Taped Problems
Study: Poncy et al. (2007)

Describe how students were selected to participate in the study:

Sandy was recruited because her teacher requested services to increase Sandy’s accuracy and fluency with basic addition facts.

Describe how students were identified as being at risk for academic failure (AI) or as having emotional/behavioral difficulties (BI):

Sandy had a full-scale IQ of 44, which is “consistent with a diagnosis of moderate mental retardation.” (p. 30) Sandy received a majority of her special education services in a pull-out setting working on basic academic and functional skills.

ACADEMIC INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:

• below the 30th percentile on local or national norm, or
• identified disability related to the focus of the intervention?

%

BEHAVIORAL INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:

• emotional disability label,
• placed in an alternative school/classroom,
• non-responsive to Tiers 1 and 2, or
• designation of severe problem behaviors on a validated scale or through observation?

%

Please describe the study design:

This study was an adapted alternating treatments design with a multiple-probe design to simultaneously investigate and compare two treatments (Cover, Copy, Compare and Taped Problems).

Clarify and provide a detailed description of the treatment in the submitted program/intervention:

For Taped Problems, the student worked on 24 addition facts. The recording included a reading of the problem followed by a 4-sec delay. During the delay, the student was expected to try and answer the problem. After the 4-sec delay, the recording read the answer. When the student answered incorrectly, the teacher paused the recording until Sandy corrected the response.

Clarify what procedures occurred during the control/baseline condition (third, competing conditions are not considered; if you have a third, competing condition [e.g., multi-element single subject design with a third comparison condition], in addition to your control condition, identify what the competing condition is [data from this competing condition will not be used]):

During baseline, only assessment data was collected. During Cover, Copy, Compare, Sandy read a printed problem and answer, covered it, wrote the problem and answer, then checked the accuracy of her response. If Sandy didn’t answer correctly, the teacher instructed her to correct her work. Sandy worked on 4 problems during each Cover, Copy, Compare session.

Please describe how replication of treatment effect was demonstrated (e.g., reversal or withdrawal of intervention, across participants, across settings)

Baseline data was collected, then both treatments were introduced at the same time.

Please indicate whether (and how) the design contains at least three demonstrations of experimental control (e.g., ABAB design, multiple baseline across three or more participants).

Two treatments were compared after baseline data was collected. One maintenance session was implemented.

If the study is a multiple baseline, is it concurrent or non-concurrent?

Concurrent

How was the program delivered?

Individually
Small Group
Classroom

Study measures are classified as targeted, broader, or administrative data according to the following definitions:

• Targeted measures
  Assess outcomes, such as competencies or skills, that the program was directly targeted to improve.
  • In the academic domain, targeted measures typically are not the very items taught but rather novel items structured similarly to the content addressed in the program. For example, if a program taught word-attack skills, a targeted measure would be decoding of pseudo words. If a program taught comprehension of cause-effect passages, a targeted measure would be answering questions about cause-effect passages structured similarly to those used during intervention, but not including the very passages used for intervention.
  • In the behavioral domain, targeted measures evaluate aspects of external or internal behavior the program was directly targeted to improve and are operationally defined.
• Broader measures
  Assess outcomes that are related to the competencies or skills targeted by the program but not directly taught in the program.
  • In the academic domain, if a program taught word-level reading skill, a broader measure would be answering questions about passages the student reads. If a program taught calculation skill, a broader measure would be solving word problems that require the same kinds of calculation skill taught in the program.
  • In the behavioral domain, if a program taught a specific skill like on-task behavior in one classroom, a broader measure would be on-task behavior in another setting.
• Administrative data measures apply only to behavioral intervention tools and are measures such as office discipline referrals (ODRs) and graduation rates, which do not have psychometric properties as do other, more traditional targeted or broader measures.

If you have excluded a variable or data that are reported in the study being submitted, explain the rationale for exclusion: