Implementing a Research Based Reading Intervention to a Transition Age Student with an Intellectual Disability
Dr. Jeremy W. Ford
Within our ED-ESP 330 course this spring we are learning about specific reading interventions that are research based. Using the Brief Experimental Analysis (Riley-Tilmann and Burns 2009) to determine which intervention is best for the student, the intervention will be implemented twice a week for the duration of the semester. Starting with three different interventions screening, and baseline testing, along with student preference will provide the data in order to best choose an intervention. Following the procedures set in place, the student was screened for their accurate reading instructional level and then all subsequent reading passages are at that reading level.
Data points of words read correctly per minute will be graphed weekly tracking the progress in relation to the goal. Focusing on the individual needs of the student, interventions will be implemented but also changed if needed. At the transition age, our student is between the ages of 18-21 and enrolled in a local transition program working towards life and vocation skills. The goal of this study, is to increase the reading level of the student for the purpose of having increased reading abilities throughout the rest of their life.
Oberg, Claire M.; Klokkevold, Lauren; and Ford, Jeremy W., "Implementing a Research Based Reading Intervention to a Transition Age Student with an Intellectual Disability" (2020). 2020 Undergraduate Research Showcase. 138.