Comparison of Efficiency Measures for Academic Interventions Based on Acquisition and Maintenance

Autor/inn/en	Burns, Matthew K.; Sterling-Turner, Heather E.
Titel	Comparison of Efficiency Measures for Academic Interventions Based on Acquisition and Maintenance
Quelle	In: Psychology in the Schools, 47 (2010) 2, S.126-134 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
Schlagwörter	Language Maintenance; Translation; English; Intervention; Efficiency; Comparative Analysis; Grade 4; Artificial Languages; Pronunciation; Pattern Drills (Language); School Psychologists; School Psychology; Evaluation; Academic Achievement; Elementary Schools; Stimuli; Intervals; Minnesota + Suchen Sie Ihr Suchwort? Sprachpflege; English language; Englisch; Effectiveness; Effektivität; Wirkungsgrad; School year 04; 4. Schuljahr; Schuljahr 04; Aussprache; Pattern-Drill; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulpsychologie; Evaluierung; Schulleistung; Elementary school; Grundschule; Volksschule; Anreizsystem
Abstract	Previous research has demonstrated the importance of examining the instructional efficiency of academic interventions and has defined efficiency as the number of items learned per instructional minute. Maintenance of the skill is also an important instructional goal, however. Therefore, the current study compared efficiency metrics using initial learning and maintenance with 25 fourth-grade students. Each student was taught the pronunciation and English translation of 12 words from the Esperanto international language with two instructional conditions (six words for each condition). The first condition was traditional drill (TD) rehearsal with all unknown words, and the second was incremental rehearsal (IR) with one unknown and eight known words. Results indicated that, although the IR condition led to significantly more words being retained, TD was significantly more efficient using initial learning. The two conditions were equally efficient, however, when maintenance data were used. Therefore, evaluating the efficiency of instructional interventions should consider maintenance data as well. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10