session 6
DESCRIPTION
Breda O'KeeffeTRANSCRIPT
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Increasing Praise and Student Response Opportunities with Fluency Training for Paraprofessionals
Breda O’Keeffe, Ph.D., University of Utah
National Resource Center for Paraeducators National Conference, April 2013
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Background
The Issue:District implementing Response to Intervention
Paraprofessionals conducting Tier II reading interventions, pullout
How do we provide adequate training to Paras to achieve adequate fidelity?
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Background
What is at stake?TimeResourcesResponse to Intervention
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Training in Teaching ReadingResearch on training teachers in reading interventions: “An eclectic mix of methods was
found that ranged from macro to micro in their focus” (p. 5-13, NICHD, 2000).
Research on training paraprofessionals:Similarly focused on student
interventions
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Training Staff
Performance feedback Typical way coaching is done Time/resource intensive
Intensive training prior to implementation Intense, usually many skills, 40
hours, 1 week e.g., Lerman, Tetreault, Hovanetz, Strobel, & Garro,
2008; Lerman, Vorndran, Addison, & Kuhn, 2004; Moore & Fisher, 2007; Slider, Noell, & Williams, 2006
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Fluency Training
Providing paced practice (i.e., increasing rate with high accuracy) beyond mastery
Generalization across settings Bucklin, Dickinson, & Brethower, 2000; Evans &
Evans, 1985; Johnson & Layng, 1992
Maintenance over time Binder, 1996; Driskell, Willis, & Cooper, 1992;
Ivarie, 1986; Peladeau, Forget, & Gagne, 2003
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Content of Training
Opportunities to Respond (OTR)PraisePositive/Negative RatioError Corrections (academic)Direct Instruction Reading (Corrective Reading: Decoding)
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Importance of OTR
Carnine (1976)1st graders struggling in reading“Slow”: 5 s pause between end of student response and presentation of next item
“Fast”: teacher moved quickly between items
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≈11.5/min
≈3.75/min
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Importance of Praise
Thomas, Becker & Armstrong (1968)
“Middle elementary” general education classroom
No behavior difficultiesPercent of intervals with disruptive behavior
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+-
++
-- -
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Direct Instruction
Development:Prerequisite skillsGeneralized respondingField tested/revisedScripted
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Direct Instruction
Content:Highly structured, explicitFamiliar routinesExamples carefully chosenStrategies
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Direct Instruction
Teaching: High rate of respondingFlexible ability groupingExplicit error correctionsFrequent reviewMastery focus
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Direct Instruction: Corrective Reading Decoding For 3rd graders – Adult readers Previous reading instruction Catch up! Specifically designed for struggling
readers: “can / cane” “beat / boat” Irregular words Fluency
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Summary
Keep students engaged.Catch ‘em being good.Correct errors immediately and explicitly.
Stick to the script.
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Method
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Context and Setting
District using RTI (response to intervention)
3 tiersTier II: Supplemental instruction in reading by paraprofessionals; standard protocol; pullout
Reading coordinators
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Participants
Paraprofessionals (n = 5)6 months to 5 years teaching
Corrective Students (n = 5)
1 student from each groupDIBELS ORF: “some risk” or “at
risk”Each has an “individualized
literacy plan”
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Dependent Variables: ParaprofessionalsClassroom
Presentation RatePraise RateError CorrectionsPositive to Negative Ratio
Training ProbesPresentation RatePraise RateError Corrections
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Teaching Behavior Classroom Target Rate Fluency Goal
Presentation rate 15 or more per minute 20 or more per minute
Praise rate 4 or more per minute 6 or more per minute
Error corrections 95% accurate steps 95% accurate steps with
target presentation rate
Positive to Negative 4:1; 80% positive
comments
n/a
Table 3. Teaching Behavior Criteria.
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Social Validity Measures
Paraprofessionals’ Teaching SkillsDI experts rated videos
Feasibility of TrainingSurvey for district reading
coordinatorsAcceptability of Training
Survey for paraprofessionals
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Dependent Variables: Students
On-task: Percent 10s intervals
Word reading accuracy: Percent first-time correct
responses
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Independent Variable
ParaprofessionalsFluency Training (5 days, 1hr/day)
Accuracy practice, simpler scripts, one skill;
Add fluency practice;Add another skill:
Day 1: Presentation rateDay 2: Praise rateDay 3: Error Corrections;
Training probe
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Independent Variable
Procedure for each skill:RationaleStepsModelAccuracy Practice
Peer, trainer feedbackFluency Practice
Timed, graphed
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Example Activities
Praise SAVES:SpecificAppropriateVariedEnthusiasticSincere
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Example Activities2 Parts of a praise statement
A praise word A description of what was praiseworthy
Vary the praise words Think of a praise word for each letter of
the alphabet. Vary the description
Praise different academic & non-academic behaviors.
Praise different aspects of behavior. Target things that are challenging for the
student(s).
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Alphabet of praise words…
a. b. c. d. e. f. g. h. i.
j. k. l. m. n. o. p. q. r.
s. t. u. v. w. x. y. z.
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Error Corrections
Word reading errors:ModelReadSpellRead
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Study Design
Multiple baseline across participants
Baseline Observation of paraprofessionals
and students in classroom settingFluency trainingMaintenance observations (Performance Feedback)
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Results
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BaselineWhat did it look like?
Answering with students EVERY TIME Speeding through instruction or
going slowly Few error corrections Individual turns for words EVERY
WORD Confusing explanations Little praise
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Results
Paraprofessionals’ Presentation Rate (Opportunities to Respond)
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Ms. Allen
Ms. Dean
Ms. Jones
Ms. Lewis
Ms. Tate
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Results
Paraprofessionals’ Praise Rate
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Ms. Allen
Ms. Tate
Ms. Dean
Ms. Jones
Ms. Lewis
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Results
Paraprofessionals’ Positive to Negative Comments Ratio
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v
v
v
v
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Results
Students’ On-Task Behavior
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Results
Students’ Word Reading Accuracy: Percent First-Time Corrects
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Discussion
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Limitations and Future Research
Maintenance limited for some skills Required PFB for 7 of 20 individuals’
skills One participant with higher baseline
skills did not require PFB RTI for professional development?
Focus on fluencyEffects on student behavior limited
Generalization and maintenance
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Limitations and Future Research
Rule-governed behavior Anecdotally, paraprofessionals
reported different rules that competed with intervention fidelity.
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Contact Information
Breda O’Keeffe, PhD Assistant Professor
Special EducationUniversity of Utah1705 E. Campus Ctr. Dr., Rm. 112Salt Lake City, UT 84112801-581-8121 (Special Education Office)