Generalization and Maintenance Effects of Writing Fluency Intervention Strategies for Elementary-Age Students: A Randomized Controlled Trial

Abstract

This study examined whether 2 evidence-based intervention strategies resulted in maintenance and generalization of writing fluency gains. In this study, 115 third-grade students were randomly assigned to a performance feedback intervention condition, a goal setting intervention condition, or a control condition. Neither intervention strategy produced strong maintenance effects, and there were no statistically significant differences in students' generalization as a function of intervention strategy. Generalization was promoted by students' gender and by obtaining a level of fluency during the final intervention session.

Keywords:

• generalization programming
• train and hope
• writing
• fluency

AUTHOR BIOGRAPHICAL STATEMENTS

Bridget O. Hier, PhD, is an assistant professor of school psychology at Syracuse University. Her research focuses on the development of interventions that promote academic skills with an emphasis on programming and evaluating maintenance and generalization of treatment effects.

Tanya L. Eckert, PhD, is an associate professor of psychology at Syracuse University. Her research interests include examining procedures for assessing academic and behavioral problems, developing classroom-based interventions, and measuring the acceptability of assessment and intervention procedures. Dr. Eckert is a consulting associate editor of School Psychology Review.

Elizabeth A. Viney, PhD, is a licensed psychologist at the International Center for Autism and Neurodevelopment in Bellevue, Washington. She currently provides outpatient assessment, treatment, and consultation services for families of children with neurodevelopmental disorders and behavioral and academic problems.