic skills, or if students need more successes to maintain motivationSlide12

Simple Set-Up Scenario #1

math fact intervention for use as a whole class/peer tutoring – Tier 1 or 2Slide13

Simple Set-Up Scenario #1

Teacher group-administers a curriculum based measurement fact probe

(2 of the same type best, i.e. 2 Multiplication Facts probes)Teacher identifies, with student help grading if desired, known and unknown facts for each student If using 2 probes, facts/words incorrect on

both

are targets

Create flash card set for the traditional drill (10 unknowns) for each student using index cards

Train students to act as the “instructor”Slide14

Simple Set-Up Scenario #1-Daily Plan

Make folders for each studentCopy & Grade probes if students are not

Make flash card sets for students and place them in the folders

Get folders and peer “instructors”

Review the previous day’s set and pull out the facts that are not maintained (missed)

Add unknown facts from folder until the set has 10

“Instruct” each other using the flash card set of 10 unknowns

Teacher administers a 2 minute fact probe

Students switch papers with peer to grade and circle

incorrects

Students place the newly graded probes and cards back into the folders

Teacher Prep Needed

Class-wide Protocol – approximate time: 25 min. Slide15

Overall Suggestions-Troubleshooting

Quickly make the new unknown flash cards for students when they hand in their foldersColor code the flash cards, either paper or ink, as known or unknown

Keep a sealable envelope for each student with their “maintained” cards to pull out as re-test items or as proofs of success (i.e. data)If the intervention seems organized and students are progressing at different rates, begin differentiating the probes between studentsSlide16

Overall Suggestions cont.

If this whole class format requires too much time…break it up Monday: peer instruct entire set of flash cards

Tuesday: review previous day’s set removing the missed facts – give 2 minute probeWednesday: peer instruct entire set of flashcards using the non-maintained cards from Monday and new unknowns from Tuesday probeThursday: review Wednesday’s set removing the missed facts – give 2 minute probe

Friday: administer to the class the weekly grade level Progress Monitor probeSlide17

Simple Set-Up Scenario #2

Reading fluency intervention for use as a small group – Tier 3Slide18

Simple Set-Up Scenario #2

Teacher or aide administers a list of high frequency words (Fry’s,

Dolch, etc.) in segments of 10Provide immediate feedback to students Many list of these types of lists on www.literacyconnections.com/content/high-frequency-sight-words

Teacher identifies known and unknown words for student

Create flash card set for the incremental rehearsal (9

knowns

and one unknown at a time) for student using index cards

Follow the protocol for the incremental rehearsal formatSlide19

Simple Set-Up Scenario #1-Daily Plan

Copy high-frequency word list Create folder for student(s) needing intervention

Get folder with high-frequency word list and flash cardsReview the previous day’s unknown set and pull out the words that are not maintained (missed)

Student reads the high-frequency word list in increments of 10 words until they have a total of 5 unknowns (including non-maintained from previous day)

Make new flash cards for those unknown words

Incremental Rehearsal protocol

Teacher Prep Needed

Tier 3/1:1 Protocol – approximate time: 15 min. Slide20

Overall Suggestions-Troubleshooting

Keep one laminated version of the high-frequency list for student to read off of each time

Keep a table with the high-frequency words for instructor use – check off with dates the words missedColor code the flash cards, either paper or ink, as known or unknownKeep a sealable envelope for each student with their “maintained” cards to pull out as re-test items or as proofs of success (i.e. data)

Use word lists such as

The Reading Teacher’s Book of Lists

, 5

th

ed

with students that struggle reading content related wordsSlide21

References

Burns, M. (2005). Using Incremental Rehearsal to Increase Fluency of Single-Digit Multiplication Facts with Children Identified as Learning Disabled in Mathematics Computation. Education and Treatment of Children, 28

, 237-249.Burns, M. (2009). Interspersal Technique and Behavioral Momentum for Reading Word Lists. School Psychology Review

,

38

, 428-434.

Cates, G., Skinner, C., Watson, T., Meadows, T., Weaver, A., & Jackson, B. (2003). Instructional Effectiveness and Instructional Efficiency as Considerations for Data-Based Decision Making: An Evaluation of Interspersing Procedures.

School Psychology Review, 32,

601-616.

MacQuarrie

, L., Tucker, J., Burns, M. & Hartman, B. (2002). Comparison of Retention Rates Using Traditional, Drill Sandwich, and Incremental Rehearsal Flash Card Methods.

School Psychology Review, 31,

584-595.

Nist

, L. & Joseph, L. (2008). Effectiveness and Efficiency of Flashcard Drill Instructional Methods on Urban First-Graders’ Word Recognition, Acquisition, Maintenance, and Generalization.

School Psychology Review, 37,

294-308.

Torgenson

, J. (2004). Preventing Early Reading Failure.

American Educator, 28.Slide22

Class-wide Math Fact Intervention Procedure_________Get folders and partner

_________Review Partner 1’s flash card set from yesterday and keep the incorrects

in a pile_________Review Partner 2’s flash card set from yesterday and keep the incorrects in a pile_________Use Partner 1’s

incorrects

from the review and add new unknowns until their set equals 10 total

_________”Instruct” Partner 1 through their set of flash cards making sure they say the fact, then the answer and giving them immediate feedback if they are incorrect.

_________Use Partner 2’s

incorrects

from the review and add new unknowns until their set equals 10 total

_________”Instruct” Partner 2 through their set of flash cards making sure they say the fact, then the answer and giving them immediate feedback if they are incorrect.

_________Repeat flash card set as many times as possible before the teacher stops youSlide23

1:1 Reading Fluency Intervention

_________Get folder_________Review flash card set from yesterday and keep the incorrects

in a pile_________Mark student’s incorrect words read aloud from the high-frequency list (student starts at the beginning of the list each day) – reading sets of 10 words at a time_________Make flash cards for the new unknown words

_________Use

incorrects

, starting with yesterday’s, as U in the incremental rehearsal procedure (5 total)

1

st

Unknown – 1

st

Known

1

st

Unknown – 1

st

K – 2

nd

K

1

st

Unknown – 1

st

K – 2

nd

K – 3

rd

K

1

st

Unknown – 1

st

K – 2

nd

K – 3

rd

K – 4

th

K

1

st

Unknown – 1

st

K – 2

nd

K – 3

rd

K – 4

th

K – 5

th

K

1

st

Unknown – 1

st

K – 2

nd

K – 3

rd

K - 4

th

K – 5

th

K -6

th

K

1

st

Unknown – 1

st

K – 2

nd

K – 3

rd

K - 4

th

K – 5

th

K -6

th

K– 7

th

K

1

st

Unknown – 1

st

K – 2

nd

K – 3

rd

K - 4

th

K – 5

th

K -6

th

K – 7

th

K – 8

th

K

1

st

Unknown – 1

st

K– 2

nd

K– 3

rd

K- 4

th

K– 5

th

K-6

th

K– 7

th

K– 8

th

K– 9

th

K

Move 1

st

Unknown to 1

st

Known position – Remove 9

th

Known – add 2

nd

Unknown

_________Continue adding unknowns, up to 5, until student begins missing them