Case Study: Justin - 10 week graph and notes.

Notes on weeks:

Weeks 1-3: classroom baseline.

Weeks 3-4: Error Analysis (included in last week of baseline, as Justin was a suspected candidate)

Weeks 5-6: B.O.S.S.

Week 6: Hypothesis Testing

Week 7: Absent.

Week 8: Final Baseline immediately followed by first week of intervention. This would be Justin’s last normal week for a while.

Week 9: First week’s intervention results: 62.8. Justin had state testing all week this week, as well as a snow day on Tuesday. No in class reading instruction was done. This was the last week his year long teacher would be with the class.

Week 10: Second week’s intervention results: 51.3. Justin was extremely distracted this week. Reports that he skipped breakfast and forgot his snack (snack occurs shortly before the intervention time). This was also the first week with a new teacher. She reports being a bit lost this week. She was absent on Tuesday and states that no in class reading instruction was done.

Week 11: Third week’s intervention results: 67.6. Justin had a more normal week in class as the permanent sub states that things are running smoother. Justin again stated he did not have a snack or breakfast, and complained of being hungry, but was less distracted than week 10. He also stated that when asking about taking a snack at home, he was told that he couldn’t take snacks to school right now. Justin did very well in Friday’s review. He even brought up rules we’ve learned in previous weeks, such as the sound of “eigh” and “igh.”

Effect size is calculated as such:
Using the "standardized difference approach" (Faith, Allison, & Gorman, 1996; Shernoff, Kratochwill, & Stoiber, 2002):

• the mean of the baseline phase is subtracted from the mean of the treatment phase
• the difference is then divided by the standard deviation of data values in the baseline phase.

Filed under: EDC 514-515 Academic Assessment for Intervention
Copyright: April, 2004 - David Profitt