An Evaluation of Single-Case Reading Intervention Study Quality for Students With and At Risk for Emotional and Behavioral Disorders

2017 ◽  
Vol 41 (6) ◽  
pp. 868-906 ◽  
Author(s):  
John William McKenna ◽  
Min Kyung Kim ◽  
Mikyung Shin ◽  
Kathleen Pfannenstiel
Keyword(s):  
At Risk ◽  
Behavioral Disorders ◽  
Reading Intervention ◽  
Cognitive Mapping ◽  
Visual Analysis ◽  
Reading Interventions ◽  
Single Case ◽  
Emotional And Behavioral Disorders ◽  
Future Research ◽  
Behavioral Strategies

Researchers have noted the lack of research to guide reading practice for students with and at risk for emotional and behavioral disorders (EBD). Although comprehensive syntheses have identified promising practices and areas for future research, none have evaluated the rigor of studies according to quality indicators. The current study evaluated the extant single-case reading intervention research for this student population according to the What Works Clearinghouse (WWC) standards. Thirty studies met article selection criteria, 20 (66.6%) of which had at least one dependent variable that did not meet design standards. Study findings suggest a need for researchers to employ stronger designs and place a greater emphasis on investigating the effects of reading instructional practices in inclusive settings. Overall, two reading interventions were identified as potentially promising: cognitive mapping and a listening while reading accommodation. Furthermore, findings suggest that it may be advantageous to embed behavioral strategies within reading interventions. Study limitations include the exclusive use of single-case design studies and a reliance on visual analysis to determine intervention effectiveness.

scholarly journals Outcomes of a Teacher-Led Reading Intervention for Elementary Students at Risk for Behavioral Disorders

2007 ◽  
Vol 74 (1) ◽  
pp. 47-70 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
M. Annette Little ◽  
Jenny Redding-Rhodes ◽  
Andrea Phillips ◽  
Megan T. Welsh
Keyword(s):  
At Risk ◽  
General Education ◽  
Behavioral Disorders ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Reading Interventions ◽  
First Grade ◽  
School Site ◽  
Students At Risk ◽  
Baseline Design

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.

The Effects of Schema-Based Instruction on the Mathematical Problem Solving of Students With Emotional and Behavioral Disorders

2017 ◽  
Vol 43 (2) ◽  
pp. 277-289 ◽  
Author(s):  
Corey Peltier ◽  
Kimberly J. Vannest
Keyword(s):  
Problem Solving ◽  
Behavioral Disorders ◽  
Visual Analysis ◽  
Single Case ◽  
Emotional And Behavioral Disorders ◽  
Mathematical Problem ◽  
Special Education Teacher ◽  
Second Grade ◽  
Intervention Package ◽  
Based Instruction

The current study examines the effects of schema instruction on the problem-solving performance of four second-grade students with emotional and behavioral disorders. The existence of a functional relationship between the schema instruction intervention and problem-solving accuracy in mathematics is examined through a single case experiment using a multiple baseline across participants design. Visual analysis and a non-parametric effect size (ES) demonstrate improvement in problem-solving accuracy for grade-level word problems involving addition and subtraction of two-digit integers without regrouping. Tau- U ESs for four participants ranged from 63% to 98%. The students and special education teacher reported the intervention package was socially valid.

Brief Report: Ordinate Scaling and Axis Proportions of Single-Case Graphs in Two Prominent EBD Journals From 2010 to 2019

2021 ◽  
pp. 019874292098258
Author(s):  
Corey Peltier ◽  
John W. McKenna ◽  
Tracy E. Sinclair ◽  
Justin Garwood ◽  
Kimberly J. Vannest
Keyword(s):  
Behavioral Disorders ◽  
Visual Analysis ◽  
Single Case ◽  
Emotional And Behavioral Disorders ◽  
Functional Relation ◽  
Critical Factor ◽  
Graphical Display ◽  
Axis Ratio ◽  
Scaling Procedure ◽  
Data Points

Single-case experimental designs (SCEDs) are frequently used to evaluate whether a functional relation exists between interventions and student outcomes. A critical factor in decision making is the evaluation of graphical data, typically displayed in time-series graphs. Distortion in the graphical display of data can lead to invalid decisions on whether a functional relation exists, as well as overestimating the magnitude of an effect. Previous research has identified two potentially analysis-altering elements that when manipulated alter visual analysts’ decision regarding the presence of a functional relation and magnitude of effect. The purpose of this review was to evaluate the graphical display of data from SCEDs in the field of emotional and behavioral disorders (EBD). The review included 40 SCEDs, including 258 graphs, published in Behavioral Disorders and Journal of Emotional and Behavioral Disorders over the last 10 years (2010–2019). We identified large variation in the axis proportions of reviewed graphs, as measured using standardized x:y and the data points per x- to y-axis ratio (DPPXYR). A majority of graphs included an ordinate scaling procedure that aligns with findings from preliminary research on this analysis-altering element. We provide recommendations to the field on designing graphs to enhance the validity of visual analysis.

Examining the Generalization of a Combined Independent and Interdependent Group Contingency for Students With Emotional and Behavioral Disorders

2019 ◽  
Vol 45 (4) ◽  
pp. 238-251
Author(s):  
Renee O. Hawkins ◽  
Tai A. Collins ◽  
Lauren Haas Ramirez ◽  
J. Meredith Murphy ◽  
Chelsea Ritter
Keyword(s):  
High School Students ◽  
Behavioral Disorders ◽  
Classroom Behavior ◽  
Visual Analysis ◽  
Emotional And Behavioral Disorders ◽  
Future Research ◽  
Group Contingency ◽  
School Students ◽  
Interdependent Group Contingency ◽  
Class Period

Using an ABAB withdrawal design, the study evaluated the direct and generalized effects of a combined independent and interdependent group contingency on the engagement and disruptive behavior of two groups of students enrolled in an alternative school serving students with emotional and behavioral disorders. Class 1 included seven middle school students and Class 2 included eight high school students. For both classes, systematic direct observation behavior data were collected both in the targeted class period and a second class period identified by teachers as also having high rates of inappropriate behavior. Following baseline, the group contingency was introduced in the targeted period only and then withdrawn before being re-introduced. Visual analysis indicates that implementation of the group contingency led to improvements in classroom behavior in the targeted class period for both groups of students. Also, improvements in student behavior were observed in secondary settings that shared common environmental variables that may have promoted generalization. Discussion focuses on implications for practice and future research examining methods for promoting generalization of behavior change.

Social Stories and Visual Supports Interventions for Students at Risk for Emotional and Behavioral Disorders

2019 ◽  
Vol 45 (4) ◽  
pp. 207-223 ◽  
Author(s):  
Kathleen N. Zimmerman ◽  
Jennifer R. Ledford ◽  
Kari L. Gagnon ◽  
Jessica L. Martin
Keyword(s):  
At Risk ◽  
Behavioral Disorders ◽  
Single Case ◽  
Emotional And Behavioral Disorders ◽  
Empirical Support ◽  
Social Stories ◽  
Teaching Staff ◽  
Visual Supports ◽  
Students At Risk ◽  
Antecedent Interventions

Antecedent interventions are often used preventatively to address engagement, but few studies have evaluated their effectiveness with students at risk for disability. This study evaluated the effectiveness of two commonly recommended antecedent interventions that have limited empirical support for use with students at risk: social stories and visual supports. Both interventions were evaluated separately in the context of two single-case alternating treatments designs across five elementary students at risk for emotional and behavioral disorders. Social stories were not effective for improving students’ levels of engagement during targeted activities; visual supports resulted in increases in students’ engagement relative to baseline conditions. Future use of visual supports for students at risk should include evaluations of the feasibility of implementation by teaching staff.

Function-Based Self-Advocacy Training for Students With or at Risk for Emotional and Behavioral Disorders in General Education Settings

2021 ◽  
pp. 106342662110397
Author(s):  
Tosha L. Owens ◽  
Ya-yu Lo
Keyword(s):  
At Risk ◽  
General Education ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Single Case ◽  
Emotional And Behavioral Disorders ◽  
Descriptive Analysis ◽  
Functional Relation ◽  
Self Advocacy ◽  
Multiple Probe

This study evaluated the effects of a function-based self-advocacy (FBSA) intervention, which provided systematic and explicit instruction to three students with or at risk for emotional and behavioral disorders on how to self-advocate their needs in regard to behavioral support based on the function of their behavior. We used a single-case, multiple-probe across-participants design and measured participants’ problem behaviors and replacement behaviors to determine the intervention effects. Results showed a functional relation between FBSA and reduction of problem behaviors. There also was an increase in replacement behaviors upon implementation of the FBSA training. In addition, a descriptive analysis of students’ ability to complete steps to self-advocate needs indicated an increase in the number of responses emitted or steps completed across both intervention and generalization settings.

scholarly journals Oral Reading Intervention for an English Language Learner: A Single-case Design

2019 ◽  
Vol 9 (1) ◽  
pp. 28 ◽  
Author(s):  
Hui Hong Gan ◽  
Julia Ai Cheng Lee ◽  
Kartini Abdul Ghani
Keyword(s):  
Reading Fluency ◽  
Reading Intervention ◽  
Oral Reading ◽  
English Language ◽  
Visual Analysis ◽  
Single Case ◽  
Classroom Teacher ◽  
The United States ◽  
Language Learner ◽  
Future Research

The purpose of this paper was to investigate the effectiveness of conducting a reading intervention in a public primary school setting in Chinese vernacular school in Malaysia. Literature indicated that struggling readers did not master letter-sound correspondences despite the phonics was emphasised in to date curriculum. One male learner who was identified by his classroom teacher as needing special assistance in reading performance participated this research. Using a single-case research design, the participant’s oral reading fluency (ORF) in terms of word correct per minute (WCPM) was measured. Several nonparametric statistics methods, such as Tau and percentage of nonoverlapping data (PND) were applied to compute the degree of association and effectiveness of the intervention, respectively. Visual analysis was carried out to interpret the graph. The data collected was also compared with the updated ORF norm that was established in the United States. The results revealed that the reading intervention facilitated the improvement of ORF of the participant. The significant implications and future research recommendations on the development of reading intervention were highlighted.

Opportunities to Respond for Students With Emotional and Behavioral Disorders in Inclusive Classrooms

2021 ◽  
pp. 105345122110249
Author(s):  
Todd Whitney ◽  
Kera B. Ackerman ◽  
Justin T. Cooper ◽  
Terrance M. Scott
Keyword(s):  
At Risk ◽  
Student Engagement ◽  
Behavior Problems ◽  
Effective Teaching ◽  
Behavioral Disorders ◽  
Teaching Practice ◽  
Emotional And Behavioral Disorders ◽  
Inclusive Classrooms ◽  
Opportunities To Respond ◽  
School Based

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal, non-verbal, and partner responses. In addition, recommendations are provided on how these strategies can be effectively implemented in inclusive classrooms to increase engagement of students with school-based behavior problems, including those with and at risk for emotional and behavioral disorders.

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