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"Powell-Smith, Kelly A"
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Rapid automatized naming: what it is, what it is not, and why it matters
Rapid automatized naming (RAN) has surged in popularity recently as an important indicator of reading difficulties, including dyslexia. Despite an extensive history of research on RAN, including recent meta-analyses indicating a unique contribution of RAN to reading above and beyond phonemic awareness, questions remain regarding RAN’s relationship to reading. Specific questions exist regarding how PA mediates that relationship and how best to use data from RAN measures to identify risk for reading failure. Through multiple studies, we demonstrate that RAN is not merely subsumed by skills typically assessed when conducting universal screening for reading difficulties (i.e., phonemic segmentation fluency and letter naming fluency), but contributes unique information above and beyond these measures. Additionally, we discuss the process for the development of cut points for risk for Acadience RAN, along with guidance regarding how educators can interpret RAN scores as an indicator of risk for future reading difficulties. The results presented here support the idea that difficulties associated with RAN are not merely reflections of difficulties with other early literacy skills typically assessed during universal screening, but constitute separate and distinct difficulties that may precipitate later reading problems.
Journal Article
High-functioning autism/Asperger syndrome in schools
Meeting a growing need for school-based practitioners, this book provides vital tools for improving the academic, behavioral, and social outcomes of students with high-functioning autism or Asperger syndrome (HFA/AS). Research-based best practices are presented for conducting meaningful assessments; collaborating with teachers, students, and parents to prevent school difficulties and problem solve when they occur; and developing effective individualized education programs (IEPs). In a large-size format with lay-flat binding to facilitate photocopying, the book features a wealth of practical prevention and intervention strategies, illustrated with concrete examples. Over a dozen reproducibles include interview forms and observation sheets. This book is in The Guilford Practical Intervention in the Schools Series.
eBook
Using Computer-Presented Social Stories and Video Models to Increase the Social Communication Skills of Children With High-Functioning Autism Spectrum Disorders
The purpose of this study was to investigate the effects of computer-presented Social Stories and video models on the social communication skills of three children with High-Functioning Autism/Asperger's Syndrome (HFA/AS). Using a multiple-baseline across-participants design, computer-presented Social Stories and video models were implemented and direct observations of the participants' identified target behaviors were collected two times per week during unstructured school activities (e.g., recess). Overall, data demonstrated that the combined treatment package was effective for improving the rates of social communication for the participants, although modifications to allow access to social reinforcement were needed in two cases. In addition, all three participants demonstrated maintenance of skills at a 2-week follow-up. However, generalization of skills was only observed for one participant. This research adds evidence that a combined intervention presented via computer may be a beneficial method for remediating social skill difficulties for individuals with HFA/AS.
Journal Article
Development of a Tier 3 Curriculum to Teach Early Literacy Skills
Children with the lowest oral language and early literacy skills at entry to kindergarten are the most vulnerable to poor literacy outcomes. This article describes the programmatic development of a Tier 3 early literacy intervention for preschool children who are most in need of intensive support to achieve early literacy outcomes. The intervention consists of carefully sequenced activities and games to promote early literacy development and is designed to be implemented by an early childhood educator with small groups of one to two children during center time or small-group instruction time in the classroom. Development of, and research on, the intervention followed an iterative process leading to a sequence of studies demonstrating moderate to strong effect sizes for children who qualified for Tier 3 support. Children who received intervention were a diverse group who presented an array of challenging characteristics that required individualization of the intervention. Children progressed at different rates, and some children clearly needed more opportunities to receive the intervention. Further research is needed to investigate factors related to effectiveness of Tier 3 interventions, including characteristics of the intervention, such as duration, time, and group size, as well as the characteristics of children who respond/do not respond.
Journal Article
Examining the Association Between DIBELS Next® and the SBAC ELA Achievement Standard
This study examined expectations for reading proficiency in the context of Common Core State Standards assessments and how DIBELS Next can inform decisions about student skills relative to these expectations. Data for cohorts of students in grades 3–5 were analyzed to determine the concurrent and predictive validity of the DIBELS Next Composite Score (DCS) relative to outcomes on the Smarter Balanced Assessment Consortium (SBAC) English Language Arts (ELA) achievement standard. We examined the strength of the association between the DIBELS Next Composite Score and the SBAC ELA achievement standard. The percent of students who met or exceeded the grade-level SBAC ELA achievement standard was determined for each DIBELS Next benchmark status category. In addition, the likelihood of meeting or exceeding the SBAC ELA achievement standard given each DIBELS Next Composite Score was determined. Results are discussed with respect to implications for practice and future research.
Journal Article
Using Social Stories to Improve the Social Behavior of Children With Asperger Syndrome
To date, the empirical support for the use of social story interventions for children with Asperger syndrome (AS) is small. The purpose of this study was to examine the effects of individualized social story interventions on the social behavior of three children with AS. Using a multiple-baseline-across-participants design, social stories were implemented, and direct observations of the participants' identified target behaviors were conducted three times per week during unstructured school activities (e.g., recess). Data revealed an increase in the social behavior of two of the three participants when the treatment was implemented. Unfortunately, maintenance of target behaviors was not observed. These data provide some initial support for the use of social stories to teach social skills to children diagnosed with AS. However, failure to demonstrate skill maintenance and poor results for one participant highlight possible limitations of the social story intervention and suggest a strong need for further research. Recommendations for future research endeavors and the potential benefits of social story interventions are discussed.
Journal Article
A Research Synthesis of Social Story Interventions for Children With Autism Spectrum Disorders
Recent trends in the frequency of diagnoses and special education referrals for children With autism spectrum disorders necessitate the demand for evidence-based educational practices. Specifically, information related to improving social communication and social behavior domains in classrooms is needed. One method that is increasingly suggested for teaching social skills to children With autism spectrum disorders is the use of Social Stories. Although the rationale behind Social Stories is strong, little research exists examining the effectiveness of Social Story interventions for children With autism spectrum disorders. This article offers a synthesis of the available research regarding Social Stories and their effectiveness for educating children With autism spectrum disorders. In addition, future directions for research and implications for educators are provided.
Journal Article
Parent Tutoring in Reading Using Literature and Curriculum Materials: Impact on Student Reading Achievement
This study investigated the effects of two parent tutoring reading programs upon children's reading achievement: one that used children's literature books and one that used each child's classroom basal reading materials. Subjects were 36 student/parent pairs assigned randomly to two treatment groups and a control group. The 15-week study comprised 5 weeks of baseline, 5 weeks of treatment, and 5 weeks of follow-up. During treatment, tutoring occurred four times each week for 20 minutes per session. Treatment effects were evaluated using curriculum-based measurement. Results showed that although parents implemented the tutoring programs as designed, neither tutoring program had a significant effect upon student reading achievement. Some individual students in LB and CB groups did experience gains in reading achievement, however. Implications for future endeavors in parent tutoring in reading are discussed.
Journal Article
How Progress Monitoring Research Contributed to Early Intervention for and Prevention of Reading Difficulty
Since the inception of Curriculum-Based Measurement (CBM) in the late 1970s at the University of Minnesota, Stanley Deno’s work on CBM and goal-oriented monitoring, data-based decision making, and General Outcome Measurement has provided the foundation for the development of measures to be used for formative evaluation of academic progress (e.g., Deno, 1985; Deno and Fuchs, 1987; Deno and Mirkin, 1977; Fuchs and Deno, 1994). This chapter focuses on three key principles of General Outcome Measurement and data-based decision making that have guided and provided energy for much of our work in early literacy: (a) targeting assessment onindicatorsof basic
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