Extensive research has been conducted regarding the efficacy of brief experimental analysis BEA). However, no studies, to date, have investigated the validity of BEAs in an extended analysis incorporating all BEA intervention conditions. The purpose of this study was to further analyze the stability and effectiveness of interventions that were and were not identified through a BEA then confirm the results through an extended analysis of multiple interventions. A variation of a multi-element and alternating treatment design (ATD) was used to examine the effectiveness of brief experimental analysis (BEA) through extended analyses and follow-up treatment procedures on second and third grade students reading at least one year below grade level. Curriculum-based measurements and baseline data were collected followed by the implementation of a BEA which included the following interventions: repeated reading, listening passage preview, phrase drill, and contingent reinforcement. A multi-element/ATD was implemented using all four interventions until a trend in words correct per minute (WCPM) was established for each intervention. A follow-up datum point was collected on the most effective intervention in the BEA phase to determine short-term treatment maintenance. Results indicated that five of the eight students’ extended analyses supported the pre-established criteria of the BEA as measured by WCPM. In addition, the repeated reading intervention was found to be the most effective intervention for seven of the students. These findings suggest that the type of intervention administered is not as important as the amount of time spent practicing reading fluency. Thus, BEAs may not be an effective approach to predetermine the best intervention for students, but it is unlikely that the students will be disserviced by the implementation of this practice.

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Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2006. / Title from first page of PDF document. Includes bibliographical references (p. 35-39).

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Math to Mastery (MTM) is a multi-component math intervention that has demonstrated effective results in building math fluency and skill acquisition. Few studies have explored the use of brief experimental analysis (BEA) procedures to create an individualized, abbreviated MTM intervention to address skill deficits in basic math. The purpose of this current study is to analyze the utility of randomizing BEA procedures to effectively identify necessary mathematic components to create a more efficient intervention that will yield the highest math gains among participants. Researchers used an alternating treatment design with an extended analysis phase to address basic math skills. Participants included three grade school students with difficulty across different core math skills including addition, subtraction, multiplication, and division. Overall, this study yielded mixed results. Results indicated an abbreviated MTM intervention was effective for 1 out of 3 participants. Results, limitations, implications, and future research are also discussed.

Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2005. / Title from first page of PDF document. Document formatted into pages; contains [1], v, 61 p. Includes bibliographical references (p. 39-42).