Academic Interventions

 Within the KASPIR lab, we investigate different academic interventions that can be used to help struggling students with reading, math, or writing. Below are some of the topics we are investigating, along with some of the most recent publications, presentations, and manuscripts in review.

Taped Problems — Math Fluency

The Taped Problems Intervention (TP) requires a student to listen to an audio-recording of math facts while completing a corresponding math fact worksheet. Students try to “beat the tape” by writing the correct math fact response on a follow along worksheet before the recording provides the correct response. When a student makes an error, the student writes the correct response upon hearing it on the recording. This immediate, corrective feedback prevents students from practicing incorrect responses. This intervention can be completed class-wide, in small groups, or individually.

McCallum, E., Schmitt, A., & Aspiranti, K. B., *Mahoney, K., *Honaker, A., & *Christie, L. A. (2022). A virtual adaptation of the Taped Problems Intervention for increasing math fluency. School Psychology, 37(5), 388-398. https://doi.org/10.1037/spq0000510

Aspiranti, K. B., McCallum, E., & Schmitt, A. J. (2019). Taped problems intervention components: A meta-analysis. Contemporary School Psychology, 23(4), 412-422. https://doi.org/10.1007/s40688-018-0200-3

Sight Word and Sight Phrase Reading

Sight-word interventions are often implemented when students show delays in word recognition. Typically, these interventions are delivered with a time-intensive 1:1 teacher-student ratio.  Developments in technology have led to the use of computerized formats for traditional sight-word flashcard interventions. A computerized format allows greater consistency with intervention delivery and reduces teacher supervision. Although there is evidence supporting the use of paper flashcards and computer-based sight word interventions, fewer studies use a tablet device. Even fewer studies have examined sight phrase reading, or teaching students how to read words within connected text instead of individually. We are currently examining the use of phrases to teach sight words and how this can be generalized to passage reading.

Aspiranti, K. B., *Ebner, S., & *Tomas Flores, L. (in press). Comparison of an iPad and paper-based modality for a flashcard sight-phrase intervention. Contemporary School Psychology.

Aspiranti, K. B., Hilton-Prillhart, A. Dula, M. E., & *Ebner, S. (2023). Evaluating an iPad sight-phrase fluency intervention for a second-grade student with autism. Education and Training in Autism and Developmental Disabilities, 58(3), 329-339.

Aspiranti, K. B., & Hilton-Prillhart, A. (2023). The effect of a tablet-mediated flashcard intervention on the acquisition and maintenance of sight-word phrases. School Psychology Review, 52(1), 30-37. https://doi.org/10.1080/2372966X.2020.1865777

Hilton-Prillhart, A., Aspiranti, K. B., Dula, M. E., & *Ebner, S. (2023). Using a tablet-based intervention to increase sight-phrase fluency for an ELL student. Journal of Applied School Psychology, 39(1), 91-105. https://doi.org/10.1080/15377903.2021.2012864

Hilton-Prillhart, A. N., Aspiranti, K. B., Dula, M., & *Ebner, S. (2022, February). Designing and implementing tablet- and computer- based sight-word interventions. Mini-skills session, National Association of School Psychologists (NASP), Boston, MA.

Aspiranti, K. B., Dula, M. E., *Ebner, S. & Hilton-Prillhart, A. (2022). Increasing sight-phrase reading with an iPad intervention for two students with intellectual disability. Journal of Intellectual Disabilities. Advance online publication. https://doi.org/10.1177/17446295221083148

Use of Technology or Sensory Devices within Academic Interventions

With the use of technological devices becoming more and more prevalent in school systems, research needs to examine whether using tablets, computers, or other technological devices can be used to increase academic outcomes. Within this area, we have investigated whether using fidget spinners during academic tasks will increase productivity. We have also completed several meta-analyses on the effects of using tablet technology in academic interventions for students with autism. Several of our current studies investigate the use of tablets, video modeling, or virtual/distance learning interventions with basic math interventions or basic reading interventions.

Aspiranti, K. B., *Schoenen, E., & Hulac, D. M. (in review, revise and resubmit). The effects of fidget spinners on oral reading fluency. Manuscript submitted for review.

*Schoenen, E. C., *Martinez, J. C., *Grekov, P., Aspiranti, K. B, & Hulac, D. M. (in review, revise and resubmit). Using fidget devices as interventions in the schools: A meta-analysis of single case design studies. Manuscript submitted for review.

Lee, S. H., & Aspiranti, K. B. (in press). Using multisensory educational apps to the vocabulary of children with and without reading difficulties. Journal of Child-Computer Interaction.

Hulac, D. M., Aspiranti, K. B., Kriescher, S., Briesch, A. M., & Athanasiou, M. (2020). A multisite study of the effect of fidget spinners on academic performance. Contemporary School Psychology. Advance online publication. https://doi.org/10.1007/s40688-020-00292-y  

Aspiranti, K. B., Larwin, K. H., & *Shade, B. (2020). iPads/tablets and students with autism: A meta-analysis of academic effects. Assistive Technology, 32(1), 23-30. https://doi.org/10.1080/10400435.2018.1463575

Larwin, K. H., & Aspiranti, K. B. (2019). Measuring the academic outcomes of iPads for students with autism: A meta-analysis. Review Journal of Autism and Developmental Disorders, 6(2), 233-241. https://doi.org/10.1080/10400435.2018.1463575

Academic Assessments Using Technology

As important as interventions are, we also need to be able to measure student progress throughout the intervention to determine if the intervention is working. With the move toward more digital and computer-based assessments, it is important to understand whether student scores on an assessment delivered through a technological device (computer or tablet) are the same as if the assessment was delivered through traditional paper-and-pencil modality. Although there has been research investigating the scores on large-scale assessments, less is known about the effects of test modality on curriculum-based measures (CBM), particularly for fluency measures. Our current research in this area investigates the differences in math and reading CBM probes when delivered via traditional paper-and-pencil, computer, tablet using a stylus or finger to write, tablet using a keyboard, and when administered either in person or virtually.

Henze, E. E. C., Aspiranti, K. B., & Reynolds, J. L. (in press). Comparing traditional and virtual assessment of oral reading fluency: A preliminary investigation. Contemporary School Psychology.

Reynolds, J. L., Aspiranti, K. B., & Henze, E. E. C. (2023). Student performance on math CBMs across paper and tablet modalities. Psychology in the Schools, 60(8), 3008-3018. https://doi.org/10.1002/pits.22907

Aspiranti, K. B., Reynolds, J. L., & Henze, E. E. C. (2022). Comparison of math assessment modalities for students with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 57(3), 261-271.

Aspiranti, K. B., *Ebner, S., Reynolds, J. L., & Henze, E. E. C. (2022). A comparison of paper versus tablet math curriculum-based measurements for English Language Learners. Journal of Education for Students Placed at Risk, 27(2), 147-160. https://doi.org/10.1080/10824669.2021.2016408

Aspiranti, K. B., Henze, E. E. C., & Reynolds, J. L. (2020). Comparing paper and tablet modalities of math assessment for multiplication and addition. School Psychology Review, 49(4), 453-465. http://dx.doi.org/10.1080/2372966X.2020.1844548

Other Academic Interventions

We have been examining the effects of other academic interventions, including the use of specific reading programs such as Accelerated Reader, the effects of specific reading interventions such as Elkonin boxes, incremental rehearsal, and strategic incremental rehearsal, and the effects of specific math interventions such as concrete-representational-abstract.

*Ebner, S., *MacDonald, M. K., *Grekov, P., & Aspiranti, K. B. (in review). A meta-analytic review of the concrete-representational-abstract math approach. Manuscript submitted for review.

*Coleman, D., *Blake, J., *Martinez, J. C., *Tomas, L. B., & Aspiranti, K. B. (in review). Increasing sight-word reading through peer-mediated strategic incremental rehearsal. Manuscript submitted for review.

Aspiranti, K. B., Reynolds, J. L., Henze, E. E. C., *Grekov, P., *Martinez, J. C. (in review). An analysis of word boxes and their effects on basic literacy skills. Manuscript submitted for review.

*Blake, J. T., Aspiranti, K. B., & *Coleman, D. N. (2024). Comparing the effectiveness of virtual implementation for two sight word flashcard interventions. Journal of Behavioral Education. Advance online publication. https://doi.org/10.1007/s10864-023-09541-5

*Tischner, C. M., *Ebner, S., Aspiranti, K. B., Fedewa, A. L., & Klingbeil, D. A. (2023). Effectiveness of Accelerated Reader on children’s reading outcomes: A meta-analytic review. Dyslexia, 29(1), 22-39. https://doi.org/10.1002/dys.1730

*Ebner, S., *Blake, J., & Aspiranti, K. B. (2023, February). Integrating video-based modeling into the concrete-representational-abstract framework: A pilot study. Poster session, National Association of School Psychologists (NASP), Denver, CO.