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Effects of the Behavioral Analysis Model of Follow-Through on the Reading and Arithmetic Achievement by Native American Elementary School Children

The present report compared the achievement of children (K to Grade 3) who had been continuously enrolled in the Behavior Analysis Model of Follow-through to that of poverty and minority children in urban areas without the Follow-through experience. The over-all scores on the Wide Range Achievement Test indicated that the Native American children in the program scored at or above grade level most of the time. The comparison children were below grade level in reading and arithmetic. Positive aspects of the program in the early school years were presented. Other benefits of the program as parental and relative's involvement in the classroom and decision-making were examined.