The Use Of Evidence-Based Intervention Strategies

The Use Of Evidence Based Intervention Strategies Has Been Proven To E

The use of evidence-based intervention strategies has been proven to enhance the overall academic achievement of students within the content areas when implemented with fidelity. Although research supports their use, strategies must also align with students’ individual needs and abilities. For instance, the integration of social stories through use of tape recordings will not be as effective as a teacher using social stories through modeling, shared reading, and continued practice for learners with strengths in visual representation. Students’ needs and abilities must be considered, along with applicable data collected from pre- and post-assessments, informal testing, interviews, and teacher observations.

Using a variety of assessment methods, teachers are able to identify the most appropriate and effective strategy to assist the student in meeting his/her identified goals and objectives. For this discussion, you will demonstrate your knowledge of using data to drive instruction. As you analyze Jamal’s baseline data and observations made by both teachers in the media piece, you will prepare a presentation sharing your recommendations and appropriate evidence-based strategies to meet Jamal’s individual needs and abilities. To prepare: · Reflect back to the discussion you had in Discussion 1 for this module and review the case study video. · Create a presentation on the correct evidence-based reading intervention strategies appropriate for meeting Jamal’s diverse learning needs.

Paper For Above instruction

In the educational domain, the implementation of evidence-based reading intervention strategies is crucial for promoting literacy development among students with diverse learning needs. Based on Jamal’s baseline data and the observations documented by teachers, a comprehensive approach that leverages validated instructional strategies is essential to support his academic growth effectively.

Analyzing Jamal’s baseline data reveals discrepancies in his reading progress across different classroom settings. While there has been noticeable improvement in social studies, his reading skills in the reading classroom show minimal growth. This discrepancy might be attributed to differences in instructional practices or engagement levels. The initial step involves evaluating the fidelity of current interventions to ensure they are being implemented correctly. Data from Jamal's assessments and teacher observations suggest that while the strategies used are evidence-based, their application may vary, affecting overall efficacy.

Two additional evidence-based reading intervention strategies, incorporating technology, can be employed to meet Jamal’s individual needs. The first strategy involves the use of interactive literacy software, such as Read&Write or Lexia, designed to enhance decoding, fluency, and comprehension. These tools offer personalized learning experiences that adapt to Jamal's progress, providing immediate feedback and scaffolding tailored to his specific challenges. Integrating such technology ensures engagement and allows for differentiated instruction aligned with Jamal's unique learning profile.

The second strategy focuses on utilizing graphic organizers via digital platforms like Inspiration or MindMeister. These tools help Jamal structure and visualize information, essential for improving comprehension, especially in social studies texts. Digital graphic organizers can be customized to suit Jamal's cognitive levels, and their use encourages active engagement with content, thereby promoting better understanding and retention. Additionally, these tools support executive functioning skills, including organizing ideas and sequencing information effectively.

Supporting evidence indicates that these strategies meet Jamal’s individualized needs by addressing specific deficits in decoding and comprehension skills. Research by Coyne et al. (2011) underscores the importance of using technology to diversify instructional approaches and enhance engagement among students with learning disabilities. Similarly, Ciullo et al. (2016) highlighted the positive impact of interactive literacy practices on middle school students, emphasizing the role of technology-enhanced interventions in promoting literacy development.

Moreover, the fidelity of implementation is critical for achieving desired outcomes. Regular monitoring and assessment, including formative checks and progress monitoring probes, will ensure that these strategies are effective and adjusted as needed. Data-driven decision making involves continuous analysis of Jamal’s progress, with adjustments made to intensify interventions or integrate new approaches if goals are not being met.

In conclusion, combining rigorous data analysis with targeted, evidence-based strategies that incorporate technology can enhance Jamal’s reading skills. Ensuring fidelity in implementation and ongoing assessment will maximize the impact of these interventions and support Jamal’s academic success. Teachers should collaborate to ensure strategies are effectively integrated across content areas and tailored to Jamal’s evolving needs, promoting literacy proficiency and overall educational achievement.

References

• Coyne, M. D., Kame’enui, E. J., & Carnine, D. W. (2011). Effective teaching strategies that accommodate diverse learners (4th ed.). Pearson.
• Ciullo, S., Lembke, E. S., Carlisle, A., Thomas, C. N., Goodwin, M., & Judd, L. (2016). Implementation of evidence-based literacy practices in middle school response to intervention: An observation study. Learning Disability Quarterly, 39(1), 44–57.
• McKenna, J. W., Shin, M., & Ciullo, S. (2015). Evaluating reading and mathematics instruction for students with learning disabilities: A synthesis of observation research. Learning Disability Quarterly, 38(4), 195–207.
• Missett, T. C., & Foster, L. H. (2015). Searching for evidence-based practice: A survey of empirical studies on curricular interventions measuring and reporting fidelity of implementation published during 2004–2013. Journal of Advanced Academics, 26(2), 96–111.
• Wexler, J., Reed, D. K., Mitchell, M., Doyle, B., & Clancy, E. (2014). Implementing an evidence-based instructional routine to enhance comprehension of expository text. Intervention in School and Clinic, 50(3), 142–149.