Too Much, Too Soon? Unanswered Questions From National Response to Intervention Evaluation

2017 ◽  
Vol 83 (3) ◽  
pp. 244-254 ◽  
Author(s):  
Russell Gersten ◽  
Madhavi Jayanthi ◽  
Joseph Dimino
Keyword(s):  
Response To Intervention ◽  
Reading Intervention ◽  
Reading Interventions ◽  
Evaluation Study ◽  
Intervention Research ◽  
Future Research ◽  
Research And Practice ◽  
Intervention Evaluation ◽  
Efficacy Trials ◽  
National Response

The report of the national response to intervention (RTI) evaluation study, conducted during 2011–2012, was released in November 2015. Anyone who has read the lengthy report can attest to its complexity and the design used in the study. Both these factors can influence the interpretation of the results from this evaluation. In this commentary, we (a) explain what the national RTI evaluation examined and highlight the strengths and weaknesses of the design, (b) clarify the results of the evaluation and highlight some key implementation issues, (c) describe how rigorous efficacy trials on reading interventions can supplement several issues left unanswered by the national evaluation, and (d) discuss implications for future research and practice based on the findings of the national evaluation and reading intervention research.

An Evaluation of Single-Case Reading Intervention Study Quality for Students With and At Risk for Emotional and Behavioral Disorders

2017 ◽  
Vol 41 (6) ◽  
pp. 868-906 ◽  
Author(s):  
John William McKenna ◽  
Min Kyung Kim ◽  
Mikyung Shin ◽  
Kathleen Pfannenstiel
Keyword(s):  
At Risk ◽  
Behavioral Disorders ◽  
Reading Intervention ◽  
Cognitive Mapping ◽  
Visual Analysis ◽  
Reading Interventions ◽  
Single Case ◽  
Emotional And Behavioral Disorders ◽  
Future Research ◽  
Behavioral Strategies

Researchers have noted the lack of research to guide reading practice for students with and at risk for emotional and behavioral disorders (EBD). Although comprehensive syntheses have identified promising practices and areas for future research, none have evaluated the rigor of studies according to quality indicators. The current study evaluated the extant single-case reading intervention research for this student population according to the What Works Clearinghouse (WWC) standards. Thirty studies met article selection criteria, 20 (66.6%) of which had at least one dependent variable that did not meet design standards. Study findings suggest a need for researchers to employ stronger designs and place a greater emphasis on investigating the effects of reading instructional practices in inclusive settings. Overall, two reading interventions were identified as potentially promising: cognitive mapping and a listening while reading accommodation. Furthermore, findings suggest that it may be advantageous to embed behavioral strategies within reading interventions. Study limitations include the exclusive use of single-case design studies and a reliance on visual analysis to determine intervention effectiveness.

Evaluating Evidence-Based Practices in Reading Interventions for Deaf Students

2017 ◽  
Author(s):  
Beverly J. Trezek ◽  
Ye Wang
Keyword(s):  
Quality Indicators ◽  
Reading Intervention ◽  
Reading Interventions ◽  
Sound Studies ◽  
Future Research ◽  
Single Subject ◽  
Evidence Based ◽  
Deaf Students ◽  
Evidence Based Practices ◽  
Methodological Rigor

The purpose of this chapter is to evaluate evidence-based practices in reading interventions for deaf students using the Council for Exceptional Children (CEC) standards published in 2014. These standards first use eight quality indicators to determine the methodological rigor of group comparison or single-subject design studies. Evidence-based classifications are then applied to groups of studies evaluating designated categories of practice. A review of the literature yielded 30 reading intervention studies between 2000 and 2016, of which 10 employed designs allowing for subsequent analyses. The application of the quality indicators resulted in nine methodologically sound studies in six categories of practice. Although findings revealed that none of the included reading intervention practices was considered evidence-based, three were classified as potentially evidence-based, one as having mixed evidence, and the remaining two as having insufficient evidence. Challenges to meeting the CEC standards are discussed and recommendations for future research explored.

Socioeconomic status and response to a reading intervention: A quantile regression approach

2020 ◽  
Author(s):  
Cynthia Ulysse Norris ◽  
Jeffrey Samuel Angelo Shero ◽  
Rasheda Haughbrook ◽  
LaTasha R Holden ◽  
Wilhelmina van Dijk ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Response To Intervention ◽  
Quantile Regression ◽  
Reading Intervention ◽  
Reading Interventions ◽  
Inadequate Response ◽  
Expressive Vocabulary ◽  
Response To Instruction ◽  
Regression Approach ◽  
Family Ses

In response to inadequate response to instruction in reading, interventions are often implemented to address deficiencies in component skills associated with reading performance. However, there are factors that influence how children respond to these interventions. Specifically, socioeconomic status (SES) is a well-known correlate of academic achievement, and we hypothesized that family-SES would be associated with response to reading intervention. We explored the estimated associations between SES (free and reduced lunch status) and the distribution of response to intervention (residualized gain scores on the decoding and expressive vocabulary subtests of the Woodcock-Johnson Tests of Achievement) using the quantile regression approach in a diverse sample of elementary students (N = 1,651). Results indicated that higher family-SES was more strongly associated with greater responsiveness to intervention for both the decoding and expressive vocabulary skills measured. We conclude with a call to more thoroughly consider predictors of individual differences in response to intervention.

scholarly journals Making Every Study Count: Learning From Replication Failure to Improve Intervention Research

2019 ◽  
Vol 48 (9) ◽  
pp. 599-607 ◽  
Author(s):  
James S. Kim
Keyword(s):  
Program Implementation ◽  
Student Outcomes ◽  
Positive Impact ◽  
Educational Interventions ◽  
Intervention Research ◽  
Theory Of Change ◽  
Future Research ◽  
Efficacy Trials ◽  
Replication Failure

Why, when so many educational interventions demonstrate positive impact in tightly controlled efficacy trials, are null results common in follow-up effectiveness trials? Using case studies from literacy, this article suggests that replication failure can surface hidden moderators—contextual differences between an efficacy and an effectiveness trial—and generate new hypotheses and questions to guide future research. First, replication failure can reveal systemic barriers to program implementation. Second, it can highlight for whom and in what contexts a program theory of change works best. Third, it suggests that a fidelity first and adaptation second model of program implementation can enhance the effectiveness of evidence-based interventions and improve student outcomes. Ultimately, researchers can make every study count by learning from both replication success and failure to improve the rigor, relevance, and reproducibility of intervention research.

Neurocognitive Bases of Crossmodal Integration Deficit in Dyslexia

2019 ◽  
Author(s):  
Margaret Gullick ◽  
James R. Booth
Keyword(s):  
Reading Interventions ◽  
Training Programs ◽  
Reading Difficulties ◽  
Visual Representations ◽  
Future Research ◽  
Typically Developing ◽  
Critical Component ◽  
Crossmodal Integration ◽  
Phonological Deficits ◽  
And Training

Crossmodal integration is a critical component of successful reading, and yet it has been less studied than reading’s unimodal subskills. Proficiency with the sounds of a language (i.e., the phonemes) and with the visual representations of these sounds (graphemes) are both important and necessary precursors for reading, but the formation of a stable integrated representation that combines and links these aspects, and subsequent fluent and automatic access to this crossmodal representation, is unique to reading and is required for its success. Indeed, individuals with specific difficulties in reading, as in dyslexia, demonstrate impairments not only in phonology and orthography but also in integration. Impairments in only crossmodal integration could result in disordered reading via disrupted formation of or access to phoneme–grapheme associations. Alternately, the phonological deficits noted in many individuals with dyslexia may lead to reading difficulties via issues with integration: children who cannot consistently identify and manipulate the sounds of their language will also have trouble matching these sounds to their visual representations, resulting in the manifested deficiencies. We here discuss the importance of crossmodal integration in reading, both generally and as a potential specific causal deficit in the case of dyslexia. We examine the behavioral, functional, and structural neural evidence for a crossmodal, as compared to unimodal, processing issue in individuals with dyslexia in comparison to typically developing controls. We then present an initial review of work using crossmodal- versus unimodal-based reading interventions and training programs aimed at the amelioration of reading difficulties. Finally, we present some remaining questions reflecting potential areas for future research into this topic.

The Decision Process of Contracting in Supply Chain Management

2020 ◽  
Author(s):  
Jens K. Roehrich ◽  
Beverly B. Tyler ◽  
Jas Kalra ◽  
Brian Squire
Keyword(s):  
Supply Chain ◽  
Supply Chain Management ◽  
Decision Process ◽  
Interorganizational Relationships ◽  
Future Research ◽  
Theoretical Frameworks ◽  
Chain Management ◽  
Research And Practice ◽  
Future Developments ◽  
The Relationship

Contracts are a formal mode of governing interorganizational relationships. They specify the terms and conditions of the agreement between two parties, interpret and adapt the relevant legal and industrial norms, serve as framing devices, and establish the rules and norms underpinning the relationship. The objective of this chapter is to synthesize the extant literature on interorganizational contracting to guide future research and practice. This chapter focuses on the three phases of contracting: (1) designing the contracting portfolio; (2) negotiating initial contracts; and (3) managing the relationship using contracts. The chapter explores the key decisions in each phase and the criteria involved in making these decisions. In doing so, it draws on existing research and theoretical frameworks that have contributed to the development of the contracting literature. The chapter also identifies some important and interesting directions for future contracting research and offers suggestions regarding how selected theoretical lenses might guide these endeavors. The principal conclusion is that while the existing research has primarily focused on the structural issues guiding contracting design, a more processual, social, and behavioral focus is required in future developments of the contracting literature.

Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice

2021 ◽  
pp. 000494412110034
Author(s):  
Lucy Corbett ◽  
Philayrath Phongsavan ◽  
Louisa R Peralta ◽  
Adrian Bauman
Keyword(s):  
Professional Development ◽  
Future Research ◽  
Evidence Based ◽  
Development Programs ◽  
Research And Practice ◽  
Health And Wellbeing ◽  
Manual Search ◽  
Australian Education ◽  
Teacher Wellbeing ◽  
Evidence Based Programs

Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented.

scholarly journals Co-Creating New Directions for Service Robots in Hospitality and Tourism

2021 ◽  
Vol 2 (1) ◽  
pp. 43-61
Author(s):  
Francesc Fusté-Forné ◽  
Tazim Jamal
Keyword(s):  
Ethical Issues ◽  
Research Literature ◽  
Service Robots ◽  
Future Research ◽  
Research Attention ◽  
Research And Practice ◽  
Tourism Management ◽  
New Directions ◽  
Hospitality And Tourism ◽  
New Research

Research on the relationship between automation services and tourism has been rapidly growing in recent years and has led to a new service landscape where the role of robots is gaining both practical and research attention. This paper builds on previous reviews and undertakes a comprehensive analysis of the research literature to discuss opportunities and challenges presented by the use of service robots in hospitality and tourism. Management and ethical issues are identified and it is noted that practical and ethical issues (roboethics) continue to lack attention. Going forward, new directions are urgently needed to inform future research and practice. Legal and ethical issues must be proactively addressed, and new research paradigms developed to explore the posthumanist and transhumanist transitions that await. In addition, closer attention to the potential of “co-creation” for addressing innovations in enhanced service experiences in hospitality and tourism is merited. Among others, responsibility, inclusiveness and collaborative human-robot design and implementation emerge as important principles to guide future research and practice in this area.

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