Literacy Care

Scientific Evidence Based Interventions

The Intervention

The term intervention is used to describe the processes and methodologies chosen to remediate and support the learning disabled child. It is a term that embraces the general way that professionals need to collaborate in order to best support the learner as well as being a much more definitive term that describes the principles and practices of the various programs used.

Why So Many Literacy/Reading Programs?

There are literally hundreds of reading programs available to specialists and to the public either commercially or from other sources. The questions most asked are, what are the differences and which one is best for the child? Unfortunately, because of the tremendous marketing opportunities available today many people (and schools too) end up purchasing programs because they have been convinced by powerful marketing strategies that the program is the 'best' available. The reality is that many such programs do not end up producing the results that the purchasers thought they would. This could be because the program was not implemented correctly, which is of course important, but most of the time it is because the tenets of the program do not adhere to basic fundamental researched supported principles. Programs that research supports are known as scientific evidence based interventions.

So What Does the Term 'Scientific Evidence Based' mean?

Programs that can lay claim to being scientific and evidence based are those that have been subjected to the rigours and probings of scientific methodology. Such methodologies are designed to scrutinize the workings and test the claims of the program so that it can be proven in a quantitative sense just how effective or otherwise the intervention really is. This usually involves the implementation of the program under strict and controlled conditions. The results of the research are then subjected to the scrutiny of experts who are given opportunity to critically comment on the research presented to them. If the research holds up under such scrutiny it is then published for the wider public to review. Interventions that survive this process are considered to be research supported and thus scientific and evidence based.

So Which Interventions Work and Which Ones Don't Work? - How To Choose

A useful way to narrow down the field of potential programs is to consider their efficacy relative to the following heirarchy:

• Level 1. Follows current theory and research. Treatment efficacy is supported by randomized control trials (RCTs).

• Level 2. Follows current theory and research but not supported by fully RCTs.

• Level 3. Follows current theory and research. Supported by little or no empirical evidence.

• Level 4. Makes no conceptual sense in terms of current research and may claim empirical evidence for efficacy.

• Level 5. Based on assumptions counter to substantial scientific evidence. Any data on efficacy should be viewed with considerable skepticism.

Please keep in mind that whatever designed system is chosen the researched principles of program implementation are integral to success. Even when the best program is used and implemented by a well trained professional if the basic principles of program delivery and implementation are violated then outcomes will be compromised. You should also remember that programs and interventions should not be treated like cookie cutters. One size does not fit all. If a designed system is used then it should be flexible enough to allow for pedagogical change on the basis of student response.

Criteria for Schools

More and more schools are taking full accountability for the implementation of a reading intervention in the school environment. However for this to work it requires the school or parent (or both) to purchase and train in an evidenced based reading program. This means that a number of reading systems will have to be reviewed.

The following points are a guide when considering which program is best

• Cost

This includes cost of resources to be delivered to the school. Cost of ongoing updates. Teacher training costs.

• Teacher Training Time

Some programs require considerable time to train in which may not be a viable option for the school.

• Lesson Preparation Time

Some programs require teachers to prepare each lesson whilst other programs provide all lesson materials and lesson plans.

• Accessible Human Support for Technical and Pedagogical Troubleshooting

At some stage the administering teacher may need either help with the I.T aspect of the program or educational support relative to program or resource delivery. Therefore it is vital that his support be available and thorough when needed.

• Suitability for Students Relative to Age and Degree of Problem

Some programs that are marketed as remedial interventions are more suited to the mainstream classroom. An intervention is called so because it delivers instruction very diferently to normal and is designed especially with learning disability in mind. Some are also more suited to very young children whilst others are for most age groups. This should be ascertained before purchasing a program

• Suitability to Wider Group

Depending on the school's requirments they may wish to have a program that can be used in all classrooms by all teachers for all students as opposed to just students with a learning disability and used only by specialist teachers.

• Potential Use in Future Years

This is hard to know. But given the cost of many programs the school needs to be reasonably sure that the program they choose will suit their needs for a number of years. Knowing that the program is re-written or upgraded on a yearly basis helps in making this decision.