Intervention in a Flash Presented By: Karen Brown

Transcript:Intervention in a Flash Presented By: Karen Brown:
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 H325K080308 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 Format Can be used as a Tier 2 or Tier 3 intervention Rationale and Evidenced Based Practice Basic, foundational skills must be acquired prior to more complex concepts and higher order thinking skills Students 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 competency Math: basic skills include operational facts Reading: basic skills include phonemic awareness and sight words Rationale and Evidenced Based Practice cont. Research has shown that instructional interventions must be: Targeted skills Explicitly taught Appropriate level of instruction and challenge High opportunities to respond Immediate 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 populations Advantage to the Educator Inexpensive to use and can be developed quickly and as feedback is given for student response Keep easy data using the cards developed Limited materials Index or note cards Folder Markers Checklist 3 types to choose from Traditional Flash Card Drill 100% unknown facts/words Procedure: 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 responding Correct response: acknowledge with positive feedback Incorrect response: overcorrection and immediate feedback Set repetition based on time and student achievement (8 trials typical) Interspersal Training (Drill Sandwich) Typically 30% unknown to 70% known facts/words Procedure: Unknown facts/words read and answered by instructor with student repetition Intersperse the unknowns with the knowns in an order such as K1-U1-U2-U3-K2-U4-U5-U6-K3 Set repetition based on time and student achievement (8 trials typical) Correct response: acknowledge with positive feedback Incorrect response: overcorrection and immediate feedback Incremental Rehearsal 10% unknown to 90% known Procedure: Unknown fact/word read and answered by instructor with student repetition Rehearse the unknown with the knowns in specific order Repeat