Outcomes of a teacher-led reading intervention for elementary students at-risk for behavioral disorders
Issue Date
2007Author
Lane, Kathleen Lynne
Little, M. Annette
Redding-Rhodes, Jenny
Phillips, Andrea
Welsh, Megan T.
Publisher
Council for Exceptional Children
Type
Article
Article Version
Scholarly/refereed, publisher version
Metadata
Show full item recordAbstract
To date, reports of reading interventions for students at risk for emotional/behavioral disorders (E/BD) that have been published in refereed journals have involved sustained support by university or school-site personnel. This study examined the efficacy and feasibility of a reading intervention that 2 general education teachers implemented in inclusive settings to support 7 first-grade students at risk for E/BD and reading difficulties. Results of a multiple baseline design revealed lasting improvements in reading fluency for all students, accompanied by decreases in variability of academic engagement for 4 students. Although intervention goals, procedures, and outcomes exceeded teacher expectations, social validity ratings for some students declined between the onset and the conclusion of the intervention. This article presents limitations, future directions, and educational implications.
Description
This is the publisher's version, also found here: http://cec.metapress.com/content/g8686u4nu0p8772l/?p=1258705a1fcb41948563bb666b6ae215&pi=2
Collections
Citation
Lane, K.L., Little, M.A., et al. (2007) Outcomes of a teacher-led reading intervention for elementary students at-risk for behavioral disorders. Exceptional Children, 74(1), 47-70.
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