Garrett J. Roberts, Senaida Mehmedovic, Brooke Coté, J. Wexler, P. Strain
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引用次数: 0
Abstract
The present multiprobe single-case design study investigated the impact of integrating evidence-based behavioral supports into a small-group reading intervention on student engagement and disruptive behavior for six upper elementary students with co-occurring reading difficulties and inattention. Visual analysis suggested a functional relation for all six students on engagement and five students on disruptive behavior. Furthermore, there was a statistically significant mean effect of the intervention on engagement (Tau-U = 0.76) and disruptive behavior (Tau-U = 0.81). At the student level, the intervention led to a statistically significant improvement in engagement and decline in disruptive behavior for three and five students, respectively. Study outcomes suggested that evidence-based behavior supports, integrated into an evidence-based commercially available reading curriculum during small-group instruction, are both feasible and can lead to improved student behavior. Limitations and implications for research and practice are discussed.
期刊介绍:
The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.