Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties

Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. In addition, students with emotional–behavioral disorders (EBD) can have some of the most challenging behavioral and academic needs to address. The purpose of this study was to identify the effects and collateral outcomes of utilizing cross-age tutors (i.e., older students) with/at risk of EBD to deliver a number line board game intervention to kindergarten students at risk of mathematics disabilities. A multiple baseline design across participants was utilized to evaluate the following research questions: (a) What are the effects of a number line game delivered by a cross-age tutor with EBD on the mathematics performance of kindergarten students with mathematics difficulties? (b) Can students with EBD implement tutoring procedures with fidelity? (c) What are the effects of the cross-age tutoring training and implementation on the tutors’ classroom behaviors and risk-status for EBD? Tutoring sessions took place for 25–30 min, 3 times per week, over 10 weeks. Results suggest cross-age tutoring to be an effective and feasible model for improving mathematics performance of at-risk kindergarteners and, to a lesser extent, the behavioral performance of students with EBD.

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Early Identification of, and Interventions for, Kindergarten Students at Risk for Mathematics Difficulties

Mathematical Learning and Cognition in Early Childhood ◽

10.1007/978-3-030-12895-1_5 ◽

2019 ◽

pp. 57-78

Author(s):

Marcie Penner ◽

Chad Buckland ◽

Michael Moes

Keyword(s):

At Risk ◽

Early Identification ◽

Kindergarten Students ◽

Students At Risk ◽

Mathematics Difficulties

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Validity and Diagnostic Accuracy of Early Written Expression Screeners in Kindergarten

Journal of Psychoeducational Assessment ◽

10.1177/0734282918769978 ◽

2018 ◽

Vol 37 (5) ◽

pp. 539-552 ◽

Cited By ~ 2

Author(s):

Milena A. Keller-Margulis ◽

Sarah Ochs ◽

Erin K. Reid ◽

Erin L. Faith ◽

G. Thomas Schanding

Keyword(s):

At Risk ◽

English Language Learners ◽

Diagnostic Accuracy ◽

English Language ◽

Kindergarten Students ◽

Written Expression ◽

Future Research ◽

Early Writing ◽

Students At Risk ◽

Screening Measures

Many students struggle with the basic skill of writing, yet schools lack technically adequate screening measures to identify students at risk in this area. Measures that allow for valid screening decisions that identify students in need of interventions to improve performance are greatly needed. The purpose of this study was to evaluate the validity and diagnostic accuracy of early writing screeners. Two early writing screening measures, Picture Word and Word Dictation, were administered to a diverse sample of 95 kindergarten students, almost half of whom were classified as English language learners and almost 70% identified ethnically as Hispanic. It was hypothesized that the early writing screening measures would demonstrate moderate to strong relationships with a standardized norm-referenced measure of written expression and adequate diagnostic accuracy for identifying kindergarten students at risk. Findings indicate that concurrent validity coefficients for both Picture Word and Word Dictation tasks ranged from .32 to .70 with the Written Expression cluster of the Woodcock–Johnson Tests of Achievement–IV and .26 to .61 with the Writing Samples and Sentence Writing Fluency subtests. Diagnostic accuracy results suggest these measures are a promising option for screening early writing skills. Implications for practice and directions for future research are discussed.

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

Council review ◽

10.1177/001440290707400103 ◽

2007 ◽

Vol 74 (1) ◽

pp. 47-70 ◽

Cited By ~ 22

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.

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Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD

Behavioral Disorders ◽

10.1177/019874291203700203 ◽

2012 ◽

Vol 37 (2) ◽

pp. 87-98 ◽

Cited By ~ 48

Author(s):

R. Allan Allday ◽

Kim Hinkson-Lee ◽

Tina Hudson ◽

Shelley Neilsen-Gatti ◽

Andrew Kleinke ◽

...

Keyword(s):

At Risk ◽

General Education ◽

General Educators ◽

Multiple Baseline ◽

Baseline Design ◽

General Education Classroom ◽

Behavior Specific Praise ◽

Use Behavior ◽

Specific Praise ◽

Students With Ebd

Students identified with or at risk for Emotional/Behavioral Disabilities (EBD) are being included in the general education classroom with teachers who have little training or exposure to characteristics of and interventions for students with EBD. In this study, we used a simple professional development intervention to train teachers to better use behavior-specific praise (BSP) in their classroom. A modified multiple baseline design was conducted across four teachers and seven students. Three students were identified with EBD and four were considered at risk for EBD. The goal of the study was to increase the rate of BSP delivered to all students in the classroom and determine the effects of increased BSP on students with or at risk for EBD. Results of the study show that, following the teacher training, teachers increased BSP and target students increased their task engagement. In addition to increases in BSP, the use of corrective statements decreased following the training.

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