Chaffin, Melissa Coolong2011-06-202011-06-202011-05https://hdl.handle.net/11299/107715University of Minnesota Ph.D. dissertation. May 2011. Major: Educational Psychology. Advisor: Matthew K. Burns, Ph.D. 1 computer file (PDF); iv, 85 pages, appendices A-O.The purpose of this study was to use brief experimental analysis procedures (BEA) to select promising early reading interventions for kindergartners (2 boys aged 6 years 6-8 months) who were nonresponsive to Kindergarten Peer Assisted Learning Strategies (K-PALS), an evidence-based reading program, delivered in their classroom during the school year and to train their parents to implement those interventions at home during the summer. Results were promising and showed an effective intervention was selected for each participant. Interventions were then implemented at home using customized K-PALS lessons in a multiple baseline across subskill design. The intervention led to gains in letter sound and word recognition for both participants on both taught and untaught stimulus materials.en-USBrief experimental analysisEarly reading interventionK-PALS, nonrespondersParents as tutorsEducational PsychologyThesis or Dissertation