Cumulative Instructional Time and Relative Effectiveness Conclusions: Extending Research on Response Intervals, Learning, and Measurement Scale.
Adapted alternating treatments designs were used to evaluate three computer-based flashcard reading interventions (1-s, 3-s, or 5-s response intervals) across two students with disabilities. When learning was plotted with cumulative instructional sessions on the horizontal axis, the session-series graphs suggest that the interventions were similarly effective. When the same data were plotted as a function of cumulative instructional seconds, time-series graphs suggest that the 1-s intervention caused the most rapid learning for one student. Discussion focuses on applied implications of comparative effectiveness studies and why measures of cumulative instructional time are needed to identify the most effective intervention(s).Comparative effectiveness studies may not identify the intervention which causes the most rapid learning.Session-series repeated measures are not the same as time-series repeated measures.Measuring the time students spend in each intervention (i.e., cumulative instructional seconds) allows practitioners to identify interventions that enhance learning most rapidly.Student time spent working under interventions is critical for drawing applied conclusions.
The University of Tennessee, Knoxville, TN USA.
Michelle P
MP
Black
The University of Tennessee, Knoxville, TN USA ; EPC, University of Tennessee, BEC 535, Knoxville, TN 37996-3452 USA.
Christopher H
CH
Skinner
The University of Tennessee, Knoxville, TN USA.
Bethany E
BE
Forbes
The University of Tennessee, Knoxville, TN USA.
Merilee
M
McCurdy
The University of Tennessee, Knoxville, TN USA.
Mari Beth
MB
Coleman
Lenoir City Schools, Lenoir City, TN USA.
Kristie
K
Davis
Lenoir City Schools, Lenoir City, TN USA.
Maripat
M
Gettelfinger
Comparative effectiveness; Learning speed; Response intervals; Session-series design; Time-series design