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An Application of Brief Experimental Analysis with Early Writing

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Abstract

Students’ poor performance on national assessments of writing suggests that educators need effective approaches to assess and intervene with writing problems. Brief experimental analysis (BEA) has supporting evidence for identifying interventions in reading, but little research has investigated BEA with writing. Early writing is an especially important period for students, and the current study sought to extend BEA research in early writing. Results showed that BEAs for 3 first grade students identified promising writing interventions, and extended analyses showed improved performance for each student following implementation of the interventions. Implications for future research in direct assessment and intervention are discussed.

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Authors and Affiliations

  1. Department of Educational Psychology, University of Minnesota, 250 Education Sciences Building, 56 East River Rd., Minneapolis, MN, 55455, USA

    David C. Parker, Matthew K. Burns & Kristen L. McMaster

  2. Teton County School District, Jackson, WY, USA

    Bradley N. Dickey

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  1. David C. Parker
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  2. Bradley N. Dickey
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  3. Matthew K. Burns
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  4. Kristen L. McMaster
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Correspondence to David C. Parker.

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Parker, D.C., Dickey, B.N., Burns, M.K. et al. An Application of Brief Experimental Analysis with Early Writing. J Behav Educ 21, 329–349 (2012). https://doi.org/10.1007/s10864-012-9151-3

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