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Academic Intervention Clinic

tutoring at UW-Eau Claire

Sponsored by the Human Development Center

University of Wisconsin - Eau Claire

 
The Academic Intervention Clinic (AIC) provides academic assessment and intervention services to children who are experiencing academic difficulties. The clinic offers services to help improve a child's academic performance by assessing academic skills, identifying and implementing effective interventions, and monitoring progress. The AIC uses state of the art intervention technology to design, implement, and measure student progress in reading, mathematics, and written language. Services are provided by specially trained undergraduate and graduate students under the direct supervision of UWEC faculty with expertise in academic assessment and intervention.
 
We are currently partnered with two schools in the Eau Claire Area Schoot District and the McDonnell Area Catholic Schools in Chippewa Falls. We also offer academic assessment and intervention services to children during the summer. Those interested in a referral should contact the Human Development Center at 715-836-5604.

 

Clinic Directors

Dr. Michael I. Axelrod

Dr. Melissa Coolong-Chaffin

 

Graduate Student Co-Coordinators

Kimberlee M. Maczko, Second-year Graduate Student in School Psychology

Cheyenne M. Morrison, First-year Graduate Student in School Psychology

Christopher Moua, First-year Graduate Student in School Psychology

Monica M. Savickas, First-year Graduate Student in School Psychology

 

Undergraduate Clinic Assistants

Hannah M. Kalmon, Senior Psychology Major

Allison Gehring, Senior Special Education Major

Melanie Niquette, Junior Psychology Major

 

Resources for Professionals

The Academic Intervention Clinic is committed to evidence-based practice in the field of education and educational assessment and intervention. As a result, we engage in scholarship to help inform professionals' practice in the assessment, development, implementation, and monitoring of academic interventions. Below are examples of our research presented at conferences or published in the professional literature. In addition, we have posted intervention protocols and other materials. Please feel free to contact us should you have questions about our work.

Using Performance Feedback to Increase Reading Comprehension Strategies (NASP 2013 Convention Presentation)

BEAs and ELLs: Empirical Data and Teacher Perceptions (NASP 2013 Convention Presentation)

Minnesota School Psychologists Association Winter 2013 Conference

Wisconsin School Psychologists Association Fall 2012 Presentation (Powerpoint format)

Wisconsin School Psychologists Association Fall 2012 Presentation (PDF format)

Brief Experimental Analysis Oral Reading Fluency Intervention Protocol Checklists

The Effectiveness of an Intervention Package of Repeated Reading and Error Word Drill Using iPad Technology (Poster presented by Kaitlin O'Shea at the Annual Convention of the National Association of School Psychologists, February 2013)

Adding Student Choice to a Repeated Reading Intervention (Poster presented by Karissa E. Danes at the Annual Convention of the National Association of School Psychologists, February 2013)

The Effectiveness of Standardized versus Individualized Interventions in Reading (Paper presented at the Annual Convention of the National Association of School Psychologists, Washington DC, February 2014)

Applying Single Case Design Standards to a Brief Experimental Analysis: Does Meeting Evidence-based Standards Impact Student Outcomes? (Poster presented by Kimberlee Maczko at the Annual Convention of the National Association of School Psychologists, Washington DC, February 2014)

The Relationship Between Text Topic Interest and Reading Performance (Poster presented by Sigrid Splinter at the Annual Convention of the National Association of School Psychologists, Washington DC, February 2014)

Using Brief Experimental Analysis to Select Effective Math Interventions (Poster presented by Maddie Sutton at the Annual Convention of the National Association of School Psychologists, Washington DC, February 2014)

 

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