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| Reading Interventions for Students with Emotional and Behavioral Disorders |
| Tuesday, May 30, 2006 |
| 10:30 AM–11:50 AM |
| Inman |
| Area: EDC; Domain: Applied Research |
| Chair: Philip L. Gunter (Valdosta State University) |
| Discussant: John H. Hummel (Valdosta State University) |
| Abstract: The importance of addressing reading deficits of students with Emotional and Behavioral Disorders has received substantial attention in professional literature. However, limited research is available regarding improvement of these deficits. The three papers presented in this symposium will present successful interventions evaluated using single-subject designs to improve reading achievement and social behaviors of students with Emotional and Behavioral Disorders. Implications for classroom practice and future research are discussed in each presentation. |
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| Reading Instruction for Elementary-Aged Students with Emotional and Behavioral Disorders: Academic and Behavioral Outcomes. |
| SALLY M. BARTON-ARWOOD (Vanderbilt University), Joseph H. Wehby (Vanderbilt University) |
| Abstract: For several decades, researchers have reported that many students with emotional and behavioral disorders also experience concomitant reading difficulties. However, little evidence is available regarding the implementation and impact of comprehensive reading interventions on the reading behaviors of these students. In this presentation, the results of an investigation using single-subject methodology to evaluate the impact of an intensive reading intervention with six, third-grade students with emotional/behavioral disorders will reviewed. The intervention consisted of a combination of a commercially available direct instruction reading program and Peer Assisted Learning Strategies. The results will be discussed in terms of classroom practice and future research needs. |
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| Efficacy of Academic and Behavioral Interventions in Preventing the Development of Emotional and Behavioral Disorders: Preliminary Outcomes |
| KATHLEEN L. LANE (Vanderbilt University), Annette Little (Vanderbilt University), Andrea Phillips (Vanderbilt University), Jessica Weisenbach (Vanderbilt University), Megan Merwin (Vanderbilt University) |
| Abstract: Students with emotional and behavioral disorders (EBD) are some of the most difficult-to-teach students. These youngsters are characterized by aggressive, coercive behaviors, deficient social skills, and academic deficiencies - particularly in reading. These behavior patterns become increasingly stable, making these students less amendable to intervention efforts over time. To prevent general education students with emotional and behavioral problems from developing emotional disturbances that require the provision of special education and related services, it is essential that these at-risk students be identified as early as possible so that proper interventions can be designed, implemented, and evaluated when these youngsters are more responsive to intervention efforts. This presentation will document the preliminary finding of Project PREVENT, a federally funded grant designed to address these concerns. Specifically, this study examines the extent to which 92 students identified by their general education teachers as at-risk for ED benefited from secondary interventions focusing on academic and behavioral domains which were implemented over a five month period. Intervention effectiveness was evaluated with multivariate procedures and single case methodology. |
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| Increasing Reading Fluency of Students with Emotional and Behavioral Disorders Using Self-Graphing Procedures. |
| PHILIP L. GUNTER (Valdosta State University), Gloria King (Daugherty County Schools), John H. Hummel (Valdosta State University) |
| Abstract: Students with emotional and behavioral disorders experience academic deficits in addition to their social deficits. This is particularly true for their reading skills. One component of building effective reading behaviors is to build reading fluency. In this presentation, two single-subject design evaluations of the impact of having students self-graph their rate of words read correctly using a computer spreadsheet and automatic graphing procedure will be presented. Four students in elementary and middle schools participated in the interventions. For each student, improvements in reading rate accompanied the intervention. The results are discussed in terms of how not only students, but teachers as well, might benefit from having students participate in their own formative evaluation procedures. |
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