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

页码：377 / 382

页数：6

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