The purpose of this study was to examine the effects of a comprehensive reading program using the Scott Foresman Reading program (Foresman, 2000), supplemented with Torgeson and Bryant's (1994) Phonological Awareness Training for Reading (PATR) program in a general education classroom with four kindergarten special education students identified as having emotional/behavioral disorders (EBD). Following the implementation of the Scott Foresman curriculum by classroom teachers, university-trained research assistants implemented the PATR program. A multiple baseline design was used to evaluate the impact of the supplemental program on the reading performance of the participants. Academic measures included assessment of nonsense-word fluency, letter naming, and initial-sound fluency. Moderate, albeit inconsistent, improvements in reading skills were shown for the participating students. Implications for classroom practice and future directions for this line of research will be discussed.
Get full access to this article
View all access options for this article.
References
1.
AllingtonR. L. (1980). Teacher interruption behaviors during primary-grade oral reading.Journal of Educational Psychology, 72, 371–377.
2.
Al OtaibaS., & FuchsD. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature.Remedial and Special Education, 23, 300–316.
3.
BakerJ., & ZigmondN. (1990). Are regular education classes equipped to accommodate students with learning disabilities?Exceptional Children, 56, 515–526.
4.
BlachmanB. A., TangelD. M., BallE. W., BlackR., & McGrawC. K. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children.Reading and Writing: An Interdisciplinary Journal, 11, 239–273.
5.
CoieJ., & JacobsM. (1993). The role of social context in the prevention of conduct disorder, Development and Psychopathology, 5, 263–276.
6.
CoieJ., & KriehbielG. (1984). Effects of academic tutoring on the social status of low-achieving, socially-rejected children.Child Development, 55, 1465–1478.
7.
ColemanM., & VaughnS. (2000). Reading interventions for students with emotional/behavioral disorders.Behavioral Disorders, 25, 93–104.
8.
CoutinhoM. J. (1986). Reading achievement of students identified as behaviorally disordered at the secondary level.Behavioral Disorders, 11, 200–207.
9.
FalkK. B., & WehbyJ. H. (2001). The effects of peer-assisted learning strategies on the beginning reading skills of young children with emotional/behavioral disorders.Behavioral Disorders, 26, 344–359.
10.
FesslerM. A., RosenbergM. S., & RosenbergL. A. (1991). Concomitant learning disabilities and learning problems among students with behavioral/emotional disorders.Behavioral Disorders, 16, 97–106.
11.
ForesmanS. (2000). Scott Foresman reading.Upper Saddle River, NJ: Pearson Education.
12.
FuchsD., FuchsL. S., & FernstromP. (1992). Case-by-case reintegration of students with learning disabilities.Elementary School Journal, 92, 261–281.
13.
FuchsL. S., FuchsD., & BishopN. (1992). Teacher planning for students with learning disabilities: Differences between general and special educators.Learning Disabilities Research and Practice, 7, 120–128.
14.
GlassbergL. A., HooperS. R., & MattisonR. E. (1999). Prevalence of learning disabilities at enrollment in special education students with behavioral disorders.Behavioral Disorders, 25, 9–21
GreshamF., & ElliotS. (1990). Social skills rating scale.Circle Pines, MN: American Guidance Services.
17.
HinshawS. P. (1992a). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms.Psychological Bulletin, 111, 127–155.
18.
HinshawS. P. (1992b). Academic underachievement, attention deficits, and aggression: Comorbidity and implications for intervention.Journal of Consulting and Clinical Psychology, 60, 893–903
19.
JuelC. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grade.Journal of Educational Psychology, 80, 437–447.
20.
KaminskiR. A., & GoodR. H. (1996). Toward a technology for assessing basic early literacy skills.School Psychology, 25, 215–227.
21.
KnitzerJ., SteinbergZ., & FleischB. (1990). Schools, children's mental health, and the advocacy challenge.Journal of Clinical Child Psychology, 20, 102–111.
22.
LaneK. L. (1997). Students at-risk for antisocial behavior: The utility of academic and social skills interventions. Unpublished doctoral dissertation, University of California, Riverside.
23.
LaneK. L. (1999). Young students at-risk for antisocial behavior: The utility of academic and social skills interventions.Journal of Emotional and Behavioral Disorders, 7, 211–223.
24.
LaneK. L., O'ShaughnessyT., LambrosK. M., GreshamF. M., & Beebe-FrankenbergerM. E. (2001). The efficacy of phonological awareness training with first-grade students who have behavior and reading difficulties.Journal of Emotional and Behavioral Disorders, 9, 219–231.
25.
LaneK. L., WehbyJ. H., MenziesH. M., GreggR. M., DoukasG. L., & MuntonS. M. (2002). Early literacy instruction for first-grade students at-risk for antisocial behavior.Education and Treatment of Children, 25, 438–458.
26.
LevyS., & VaughnS. (2002). An observational study of teachers’ reading instruction of students with emotional or behavioral disorders.Behavioral Disorders, 27, 215–235.
27.
LoniganC. J., BloomfieldB. G., AnthonyJ. L., BaconK. D., PhillipsB. M., & SamwelC. S. (1999). Relations among emergent literacy skills, behavior problems, and social competence in preschool children from low- and middle-income backgrounds.Topics in Early Childhood Special Education, 19, 40–52.
28.
MartensB. K., WittJ. C., ElliotS. N., & DarveauxD. (1985). Teacher judgments concerning the acceptability of school-based interventions.Professional Psychology: Research and Practice, 16, 191–198.
29.
McIntoshR., VaughnS., SchummJ. S., HaagerD., & LeeO. (1993). Observations of students with learning disabilities in general education classrooms.Exceptional Children, 60, 249–261.
30.
McMichaelP. (1979). The hen or the egg? Which comes first—antisocial emotional disorders or reading disability?British Journal of Educational Psychology, 49, 226–238.
31.
MoodyS. W., VaughnS., HughesM. T., & FischerM. (2000). Reading instruction in the resource room: Set up for failure.Exceptional Children, 66, 305–316.
32.
National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Pubblication No. 00-4769). Washington, DC: U.S. Government Printing Office.
33.
O'ConnorR. E., Notari-SyversonA., & VadasyP. F. (1996). Ladders to literacy: The effects of teacher-led phonological activities for kindergarten children with and without disabilities.Exceptional Children, 63, 117–130.
34.
O'ShaughnessyT. E., & SwansonL. (2000). A comparison of two reading interventions for children with reading disabilities.Journal of Learning Disabilities, 33, 257–277.
35.
RockE. E., FesslerM. A., & ChurchR. P. (1997). The concomitance of learning disabilities and emotional/behavioral disorders: A conceptual model.Journal of Learning Disabilities, 30, 245–263.
36.
RutterM., & YuleW. (1970). Reading retardation and antisocial behaviour: The nature of the association. In RutterM., TizardJ., & WhitmoreK. (Eds.), Education, health, and behaviour (pp. 240–255). London: Longman.
37.
SattlerJ. (1991). Assessment of children (3rd ed.). San Diego, CA: Sattler.
38.
ShinnM. R., Powell-SmithK. A., & GoodR. H. (1996). Evaluating the effects of responsible reintegration into general education for students with mild disabilities on a case-by-case basis.School Psychology Review, 25, 519–539.
39.
SnowC. E. (1991). The theoretical basis for relationships between language and literacy development.Journal of Research in Childhood Education, 6, 5–10.
40.
SteinbergZ., & KnitzerJ. (1992). Classrooms for emotionally and behaviorally disturbed students: Facing the challenge.Behavioral Disorders, 17, 145–156.
41.
SturgeC. (1982). Reading retardation and antisocial behavior.Journal of Child Psychology and Psychiatry, 23, 21–31.
42.
TawneyJ. W., & GastD. C. (1984). Single subject research in special education.Columbus, OH: Merrill.
43.
TorgesenJ. K., & BryantB. R. (1994). Phonological awareness training for reading.Austin, TX: ProEd.
44.
VaughnS., LevyS., ColemanM., & BosC. S. (2002). Reading instruction for students with LD and EBD: A synthesis of observation studies.Journal of Special Education, 36, 2–13.
45.
WagnerM., D'AmicoR., MarderC., NewmanL., & BlackorbyJ. (1992). What happens next? Trends in post-school outcomes of youth with disabilities. The second comprehensive report from the National Longitudinal Transition Study of special education students.Menlo Park, CA: SRI International.
46.
WagnerM. M. (1995). Outcomes for youths with serious emotional disturbance in secondary school and early adulthood.The Future of Children: Critical Issues for Children and Youths, 5, 90–112.
47.
WagnerR. K., TorgesonJ. K., & RashotteC. A. (1999). The comprehensive test of phonological processing: Examiner's manual.Austin, TX: Pro-Ed.
48.
WalkerH. M., Block-PedegoA., TodisB., & SeversonH. (1991). School archival records search.Longmont, CO: Sopris West Educational Services.
49.
WalkerH. M., ColvinG., & RamseyE. (1995). Antisocial behavior in school: Strategies and best practices.Albany, NY: Brooks/Cole.
50.
WalkerH. M., & SeversonH. H. (2002). Developmental prevention of at-risk outcomes for vulnerable antisocial children and youth. In LaneK. L., GreshamF. M., & O'ShaughnessyT. E. (Eds.), Children with or at risk for emotional and behavioral disorders (pp. 177–194). Boston: Allyn and Bacon.
51.
WechslerD. (1989). Wechsler preschool and primary scale of intelligence-Revised.San Antonio, TX: The Psychological Corporation.
52.
WehbyJ. H., FalkK. B., Barton-ArwoodS., LaneK. L., & CooleyC. (in press). The effects of a phonologically-based reading program on academic and social behavior of students with behavioral disorders.Journal of Emotional and Behavioral Disorders.
53.
WehbyJ. H., SymonsF. J., CanaleJ. A., & GoF. J. (1998). Teaching practices in classrooms for students with emotional and behavioral disorders: Discrepancies between recommendations and observations.Behavioral Disorders, 24, 51–56.
54.
WehbyJ. H., SymonsF. J., & ShoresR. E. (1995). A descriptive analysis of aggressive behavior in classrooms for children with emotional and behavioral disorders.Behavioral Disorders, 20, 87–105.
55.
WoodcockR. W. (1998). Woodcock reading mastery tests-Revised: Examiner's manual.Circle Pines, MN: American Guidance Service.
