Using Brief Academic Assessments to Determine Generalization Strategies

Sara Rich, Gary J. Duhon

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This study examined the utility of brief academic assessments to identify effective generalization procedures for individual students. Specifically, the study built on the proposal that brief assessments of antecedent and consequence manipulations can identify the most effective generalization strategy for individual students. The design was an alternating treatments design nested within a multiple baseline across six students. Students learned how to solve a set of multiplication facts using a common strategy while spontaneous generalization to other sets of facts was measured. Next, researchers determined whether an antecedent- or consequent-based generalization strategy would be more effective for increasing generalization across multiplication skills and conducted an extended analysis with an alternating treatment phase to confirm results of the brief assessment. Results indicated that the assessment correctly identified the most effective generalization strategy for five of the six students.

Original languageEnglish
Pages (from-to)401-420
Number of pages20
JournalJournal of Behavioral Education
Volume23
Issue number4
DOIs
StatePublished - 8 Nov 2014

Fingerprint

Students
student
manipulation
Research Personnel
Therapeutics

Keywords

  • Alternating treatments design
  • Brief academic assessment
  • Generalization
  • Math interventions
  • Multiple baseline

Cite this

@article{092ab0c27b714f7d8af4b2724a64cd54,
title = "Using Brief Academic Assessments to Determine Generalization Strategies",
abstract = "This study examined the utility of brief academic assessments to identify effective generalization procedures for individual students. Specifically, the study built on the proposal that brief assessments of antecedent and consequence manipulations can identify the most effective generalization strategy for individual students. The design was an alternating treatments design nested within a multiple baseline across six students. Students learned how to solve a set of multiplication facts using a common strategy while spontaneous generalization to other sets of facts was measured. Next, researchers determined whether an antecedent- or consequent-based generalization strategy would be more effective for increasing generalization across multiplication skills and conducted an extended analysis with an alternating treatment phase to confirm results of the brief assessment. Results indicated that the assessment correctly identified the most effective generalization strategy for five of the six students.",
keywords = "Alternating treatments design, Brief academic assessment, Generalization, Math interventions, Multiple baseline",
author = "Sara Rich and Duhon, {Gary J.}",
year = "2014",
month = "11",
day = "8",
doi = "10.1007/s10864-014-9212-x",
language = "English",
volume = "23",
pages = "401--420",
journal = "Journal of Behavioral Education",
issn = "1053-0819",
publisher = "Springer New York",
number = "4",

}

Using Brief Academic Assessments to Determine Generalization Strategies. / Rich, Sara; Duhon, Gary J.

In: Journal of Behavioral Education, Vol. 23, No. 4, 08.11.2014, p. 401-420.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Using Brief Academic Assessments to Determine Generalization Strategies

AU - Rich, Sara

AU - Duhon, Gary J.

PY - 2014/11/8

Y1 - 2014/11/8

N2 - This study examined the utility of brief academic assessments to identify effective generalization procedures for individual students. Specifically, the study built on the proposal that brief assessments of antecedent and consequence manipulations can identify the most effective generalization strategy for individual students. The design was an alternating treatments design nested within a multiple baseline across six students. Students learned how to solve a set of multiplication facts using a common strategy while spontaneous generalization to other sets of facts was measured. Next, researchers determined whether an antecedent- or consequent-based generalization strategy would be more effective for increasing generalization across multiplication skills and conducted an extended analysis with an alternating treatment phase to confirm results of the brief assessment. Results indicated that the assessment correctly identified the most effective generalization strategy for five of the six students.

AB - This study examined the utility of brief academic assessments to identify effective generalization procedures for individual students. Specifically, the study built on the proposal that brief assessments of antecedent and consequence manipulations can identify the most effective generalization strategy for individual students. The design was an alternating treatments design nested within a multiple baseline across six students. Students learned how to solve a set of multiplication facts using a common strategy while spontaneous generalization to other sets of facts was measured. Next, researchers determined whether an antecedent- or consequent-based generalization strategy would be more effective for increasing generalization across multiplication skills and conducted an extended analysis with an alternating treatment phase to confirm results of the brief assessment. Results indicated that the assessment correctly identified the most effective generalization strategy for five of the six students.

KW - Alternating treatments design

KW - Brief academic assessment

KW - Generalization

KW - Math interventions

KW - Multiple baseline

UR - http://www.scopus.com/inward/record.url?scp=84912049145&partnerID=8YFLogxK

U2 - 10.1007/s10864-014-9212-x

DO - 10.1007/s10864-014-9212-x

M3 - Article

AN - SCOPUS:84912049145

VL - 23

SP - 401

EP - 420

JO - Journal of Behavioral Education

JF - Journal of Behavioral Education

SN - 1053-0819

IS - 4

ER -