Reading Instruction for Secondary Grade Students With Emotional and Behavioral Disorders: A Focus on Comprehension

2020 ◽  
Vol 29 (1) ◽  
pp. 18-30
Author(s):  
John William McKenna ◽  
Justin D. Garwood ◽  
Robai Werunga
Keyword(s):  
Secondary School ◽  
Reading Instruction ◽  
Behavioral Disorders ◽  
Reading Skills ◽  
Secondary School Teachers ◽  
Emotional And Behavioral Disorders ◽  
Main Idea ◽  
Behavioral Strategies ◽  
Training Support ◽  
School Settings

Students with emotional and behavioral disorders (EBD) in secondary school settings often have deficient reading skills. Secondary school teachers who serve this population of students may need additional training, support, and resources to maximize the effectiveness of the time they spend teaching reading. This article focuses on two instructional practices for improving the reading comprehension of secondary grade students with EBD: explicit vocabulary instruction and main idea identification. Also included are suggestions for how to incorporate behavioral strategies and assessment of comprehension into effective reading instruction.

Working Conditions and Special Educators’ Reading Instruction for Students With Emotional and Behavioral Disorders

2021 ◽  
pp. 001440292199982
Author(s):  
Hannah Morris Mathews ◽  
Jennifer L. Lillis ◽  
Elizabeth Bettini ◽  
David J. Peyton ◽  
Daisy Pua ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Behavioral Disorders ◽  
Working Conditions ◽  
Special Educators ◽  
Emotional And Behavioral Disorders ◽  
Collegial Support ◽  
Instruction Time ◽  
Role Conceptions ◽  
Students With Ebd

Working conditions may be an important lever to support special educators’ reading instruction for students with emotional and behavioral disorders (EBD). Thus, we explored how working conditions relate to the quality of special educators’ reading instruction in upper-elementary, self-contained classes for students with EBD. Using mixed methods to examine video observations of reading instruction and varied data sources on working conditions, we found that special educators who provided stronger instruction had a partner coleading their program, and consistent paraprofessionals, with time and support for training. Partners and paraprofessionals, together, protected special educators’ instruction time. Other conditions (i.e., material resources, role differentiation, role conceptions, planning time) emerged as potentially important, but evidence was less robust. Results indicate partners and paraprofessionals may be important forms of collegial support. These findings have important implications for improving the quality of instruction in self-contained settings for students with EBD.

Which Risk Factors Predict the Basic Reading Skills of Children at Risk for Emotional and Behavioral Disorders?

2008 ◽  
Vol 33 (2) ◽  
pp. 75-86 ◽  
Author(s):  
J. Ron Nelson ◽  
Scott Stage ◽  
Alex Trout ◽  
Kristin Duppong-Hurley ◽  
Michael H. Epstein
Keyword(s):  
Risk Factors ◽  
At Risk ◽  
Behavioral Disorders ◽  
Reading Skills ◽  
Emotional And Behavioral Disorders ◽  
Children At Risk ◽  
Basic Reading Skills

scholarly journals Practices Reflecting Functional Communication Training for Students With or At Risk for Emotional and Behavioral Disorders: Systematically Mapping the Literature

2018 ◽  
Vol 44 (1) ◽  
pp. 20-39 ◽  
Author(s):  
Alexandra Hollo ◽  
Jonathan L. Burt
Keyword(s):  
At Risk ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Functional Communication Training ◽  
Communication Training ◽  
Intellectual And Developmental Disabilities ◽  
Functional Communication ◽  
School Settings ◽  
Literature Searches ◽  
Communicative Response

Students with and at risk for emotional and behavioral disorders (EBD) often have unidentified co-occurring language deficits, but few studies have evaluated communication-based interventions for this population. Functional communication training (FCT) teaches a communicative response (CR) as a replacement for problem behavior. FCT is an evidence-based practice for students with intellectual and developmental disabilities; however, preliminary literature searches revealed limited evidence to support its use for students without developmental delays. We hypothesized researchers may use similar practices but different terminology to teach and reinforce functionally equivalent CRs. Therefore, we replicated systematic search procedures from previous reviews of functional assessment–based interventions (FABI) for students with or at risk for EBD in school settings and mapped intervention strategies incorporating features of FCT. Results identified 113 published reports describing FABI for 243 students. Subsequent screening and coding procedures revealed 43 (38.05%) of the studies included a CR in interventions for 77 students. Additional analyses revealed antecedent and consequent procedures included in interventions for 58 students mirrored those used in FCT. That is, approximately one in four interventions developed for students with or at risk for EBD included key elements of FCT, despite few references to the term FCT in published reports.

Administrators’ Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students With EBD

2020 ◽  
Vol 29 (1) ◽  
pp. 52-61
Author(s):  
Elizabeth Bettini ◽  
Michelle M. Cumming ◽  
Nelson C. Brunsting ◽  
John William McKenna ◽  
Caitlin Cooper Schneider ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Behavioral Disorders ◽  
Working Conditions ◽  
Special Educators ◽  
Emotional And Behavioral Disorders ◽  
Opportunities To Learn ◽  
Reading Practices ◽  
Students With Ebd

Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring special educators have what they need to provide effective reading instruction. We highlight how administrators can leverage special educators’ working conditions to improve the reading instruction that students with EBD receive in self-contained settings.

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.

Functional Assessment-Based Intervention Research on Students with or at Risk for Emotional and Behavioral Disorders in School Settings

2000 ◽  
Vol 25 (3) ◽  
pp. 196-210 ◽  
Author(s):  
Kelly Heckaman ◽  
Maureen Conroy ◽  
James Fox ◽  
Andrea Chait
Keyword(s):  
At Risk ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Functional Assessment ◽  
Emotional And Behavioral Disorders ◽  
Research Literature ◽  
Intervention Research ◽  
School Settings ◽  
Procedural Integrity ◽  
Key Issues

This article examines the research literature on functional assessment-based interventions for students with or at risk for emotional and behavioral disorders (E/BD) who demonstrate problem behaviors. We sought to identify any trends in the design and application of functional assessment-based interventions, with an emphasis on the types of interventions employed. We also examined the frequency with which researchers are collecting and reporting measures of procedural integrity, generalization and maintenance, and social validity. Although no specific trends emerged in the selection or implementation of interventions, several key issues in the design of research on functional assessment-based interventions with students with or at risk for E/BD are identified and discussed.

How to “TRAP” Information: A Reading Comprehension Strategy for Students With Emotional and Behavioral Disorders

2021 ◽  
pp. 004005992098109
Author(s):  
Sara Sanders ◽  
Kristine Jolivette ◽  
Lauren Hart Rollins ◽  
Ashley Shaw
Keyword(s):  
At Risk ◽  
Reading Comprehension ◽  
Reading Instruction ◽  
Behavioral Disorders ◽  
Skill Acquisition ◽  
Emotional And Behavioral Disorders ◽  
Strategy Development ◽  
Metacognitive Skills ◽  
Instructional Approach ◽  
Comprehension Strategy

The intertwined academic and behavior deficits, often referred to as the failure cycle, of students with and at risk for emotional and behavioral disorders (EBD) negatively impact learning and skill acquisition. Reading comprehension is one academic area where students with and at risk for EBD display significant deficits. The self-regulated strategy development (SRSD) instructional approach is one method that accounts for students’ metacognitive skills and learning behaviors, making it a promising approach for use with students with and at risk for EBD, including students served in more restrictive settings. This article provides an overview of SRSD, a reading comprehension strategy taught using the SRSD instructional approach, and describes how to integrate low-intensity behavior strategies into SRSD reading instruction to further support the needs of students with and at risk for EBD.

scholarly journals Level of Inhibition in Trained Secondary School Teachers: Evidence from Pakistan

2015 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Fauzia Rafiq ◽  
Yousuf Sharjeel
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Educational Institution ◽  
Education Programme ◽  
School Teachers ◽  
Teaching Methodologies ◽  
Training Support ◽  
Large Class Size ◽  
Continuous Support ◽  
Trained Teachers

The study found that the inhibition amongst trained secondary school teachers in using learned teaching methodologies is caused due to the lack of content knowledge, insufficient support from the administration, scarce continuous professional development opportunities, unsupportive environment, large class size, in-efficiency to integrate technology, inadequate post-training support and lack of motivation. The study also concluded that teaching inhibition is not possible to be controlled by virtue of teacher’s training skills only. This study recommends that trained teachers be permitted to experiment within their permissible limits to try new teaching methodologies under supervised conditions and reflect upon them intermittently. Continuous support of the school administration is the key to successfully implementing the newly-acquired pedagogic and scholastic skills for an educational institution to improve its teacher education programme.

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