Date of Award
Spring 2010
Degree Type
Masters Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
Committee Chair
Brad Dufrene
Committee Chair Department
Psychology
Committee Member 2
Daniel Tingstrom
Committee Member 2 Department
Psychology
Committee Member 3
Joe Olmi
Committee Member 3 Department
Psychology
Abstract
This study examined 1) if the parents were able to conduct a brief experimental analysis (BEA) for identifying the most effective reading fluency intervention for their child; 2) if the brief experimental analysis was effective when conducted by trained parents. Three elementary students with reading difficulties and their parents participated. The parents were trained by the experimenter. After reach the mastery of the BEA procedure, the parents conducted it with their children. The reading interventions that were evaluated with each child were listening passage preview, repeated reading, listening passage preview plus repeated reading, listening passage preview plus repeated reading plus reward. The selected reading interventions through BEA were then implemented for a longer time. Results and directions for future research were discussed.
Copyright
2010, Qi Zhou
Recommended Citation
Zhou, Qi, "The Effectivness of Brief Experimental Analysis in Identifying Reading Fluency Interventions When Conducted by Parents" (2010). Master's Theses. 620.
https://aquila.usm.edu/masters_theses/620