The purpose of this study was to examine how an early literacy intervention, Kindergarten Peer-Assisted Learning Strategies (K-PALS; Mathes et al. Kindergarten peer-assisted literacy strategies (K-PALS): Sopris West, 2001), can be intensified to extend the positive outcomes to students who do not initially demonstrate an adequate response to intervention. K-PALS was intensified by incorporating a self-monitoring package that included self-graphing. An alternating treatment design was used to compare the effectiveness of K-PALS with self-graphing alone and K-PALS with a self-monitoring package to baseline/K-PALS for the purpose of increasing student performance on the early literacy measure of phonemic awareness. The results of the study indicate that while the self-monitoring package was the more effective intervention for two of the three student participants, the self-graphing alone intervention also resulted in positive outcomes for both of these participants. There was no change in the phonemic awareness performance for the third participant throughout the alternating treatment phase. Implications for intensifying academic interventions within the context of a Response to Intervention framework are discussed.

本研究的目的是研究如何加强早期识字干预，即幼儿园同伴辅助学习策略（K-PALS；Mathes 等人。幼儿园同伴辅助识字策略 (K-PALS)：Sopris West，2001）将积极成果扩展到最初对干预没有表现出充分反应的学生。K-PALS 通过结合包含自绘图的自监控包得到加强。交替治疗设计用于比较 K-PALS 与单独的自我绘图和 K-PALS 与自我监测包的有效性基线/K-PALS，目的是提高学生在音素意识的早期识字测量方面的表现. 研究结果表明，虽然自我监控包对三名学生参与者中的两人来说是更有效的干预措施，但单独的自我绘图干预也为这两名参与者带来了积极的结果。在整个交替治疗阶段，第三位参与者的音素意识表现没有变化。讨论了在干预干预框架的背景下加强学术干预的意义。