Examining the Effect of Explicit Reading Instruction on the Engagement of Elementary Students with Challenging Behaviors

Providing support to students with challenging behaviors is a critical focus of classroom teachers' success. Finding ways to prevent and mediate academic and behavioral difficulties is a high priority area for both research and practice. The focus of this study is on the effects of implementati...

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Published inExceptionality : the official journal of the Division for Research of the Council for Exceptional Children Vol. 30; no. 2; pp. 63 - 77
Main Authors Evanovich, Lauren L., Scott, Terrance M.
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 15.03.2022
Taylor & Francis Ltd
Subjects
At Risk Students
Behavior Disorders
Behavior Problems
Classroom management
Elementary Education
Elementary School Students
Elementary school teachers
Elementary Schools
Emotional Disturbances
Feedback (Response)
Grade 1
Learner Engagement
Program Effectiveness
Program Implementation
Reading Difficulties
Reading Instruction
Student Behavior
Student participation
Student teacher relationship
Teacher Attitudes
Teacher Response
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Summary:Providing support to students with challenging behaviors is a critical focus of classroom teachers' success. Finding ways to prevent and mediate academic and behavioral difficulties is a high priority area for both research and practice. The focus of this study is on the effects of implementation of Orton-Gillingham Reading intervention strategies on active engagement for students with challenging behaviors. Using a single-subject alternating treatments design across 3 elementary school classrooms, increasing the rate of teachers' positive feedback and opportunities to respond was examined for effect on the engagement of students identified with challenging behaviors. Future research directions and implications for recommended teacher practice are provided.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0936-2835
1532-7035
DOI:10.1080/09362835.2020.1727340