在阅读教学中嵌入行为支持对阅读困难和注意力不集中小学生的影响

IF 1.2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Elementary School Journal Pub Date : 2023-02-07 DOI:10.1086/723397

Garrett J. Roberts, Senaida Mehmedovic, Brooke Coté, J. Wexler, P. Strain

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引用次数: 0

摘要

本研究调查了将循证行为支持纳入小组阅读干预对六名同时存在阅读困难和注意力不集中的高年级小学生的学生参与度和破坏行为的影响。视觉分析表明，所有六名学生在参与方面和五名学生在破坏行为方面存在函数关系。此外，干预对参与度（Tau-U=0.76）和破坏性行为（Tau-U=0.81）的平均影响具有统计学意义。在学生层面，干预分别导致三名和五名学生的参与度显著提高，破坏性行为下降。研究结果表明，在小组教学期间，将循证行为支持纳入循证商业阅读课程是可行的，可以改善学生的行为。讨论了研究和实践的局限性和意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Impact of Embedding Behavioral Supports into Reading Instruction for Upper Elementary Students with Reading Difficulties and Inattention

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.

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来源期刊

Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.60

自引率

5.90%

发文量

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.