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Intervention Overview: Drilled Practice Flashcard TrainingTarget BehaviorDrilled Practice flashcard training (D&P) provides opportunities for students to acquire and practice discrete skills often learned in the early grades. Examples of such skills include letter naming, letter sound-correspondence, number identification, and sight word skills. In this intervention, students repeatedly practice target skills (e.g., sight words, letters, numbers) from selected instructional level materials several times until a satisfactory accuracy level is reached. D&P procedures consist of the teacher showing a flashcard, eliciting a response, and providing performance feedback. Daily use of this intervention has been shown to result in increased accuracy on the specified target skill.MaterialsTarget Skills Assessment record form, Drilled Practice Flashcard Training record form, Drilled Practice Flashcard Training protocol, clipboard, flashcards, pencil, graph, stopwatch, rewards (optional)Target Skill Assessment Procedures:Define the scope of what skills need to be taught (e.g., numbers 1-20, all uppercase letters, first 100 literacy first sight words). Obtain flashcards that represent the targeted skill.Test student on all items, saying “Today I am going to show you some flashcards. Some of the flashcards will be easy and others will be hard. I want you to say what is on the flashcard as soon as I hold it up. If you do not know what is on a flashcard you can say pass and we will move to the next one. Do your best! Are there any questions before we start? Ready, begin.”Hold each flashcard up for 2 seconds, if the student accurately responds, place the card in one pile. If the student fails to respond or gives an incorrect response, place the card in another pile.After you have presented each of the items, send to student back to his or her seat and document on the Target Skill Record Form which items were known or unknown. Repeat two more times.Construct known and unknown item sets for the Drilled Practice Flashcard Training Intervention. Depending on student performance and the size of the initial scope of the target skill, it may not make sense to assess the child each day across the entire set using the pre- and post-test assessment of the Flashcard Drill & Practice intervention. In this case, the teacher will need to construct sets to be used when doing the daily intervention. For example, a student is expected to know the first 100 literacy first sight words. During the target skill assessment it was found that the student knows 20 of the 100 target words and does not know 80 of the target words. In this instance, the teacher should split the 80 unknown words into 4 groups of 20. The teacher would then utilize the first 20 unknown words to begin the Flashcard Drill & Practice intervention procedures. Once the student learned the first group of 20, then the teacher would move to the second group 20, and continue this pattern until all 100 items were known. However, if the scope of the target skill was narrow (for instance, numbers to 20) then the teacher would not need to split up the unknowns. Instead, the teacher could simply begin the daily Drilled Practice Flashcard Training procedures with all the unknowns in the target skill scope.Drilled Practice Flashcard Training Procedures: StudentStudent looks at the flashcard and is prompted to respond. If the student provides the correct response within 2 seconds the teacher will provide praise and present another flashcard. For unknown items, the student repeats the item after the teacher says it aloud for the first trial. For subsequent trials, the teacher prompts the student to read each flashcard without teacher modeling. If the student does not provide the correct response within 2 seconds the teacher tells the student the correct response and prompts the student to respond to the flashcard.The student graphs performance and is prompted to describe progress. This can be done both within session (comparing number of known items from first trial to final trial) and across session (comparing number of known items from first trial from that day to the previous day). Drilled Practice Flashcard Training Procedures: TeacherDefine the scope of what skills need to be taught (e.g., numbers 1-20, all uppercase letters, first 100 literacy first sight words). Obtain flashcards that represent the targeted skill.Test student (pre-intervention assessment) to determine known and unknown items from the targeted set. Items are defined as known when the student can accurately respond within 2 seconds, the item is unknown if the student cannot accurately respond within 2 seconds. This will result in two groups of flashcards (known and unknown).The teacher will use these data to determine what skills the student has and what skills the student needs to acquire. Record pre-assessment unknown items daily by marking an “X” on the corresponding Drilled Practice Flashcard Training record form for that specific skill. The unknown item bank will contain items that need to be taught.Once an item is mastered (student responds accurately within 2 seconds for 3 consecutive times), the item is put into the known set and is replaced by an unknown item.The teacher will use these data to determine what skills the student has and what skills the student needs to acquire. The unknown item bank will contain items that need to be taught. Once an item is mastered (student responds accurately within 2 seconds 3 consecutive times) the item is put into the known set and is replaced by an unknown item. Using the item bank select 8 unknown items to be targeted during the intervention session. Since the target items are unknown, the first cycle through the 8 flashcards the teacher should provide an accurate model hold up the flashcard and give the correct response, “This (letter/sound/number/word) is ______. What (letter/sound/number/word) is this?” Once the student correctly responds the teacher should provide verbal praise and go to the next item.On subsequent cycles through the flashcards the teacher should hold up the flashcard and wait for 2 seconds for the student to provide an answer. A correct answer within 2 seconds should elicit praise from the teacher. When the student gives an incorrect response or no response within the 2 second time duration the teacher should provide feedback by correctly modeling the item and prompting the student to try again. Once the correct response is given provide the student with verbal praise and go to the next item. Repeat the flashcard drill (steps 2-4) eight times. Test student again (post-intervention assessment) to assess progress on learning the flashcards. This assessment should be identical to the pre-intervention assessment.Provide student with the items read accurately score and have student graph performance. You will compare daily items said accurately performance from the first trial to the final trial. Additionally, compare today’s first trial score with the previous intervention session’s first trial score. When the student can identify an item within two seconds of being shown the flashcard for three consecutive days in a row on the daily pre-assessment measure, the item transitions to being a known item. At that time, add the next unknown item from the list of unknown items gained from the pre-assessment. Repeat this process each time the student gains mastery of an unknown item. Differentiating Instruction: Drilled Practice Flashcard TrainingThe primary component of the D&P intervention is engaging the student in repeated practice on a set of unknown letters or words. That being said, to maximize the effectiveness of D&P teachers need to select additional components to ensure the IFC confers maximal benefit. Once teachers identify the student’s instructional level on the target skill, teachers need to make two decisions: 1) How many repetitions are needed? and 2) What feedback procedures should be used? The first decision to be made is how many repetitions of practice the student should be provided to each passage. OTISS recommends beginning using 8 repetitions. If a student fails to show significant differences between the words read correctly score on the initial drill and the final drill, increase repetitions (or decrease difficulty level). The second decision to be made is how to incorporate feedback and/or reinforcement at the end of the repeated reading session. Research has suggested that the most effective way to increase learning rates of oral reading accuracy is to direct the student in a self-graphing exercise. Another component that can impact student learning is by pairing self-graphing with reward dependent on increasing accuracy scores. It is recommended that teachers begin by using self-graphing, and if this does not result in increase accuracy scores then they should combine reinforcement with self-graphing.Another technique that can be utilized to improve skill accuracy and provide higher levels of reinforcement is called interspersal flashcard training. In this variation, known items are interspersed with unknown items at a ratio of 1:2.Flashcard interventions do much more than just have the student practice skills independently (which is done in classrooms daily). The recommended intervention is differentiated from Tier 1 approaches in several ways. Practice material that is at the student’s instructional level, which may not be the case using textbooks or books selected by the student. Modeling is provided to the student for unknown items, and corrective feedback is provided to the student through the use of error correction on all inaccurate items. Lastly, students get immediate feedback and praise when self-graphing is used. This highlights skill increases to the student that result from his/her effort and practice and provides an occasion for the teacher to provide the student with behavior specific praise. Drilled Practice Flashcard Training: Student Training ProtocolUse this to train students in the Drilled Practice Flashcard Training procedures. It is meant to ensure adherence to treatment and should be used the first few times when you are administering this intervention or when you feel the student needs a refresher.Introduce the intervention, “Today I am going to show you some flashcards. Some of the flashcards will be easy and others will be hard. I want you to say what is on the flashcard as soon as I hold it up. If you do not know what is on a flashcard you can say pass and we will move to the next one. Do your best! Are there any questions before we start? Ready, begin.”Hold up each flashcard in the entire flashcard deck and say, “What (letter/sound/number/word) is this?” When student makes an error or does not respond within 2 seconds, card should be considered unknown. Record unknown items on the Drilled Practice Flashcard Training record form in the pre-intervention column.Say to the student, “Great job reading the flashcards. Now we are going to practice eight of the (words/letters/sounds) you had difficulty identifying.” Pick up eight unknown flashcards (identified in the pre-intervention assessment) and cycle through the deck once saying, ““This word is _____. What word is this?” The student correctly responds, the teacher should provide verbal praise and go onto the next item.”Tell the student, “Now you should know all the items on the flashcards. You are going to read all the flashcards eight more times. I want you to do your best to say all the (letters/sounds/numbers/words) correctly.”Cycle through the deck eight more times, holding up each flashcard and saying, “What word is this?” When the student responds, respond with verbal praise. When the student responds incorrectly, respond by correctly modeling the word and prompting the student to try againTell the student, “Now you should know all the items on the flashcards. You are going to read all the flashcards eight more times. I want you to do your best to say all the (letters/sounds/numbers/words) correctly.”Say to student, “I am going to show you some flashcards again. Some of the flashcards will be easy and others will be hard. I want you to say what is on the flashcard as soon as I hold it up. If you do not know what is on a flashcard you can say pass and we will move to the next one. Do your best! Are there any questions before we start? Ready, begin.”Hold up each flashcard in the entire flashcard deck and say, “What (letter/sound/number/word) is this?” When student makes an error or does not respond within 2 seconds, card should be considered unknown. Record unknown items on the Drilled Practice Flashcard Training record form in the post-intervention column.After the final flashcard trial say to the student, “Good job, now let’s compare your final flashcard trial to your first. It looks like you increased __ (letters/sounds/numbers/words) read correctly today, great job. We will be charting how well you did the first time you said the (letters/sounds/numbers/words) on the flashcards and compare it to the last time you said them to see how much you improved. This will also let us compare how you are doing from day to day and week to week.”Summarize the intervention, “Each day we meet we will do the same set of activities. You will begin by saying (letters/sounds/numbers/words) on flashcards, I will help you with (letters/sounds/numbers/words) you have trouble with, then you will read the flashcards eight more times. Lastly we will graph how many (letters/sounds/numbers/words) you said correctly and compare it to other times you read to see how much you improved. Do you have any questions?”This template should provide you with procedures to train students the steps they will use when meeting with you to practice his/her reading.Drilled Practice Flashcard Training: Treatment Integrity ProtocolThis protocol is to be used by teachers when working with students using the Drilled Practice Flashcard Training Intervention. It is meant to ensure adherence to treatment and should be used when you are administering the intervention to document how often and for how long the intervention is ran.Student:_______________________ Date: ________ Start/End Time: _____________MaterialsRequired: □ Unknown and known item flashcards □ Drilled Practice Flashcard Record Form □ Pencil □ Timer Optional: □ Graph (for self-graphing) □ RewardsIntervention Procedures Document date, start time, & end time: This is useful when investigating student response to intervention. You can answer how often and consistently the Drilled Practice Flashcard Training intervention was done and how many instructional minutes were spent with the student engaged in the procedure. □Prepare flashcards for use. If using performance feedback and/or reward, instruct them to see if they can beat their score from the previous day and what reward they may be able to obtain. □Conduct pre-intervention assessment by going through all the flashcards associated with the appropriate Drilled Practice Flashcard Training record form (this should match the items identified in the Target Skill Assessment).Hold up a flashcard and say, “What (letter/sound/number/word) is this?” After student responds to every card in the deck, record knowns and unknowns on the Drilled Practice Flashcard Training record form on the pre-intervention column.Begin intervention by modeling eight unknown items selected from the pre-intervention assessment. Hold up the flashcard and say, “This (letter/sound/number/word) is ______. What (letter/sound/number/word) is this?” for an unknown item. After the student responds, provide feedback and move to the next flashcard. □Once the student finishes, read the following, “Now you should know all the (letters/sounds/numbers/words) on the flashcards. You are going to read all the flashcards eight more times. I want you to do your best to say the (letters/sounds/numbers/words) correctly. Ready, Begin.” Proceed to show the student the flashcards without modeling the correct answer. □When student answers correctly, provide verbal praise. When student answers incorrectly, model correct answer and prompt the student to try again. □ Conduct post-intervention assessment by going through all the flashcards associated with the appropriate Drilled Practice Flashcard Training record form (this should be identical to the pre-intervention assessment). Hold up a flashcard and say, “What (letter/sound/number/word) is this?” After student responds to every card in the deck, record knowns and unknowns on the Drilled Practice Flashcard Training record form on the post-intervention column.After the post-intervention assessment, say to the student, “Good job, now let’s compare your final flashcard trial to your first. It looks like you increased __ (letters/sounds/numbers/words) said correctly today, great job. Next let’s see if you beat your score from the last time we met? Today you scored __ on your first try and last time you scored __.” Provide feedback. □When providing feedback remember to attribute increased reading skills to effort & practice. □Drilled Practice Flashcard Training: Creating Unique FlashcardsYou may wish to utilize D&P procedures with skills and information unique to your specific classroom curriculum. Below are procedures you can use to create your own flashcards.Flashcard Creation Procedures Enter the following URL into your internet browser: URL will take you to Lakeshore Learning’s free flashcard maker.You have two options for creating flashcards:Type information for the front of each card in the box on the left side and the back information in the box on the right.Type information for the front of each card in each of the eight boxes. Click the yellow “Create PDF” button, which will immediately generate a separate window in which your flashcards are now displayed as a PDF document.Download the PDF.Print your flashcards on cardstock andCut along solid lines and fold on the dotted lines- if you wish to have information on both the front and back side of your flashcardCut along both the solid and dotted lines- if you only have information on only the front side of your flashcards ................
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