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Importance of Intensive Interventions: Definitions and
IllustrationsSharon Vaughn
The University of Texas at Austin
Recognition Goes to…
• Jack Fletcher and David Francis, University of Houston
• Greg Roberts, Elizabeth Swanson, and Stephanie Stillman, The University of Texas at Austin
• Jeanne Wanzek, Florida State University
• Jade Wexler, University of Maryland
• Carolyn Denton, The University of Texas Health Science Center at Houston
NAEP Grade 4 National Results
NAEP Grade 8 National Results
Percentage of Students Ages 6–21 Served Under Individuals With Disabilities Education Act
SOURCE: Office of Special Education Programs, Annual Report to Congress on the Implementation of IDEA, 1990–2010; IDEA database, www.ideadata.org/PartBdata.asp
What Is So Disturbing?
• In 2011, 68% of fourth-grade students and 62% of eighth-grade students with disabilities scored below basic on NAEP Reading.
• In 2011, 29% of fourth-grade students and 20% of eighth-grade students without disabilities scored below basic on NAEP Reading.
• From 2009 to 2011, reading results for students with disabilities declined.
Synthesis of Intensive Interventions: Grades 4 Through 12• More than 75 sessions
• No studies for grades 10–12
• 11 experimental or quasi-experimental studies for secondary, 19 for elementary
Wanzek, J., & Vaughn, S. (2007). Research-based implications from extensive early reading interventions. School Psychology Review, 36(4), 541–561.
Wanzek, J., Vaughn, S., Scammacca, N. K., Metz, K. L., Murray, C. S., Roberts, G., & Danielson, L. (in press). Extensive reading intervention for struggling readers in grades 4 through 12: Implications from research. Review of Educational Research.
Mean Effect Sizes
Elementary (K–3)• Comprehension
.46 (25 effects)
• Reading Fluency.34 (11 effects)
• Word Reading.56 (53 effects)
• Spelling.40 (24 effects)
Secondary (4–12)• Comprehension
.09 (37 effects)
• Reading Fluency.12 (8 effects)
• Word Reading.20 (22 effects)
• Spelling.20 (5 effects)
Why Larger Effects in Elementary?
It may be that the interventions are not less effective but that we have fewer false
positives than with secondary students.
OR…It may be that older students have more
intractable reading problems.
OR…
Minimal Responders Over Time:
3 Years of Treatment Within an RTI Framework
Grades 6–7 students (fall 2006)
Random assignmentSufficient progress
Insufficient progress
Random assignment
Insufficient progress
Grades 6–7 on-track readers
Typical instructionGrades 7–8
Typical instruction
Grade 8
Typical instruction (Tier I
only)Grades 6–7
Grades 6–7 struggling readers
Tier III interventionGrades 7–8
Tier IVIndividualized protocol 1:3
Grade 8
Standardized protocol
1:5
Individualized protocol
1:5
Exit intervention
Follow-up assessment
Exit intervention
Sufficient
progress
Sufficient progress
Tier II intervention
1:15Grades 6–7
Figure 1. Participant movement across years per initial assignment. IND = individualized; STD = standardized.
Years 1 and 2: A Summary
Tier I Intervention
All students in both treatment and comparison conditions received enhanced Tier I treatment:
• Comprehension instruction within content areas• Academic vocabulary within content areas• Text as a source of evidence
Vaughn, S., Cirino, P. T., Wanzek, J., Wexler, J., Fletcher, J. M., Denton, C. A., . . . Francis, D. J. (2010). Response to intervention for middle school students with reading difficulties: Effects of a primary and secondary intervention. School Psychology Review, 39(1), 3–21.
Vaughn, S., Wanzek, J., Wexler, J., Barth, A., Cirino, P. T., Fletcher, J., . . . Francis, D. J. (2010). The relative effects of group size on reading progress of older students with reading difficulties. Reading and Writing: An Interdisciplinary Journal 23(8), 931–956.
Year 1 Findings
Year 1 addressed two primary questions:
1. Overall, how effective was the treatment in enhancing students’ outcomes in reading?
2. Do students who are assigned to small-group instruction outperform students in large-group instruction?
Question 1: Efficacy of Tier II
Tier II treatment in addition to the enhanced classroom instruction (Tier I) was associated with gains in decoding, reading fluency, and comprehension (d = 0.16) over students with reading difficulties who received from the research team only the enhanced classroom instruction (Tier I)—although many of the Tier I-only students also received interventions from their schools.
Question 2: Effects of Group Size• Both treatment groups outperformed comparison.
• There were no between-group treatment differences.
What Happened to High vs. Low Responders?• Students who met threshold: No more treatment
• Students who did not meet threshold: Additional intervention in Year 2
Year 2 Research Question
Do students with significant reading disabilities (low response to previous year treatment) make significantly better gains in standardized versus individualized treatments?
Vaughn, S., Wexler, J., Roberts, G., Barth, A. E., Cirino, P. T., Romain, M., . . . Denton, C. A. (2011). Effects of individualized and standardized interventions on middle school students with reading disabilities. Exceptional Children, 77(4), 391–407.
Systematic and explicit
Fast-paced instruction
Ongoing progress monitoring
Instruction in same components of
reading (word study,
comprehension, vocabulary,
fluency)
Specified use oftime (3 phases of intervention)
High control of curriculum and materials
Modifications made at the group level
Motivation through success only
StandardizedIntervention
IndividualizedIntervention
Flexibility in use of time
Low control of
curriculum and
materials
Modifications in response to individual
student need
Motivation through
text selection, conferences, goal
setting, positive calls
home
Year 2: Tier III Intervention
Conceptual Framework:Lesson Focus• Group 1, 50-minute periods (weekly):
• Vocabulary/morphology: 35–45 minutes• Comprehension/text reading: 170–180 minutes• Attitude/motivation: 15–25 minutes
• Group 2, 50-minute periods (weekly):• Word study/text reading: 100–110 minutes• Vocabulary/morphology: 35–45 minutes• Comprehension/text reading: 70–80 minutes• Attitude/motivation: 15–25 minutes
To view sample lessons, visit: www.texasldcenter.org
Findings, Year 2 (Tier III):Standardized/Individualized
Tier I (C) Tier III (Std) Tier III (Ind)70
72
74
76
78
80
82
84
86
WJPC
GRADE
TOSRE
Stan
dard
scor
e
Comprehension/Fluency Cluster
Posttest results: Median d = 0.23
Tier I (C) Tier III (Std) Tier III (Ind)80
82
84
86
88
90
92
94
96
LWIDWord AttackTOWRESpelling
Stan
dard
scor
e
Word Reading Cluster
Posttest results
Findings, Year 2 (Tier III):Standardized/Individualized
Findings, Year 3: How Did They Do?
Determine long-term effects of intensive interventions on outcomes for students with persistent reading disabilities within a response to intervention (RTI) framework
Vaughn, S., Wexler, J., Leroux, A. J., Roberts, G., Denton, C. A., Barth, A. E., & Fletcher, J. (2011). Effects of intensive reading intervention for eighth-grade students with persistently inadequate response to intervention. Journal of Learning Disabilities, 45(3), 515–525.
Year 3 Aim
Findings, Year 3: 3-Year TreatmentComprehension Cluster• Gates-MacGinitie Passage Comprehension
subtest: ES = 1.20
• Woodcock-Johnson Letter-Word Identification subtest: ES = 0.49
When Is an ES of 1.20 on a Standardized
Comprehension Test Inadequate?
Gates-MacGinitie Passage Comprehension
Pretest Posttest70
75
80
85
90
95
85.98
74.48
83.37 82.63 Tier ITier IVM
ean
Efficacy of RTI for T vs. C Students• What is the efficacy of a 3-year, response-based,
tiered model for allocating reading interventions across sixth through eighth grades?
• Does the 3-year, response-based, tiered model for struggling readers close the gap with typically achieving peers?
Roberts, G., Vaughn, S., Fletcher, J. M., Stuebing, K. K., & Barth, A. E. (in press). Effects of a response-based, tiered framework for intervening with struggling readers in middle school. Reading Research Quarterly.
Results
• Data multivariate normal
• 3-year trajectories fit for the originally sampled group (T and C)
Treatment outperformed comparison (ES = 0.26).
• Based on a multi-indicator, multilevel model
• Based on a rather robust comparison condition
Results
• Considering slope over time• Treated students outperformed typical readers
Note. Solid line represents comparison group; dashed line represents treatment group; dotted line represents typical readers. Reading ability reflects the metric derived from the multiple-indicator, multilevel model.
Fall 6th Spring 6th Spring 7th Spring 8th-2
2
6
10
14
18
22
03.3
6.6
9.91
-1.11
3.82
8.14
11.84
9.67
13.21
16.25
18.8
Read
ing
abili
ty fa
ctor
sco
res
Using the same 3-year sample of students, we examined effects for teacher ratings of attention:
1. Does reading intervention affect behavioral attention?
2. What is the causal sequence of the effect of intervention?
Roberts, G., Rane, S., Fall, A.-M., Fletcher, J. M., & Vaughn, S. (in review). The impact of a longitudinal intervention for reading on level of attention in middle school students. Journal of Child Psychology and Psychiatry.
Impact of Treatment on Attention
Reading Intervention Associated With Behavioral Attention ImprovementGrowth Trajectory of Reading for Tier I and Tier II Groups
Note. Values are latent estimates of average reading. Time 1 in Tier I reading fixed at 0. All other estimates (across time within Tier I and for all time points in Tier II) are relative to that baseline.
InterventionComparison
Test for Mediation
• Reading treatment had a direct effect on reading ability, and reading ability over time predicted behavioral attention.
• Finding: Improved reading (causal order) to improved attention
Growth Trajectory of Attention for Tier I and Tier II Groups
Note. Values are latent estimates of average reading. Time 1 in Tier I attention fixed at 0. All other estimates (across time within Tier I and for all time points in Tier II) are relative to that baseline.
Effects are stronger if interventions do the following:• Use explicit instruction• Increase time on task • Provide opportunities to respond with feedback • Reduce size of instructional groups• Are comprehensive (multicomponent) and
include a self-regulation component• Differentiate according to instructional needs• Teach in the context of academic content
What Is Special About Special Education Instruction?
Sample Inference Instruction
Follow along as the teacher reads this paragraph. Try to picture the scene in your head. Where does it take place? Who is talking?
"Immigrant families were crowded everywhere, along with boxes and barrels of supplies. Everything smelled badly. Everywhere you turned, you bumped into someone or fell over a bundle. It was pure havoc. One or another of the boys was bawling most of the time, especially George. It took a lot of impatience for me to hit a child, but one night I had had it. In anger, I got up, struck a
match, and lit the kerosene lamp on the wall. My eyes focused on the ceiling quite accidentally and I saw a mass of crawlers squirming and creeping into crevices. I examined George's body and found bedbugs crawling about, his body covered with red blotches, and then I knew why he was crying…"
(Hoobbler, p. 101)
1. What do you think this paragraph is about? 2. Does this take place in the past or in the present? 3. How do you know? 4. What is an "immigrant"? 5. What does "havoc" mean?
• Essential Words
• Daily instruction of overarching concepts.
• Simplified definitions, visuals, sentence use, think-pair-share question.
• Word Study and Fluency
• Build reading speed, accuracy and expression.
• Begins with word reading and moves to sentence, paragraph, and whole passages.
• Individualized materials and instruction based on student need.
Vocabulary Close Reading
In 1867, a boy found a large, glassy stone near Kimberley. When it proved to be a _______________________, fortune hunters
came from all around the world. From that unexpected beginning, both gold and diamonds became a major source of
revenue for South Africa.
Vocabulary
Vocabulary
Text-based Reading
Text: Close Reading Vocabulary
All around the world, fall is a time to harvest. It is the result of many months of work. In spring before anything is planted, the fields are bare. Farmers plant their seeds. As the little plants grow, the farmers care for them. They water them during the sweltering heat of summer. They pull weeds and protect the plants from bugs.
Close Text Reading: Teaching Vocabulary
1. Select text at sentence level for younger students or less proficient readers and paragraph level for more proficient readers. (See Slide 3)
2. Underline key vocabulary words.3. Make text available to students.4. Read text aloud together (teachers and
students)
Cont.
•5. Ask students to work in pairs or small groups and to read the text multiple times using the text as a source for determining the meaning of the underline word.•6. Students then report out their understanding of work meaning to class as a whole.
Vocabulary Maps
Components 1. Word Recognition2. Definitions3. Illustrations4. Context5. Vocabulary Associations6. Vocabulary Building7. Application
Vocabulary Map for the Indian Wars
Conflict
7. Provide: an example phrase, sentence, or definition.
3. Illustration
A disagreement.
2. Definition: Underline the key words.
5. Word Associations: Choose two related words.
A. DisagreementB. ThumpC. SkipD. Argument
The conflictbetween the two
tribesstarted when bothtribes wanted to
settleIn the same area by the lake.
The conflict brokeout of prison last
nightafter the guards
went to sleep.
4. Context: Circle the correct sentence.
6. Word Building: Choose a real word and then write another word.
A. ConflictingB. Conflictment
_______________
Text-based Reading
Stretch Text – teacher procedure
1. Explorers had been landing in America for some time before English settlers arrived in what is now Jamestown, Virginia, in 1607. But it was in that spot on the James River that English colonization began and with it, the history of America. James the First was king of England at that time, and he had granted approval for a group of businesspeople to settle in this new land. They were part of the Virginia Company, and they got the go-ahead in 1606. By December of that year, the expedition was ready. Question: Tell me what this part of the story is about.Possible answer: example: This was about some of the first settlers who came from England and started to colonize America in the early 1600’s.
Student Material
Jamestown: The First English Colony in America
Explorers had been landing in America for some time before English settlers arrived in what is now Jamestown, Virginia, in 1607. But it was in that spot on the James River that English colonization began and with it, the history of America. James the First was king of England at that time, and he had granted approval for a group of businesspeople to settle in this new land. They were part of the Virginia Company, and they got the go-ahead in 1606. By December of that year, the expedition was ready.
Text-based Reading
Instructor provides appropriate scaffolds to restrict the amount of text the student has to address in order to find the answer. Instructors start with a section of text.
ExampleHow did the Native Americans help the Pilgrims?No answer. Look at the second paragraph to find out how the Native Americans helped the Pilgrims.No Answer. Look at the last sentence of the second paragraph to find out how the Native Americans helped the Pilgrims. No Answer. In the last sentence, there is a key word: showed. It tells me the Native Americans showed the Pilgrims something. What did the Native Americans show the Pilgrims? They showed them how to grow enough food to last the whole year. Correct.The Native Americans helped the Pilgrims by showing them how to grow enough food to feed themselves all year.
Text-based Instructional Routine
Word Work
Word Work
• Model and teach (I do it.)Show students the correct way.
• Guided practice (We do it.) Students do it with teacher support.
• Independent practice (You do it.) Students practice alone.
• Cumulative practice (built into lessons)Students practice new items along with items already learned.
www.meadowscenter.org