TY - JOUR
T1 - Ongoing Practice Opportunities as a Method for Maintaining Reading Intervention Effects
AU - Nelson, Peter M.
AU - Klingbeil, David A.
AU - Van Norman, Ethan R.
N1 - Publisher Copyright:
© 2020 National Association of School Psychologists.
PY - 2020/9/14
Y1 - 2020/9/14
N2 - This study evaluated the impact of a low-intensity strategy designed to facilitate maintenance of reading skill gains made during Tier 2 intervention. A subsample of kindergarten, second grade, and third grade students who exited from a standard protocol Tier 2 intervention (n = 168) continued to receive brief (2–3 min), weekly opportunities to practice intervention targets with feedback on performance. Propensity scores were used to create an appropriate counterfactual (i.e., students who exited the program but did not participate in postexit practice sessions) using nearest neighbor matching (n = 168). Across all grades, students who engaged in weekly practice opportunities with feedback after exiting the intervention had a higher probability of meeting the end-of-year benchmark relative to students who did not participate in the ongoing practice condition. Results suggest that providing brief opportunities for students to practice key reading skills via typical progress monitoring procedures may be a beneficial maintenance strategy for students exiting Tier 2 support.
AB - This study evaluated the impact of a low-intensity strategy designed to facilitate maintenance of reading skill gains made during Tier 2 intervention. A subsample of kindergarten, second grade, and third grade students who exited from a standard protocol Tier 2 intervention (n = 168) continued to receive brief (2–3 min), weekly opportunities to practice intervention targets with feedback on performance. Propensity scores were used to create an appropriate counterfactual (i.e., students who exited the program but did not participate in postexit practice sessions) using nearest neighbor matching (n = 168). Across all grades, students who engaged in weekly practice opportunities with feedback after exiting the intervention had a higher probability of meeting the end-of-year benchmark relative to students who did not participate in the ongoing practice condition. Results suggest that providing brief opportunities for students to practice key reading skills via typical progress monitoring procedures may be a beneficial maintenance strategy for students exiting Tier 2 support.
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U2 - 10.1080/2372966X.2020.1720802
DO - 10.1080/2372966X.2020.1720802
M3 - Article
AN - SCOPUS:85087008281
SN - 0279-6015
VL - 49
SP - 212
EP - 221
JO - School Psychology Review
JF - School Psychology Review
IS - 3
ER -