Sara C. McDaniel, Kristine Jolivette, Robin Parks Ennis
JAASEP 8(2) (2013) 69-82
Abstract
Students with emotional and behavioral disorders (E/BD) exhibit behavioral and social challenges that affect their ability to access instruction in the classroom. Despite this, there is a paucity of research on reading interventions for students with E/BD. Recent researchers have demonstrated positive effects when pairing simple interventions to comprehensive reading programs. This study extends the literature base by building upon the tiered supports provided to a student with E/BD in a self-contained alternative education school and evaluating the effects of adding self-graphing before and self-graphing after reading multiple passages on oral reading fluency. Social validity and intrinsic motivation also were assessed with implications for practice and future directions discussed.
Keywords:Self Contained Classrooms, Special Education, Intervention, Student Behavior, Males, Emotional Disturbances, Behavior Disorders, Elementary School Students, Reading Motivation, African American Students, Questionnaires, Likert Scales, Graphs, Grade 3, Reading Fluency, Reading Programs, Nontraditional Education
DOI: https://doi.org/10.64546/jaasep.210
