Dan Gadke

The effect of helping early literacy with practice strategies on reading fluency for children with severe reading impairments

Abstract:
This study examines the effectiveness of Helping Early Literacy with Practice Strategies (HELPS) One-on-One Program on increasing the reading fluency of two children identified as having reading difficulties. Reading fluency is characterized by quickness and accuracy of reading. Additionally, fluency is the second stage of the learning hierarch, following acquisition of a given skill, and necessary to become proficient in a given academic skill. Reading fluency is particularly important given the necessity of reading across multiple domains of life. This study targeted two students using the HELPS program who were struggling with reading fluency during. One student was found to read at a fourth grade level and the other read at a second grade level. It was found the HELPS program promoted an increasing in reading fluency across both student as evidence by an increase in their amount of words read correctly per minute.

Citation:
Malouf, R. C., Reisener, C. D., Gadke, D. L., Wimbish, S. W., & Frankel, A. C. (2014). The effect of helping early literacy with practice strategies on reading fluency for children with severe reading impairments. Reading Improvement, 51(2), 269-279.

The effects of behavioral skills training on teachers’ implementation of guided compliance

Abstract:
The current study analyzed the effectiveness of a behavioral skills training package and an instruction plus feedback component on the correct implementation of the 3-step guided compliance procedure. Special education teachers received training on 3-step guided compliance to increase compliance rates of four students with autism. The experimenters collected data on teachers’ accuracy of implementation and corresponding student compliance levels. Training teachers using typical school consultation procedures (i.e., instruction plus feedback) and behavioral skills training resulted in increased accuracy of implementation of the 3-step guided compliance intervention and an increase in levels of student compliance. Furthermore, the experimenters observed highest levels of accurate treatment implementation and child compliance during the packaged behavioral skills training component.

Citation:
Reisener, C. D., Gadke, D. L., Ho, T. Q., Jostad, C. M. (2014). The effects of behavioral skills training on teachers’ implementation of guided compliance. Journal of Psychology and Behavioral Science, 2(3), 1-10.

Agreeableness

Abstract:
Arguably the largest of the dimensions of the five-factor approach to personality, agreeableness is the motive to maintain smooth interpersonal relationships. Longitudinal research suggests stability in agreeableness across the lifespan. It is theorized to have developmental origins in the temperamental process of effortful control and has been linked to positive social behaviors including helping, cooperation, and emotion regulation. It has also been connected inversely to maladaptive social behaviors including aggression, conflict, and prejudice. Application of the Opponent Process Theory is used to explain the relations between agreeableness and social behaviors.

Citation:
Tobin, R. M., & Gadke, D. L. (2015). Agreeableness. In J. D. Wright (Ed.), International Encyclopedia of Social and Behavioral Sciences, (2nd ed., pp. xxx-xxx). Oxford, UK: Elsevier.