A comparison of reading interventions based on preference to reading interventions identified by brief experimental analysis

TL;DRAbstract

The available literature on children's acceptability of interventions is rather sparse and offers little support for the link between acceptability and effectiveness (e.g., Foxx & Jones, 1978; Shapiro & Goldberg, 1986; Turco & Elliot, 1990). The present study compared the effects of treatment preference to treatment effectiveness using a brief experimental analysis to select skill-based oral reading fluency interventions. The use of a brief experimental analysis (BEA) (Daly, Martens, Hamler, Dool, & Eckert, 1999) has been demonstrated to be an effective procedure for selecting oral reading interventions. However, the studies on brief experimental analysis to date have not examined student acceptability of oral reading interventions. Three participants were selected based on deficits in oral reading fluency. A brief experimental analysis of four reading fluency interventions was conducted with each student. Students were then asked to rank the interventions based on preference. An alter

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