An Application of Brief Experimental Analysis with Early Writing

David C. Parker, Bradley N. Dickey, Matthew K. Burns, Kristen L. McMaster

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


Students' poor performance on national assessments of writing suggests that educators need effective approaches to assess and intervene with writing problems. Brief experimental analysis (BEA) has supporting evidence for identifying interventions in reading, but little research has investigated BEA with writing. Early writing is an especially important period for students, and the current study sought to extend BEA research in early writing. Results showed that BEAs for 3 first grade students identified promising writing interventions, and extended analyses showed improved performance for each student following implementation of the interventions. Implications for future research in direct assessment and intervention are discussed.

Original languageEnglish (US)
Pages (from-to)329-349
Number of pages21
JournalJournal of Behavioral Education
Issue number4
StatePublished - Dec 1 2012


  • Brief experimental analysis
  • Early writing


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