Generalization and Maintenance Effects of Writing Fluency Intervention Strategies for Elementary-Age Students: A Randomized Controlled Trial

被引：4
|
作者：
Hier, Bridget O. [1 ]
Eckert, Tanya L. [2 ]
Viney, Elizabeth A. [3 ]
机构：
[1] Syracuse Univ, Sch Psychol, 430 Huntington Hall, Syracuse, NY 13244 USA
[2] Syracuse Univ, Psychol, Syracuse, NY 13244 USA
[3] Int Ctr Autism & Neurodev, Bellevue, WA USA
来源：
SCHOOL PSYCHOLOGY REVIEW | 2019年 / 48卷 / 04期
关键词：
generalization programming; train and hope; writing; fluency; CURRICULUM-BASED MEASUREMENT; PERFORMANCE FEEDBACK; VALIDITY;
D O I：
10.17105/SPR-2017-0123.V48-4
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
This study examined whether 2 evidence-based intervention strategies resulted in maintenance and generalization of writing fluency gains. In this study, 115 third-grade students were randomly assigned to a performance feedback intervention condition, a goal setting intervention condition, or a control condition. Neither intervention strategy produced strong maintenance effects, and there were no statistically significant differences in students' generalization as a function of intervention strategy. Generalization was promoted by students' gender and by obtaining a level of fluency during the final intervention session.
引用
收藏
页码：377 / 382
页数：6
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