Many researchers have documented the interrelatedness of reading and behavior (McIntosh, Sadler, & Brown, 2012). Thus, research examining the best way to intervene with students who exhibit problems in both skill sets is merited. Recently, taking an integrated approach to reading and behavioral intervention has been suggested (Mooney, Ryan, Uhing, Reid, & Epstein, 2005; Stewart, Benner, Martella, & Marchand-Martella, 2007). In this study, we examined the effects of integrating a multicomponent self-monitoring intervention into a targeted reading classroom. Specifically, we used an ABAB withdrawal design (Kennedy, 2005) to determine the presence of a functional relation between a multicomponent self-monitoring intervention and the academic engagement and disruptive behavior of two middle school girls with reading and behavioral problems. Limitations as well as implications for research and practice are included.
Get full access to this article
View all access options for this article.
References
1.
AchenbachT. M. (1991a). Integrative guide for the 1991 CBCL 14–18, YSR and TRF profiles.Burlington: University of Vermont Department of Psychiatry.
2.
AchenbachT. M. (1991b). Manual for the Child Behavior Checklist 14–18 and 1991 profile.Burlington: University of Vermont Department of Psychiatry.
3.
Al OtaibaS., & FuchsD. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature.Remedial and Special Education23, 300–316. doi:10.1177/07419325020230050501
4.
BaerD. M., WolfM. M., & RisleyT. R. (1968). Some current dimensions of applied behavior analysis.Journal of Applied Behavior Analysis1, 91–97. doi:10.1901/jaba.1968.1-91
5.
CarterE. W., LaneK. L., CrnoboriM. E., BruhnA. L., & OakesW. P. (2011). Self-determination interventions for students with or at risk for emotional and behavioral disorders: Mapping the knowledge base.Behavioral Disorders36, 100–116.
6.
ChafouleasS. M. (2011). Direct behavior rating: A review of the issues and research in its development.Education and Treatment of Children34, 575–591. doi:10.1353/etc.2011.0034
7.
ColemanM., & VaughnS. (2000). Reading interventions for students with emotional/behavioral disorders.Behavioral Disorders25, 93–104.
8.
CooperJ. O., HeronT. E., & HewardW. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.
9.
FishM. C., & MendolaL. R. (1986). The effect of self-instruction training on homework completion in an elementary special education class.School Psychology Review15, 268–276.
10.
FlemingC. B., HarachiT. W., CortesR. C., AbbottR. D., & CatalanoR. F. (2004). Level and change in reading scores and attention problems during elementary school as predictors of problem behavior in middle school.Journal of Emotional and Behavioral Disorders12, 130–144. doi:10.1177/10634266040120030101
11.
FreemanK. A., & Dexter-MazzaE. T. (2004). Using self-monitoring with an adolescent with disruptive classroom behavior: Preliminary analysis of the role of adult feedback.Behavior Modification28, 402–419. doi:10.1177/0145445503258982
12.
GoodmanR. (1997). The Strengths and Difficulties Questionnaire: A research note.Journal of Child Psychology and Psychiatry and Allied Disciplines38, 581–586. doi:10.1111/j.1469-7610.1997.tb01545.x
13.
GunterP. L., CoutinhoM. J., & CadeT. (2002). Classroom factors linked with academic gains among students with emotional and behavioral problems.Preventing School Failure46, 126–152. doi:10.1080/10459880209603357
14.
HornerR. H., CarrE. G., HalleJ., McGeeG., OdomS., & WoleryM. (2005). The use of single-subject research to identify evidence-based practice in special education.Exceptional Children71, 165–179.
15.
JolivetteK., AlterP., ScottT. M., JosephsN. L., & SwoszowskiN. Z. (2013). Strategies to prevent problem behavior. In TankersleyM., & CookB. (Eds.), Research-based practices in special education (pp. 22–33). Upper Saddle River, NJ: Pearson.
16.
JosephL. M., & EveleighE. L. (2011). A review of the effects of self-monitoring on reading performance of students with disabilities.Journal of Special Education45, 43–53. doi:10.1177/022466909349145.
17.
KampsD., WillsH., GreenwoodC., ThorneS., LazoJ., CrockettJ., & … SwaggartB. L. (2003). Curriculum influences on growth in early reading fluency for students with academic and behavioral risks: A descriptive study.Journal of Emotional and Behavioral Disorders11, 211–224. doi:10.1177/10634266030110040301
18.
KennedyC. H. (2005). Single-case designs for educational research.Boston: Allyn & Bacon.
19.
KimJ. S., CapotostoL., HartryA., & FitzgeraldR. (2011). Can a mixed-method literacy intervention improve the reading achievement of low-performing elementary school students in an after-school program? Results from a randomized controlled trial of READ 180 Enterprise.Educational Evaluation and Policy Analysis33, 183–201. doi:10.3102/0162373711399148
20.
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 Children25, 438–458.
21.
LangL., TorgesenJ., VogelW., ChanterC., LefskyE., & PetscherY. (2009). Exploring the relative effectiveness of reading interventions for high school students.Journal of Research on Educational Effectiveness2, 149–175. doi:10.1080/19345740802641535
22.
MartellaR. C., NelsonJ. R., & Marchand-MartellaN. E. (2003). Managing disruptive behaviors in the schools: A school-wide, classroom, and individualized social learning approach.Boston: Allyn & Bacon.
23.
McIntoshK., HornerR. H., ChardD. J., DickeyC. R., & BraunD. H. (2008). Reading skills and function of problem behavior in typical school settings.Journal of Special Education42, 131–147. doi:10.1177/0022466907313253
24.
McIntoshK., SadlerC., & BrownJ. A. (2012). Kindergarten reading skill level and change as risk factors for chronic problem behavior.Journal of Positive Behavior Interventions14, 17–28.
25.
McKinneyJ. D. (1989). Longitudinal research on the behavioral characteristics of children with learning disabilities.Journal of Learning Disabilities22, 141–150. doi:10.1177/002221948902200302
26.
McLaughlinT. F. (1984). A comparison of self-recording and self-recording plus consequences for on-task and assignment completion.Contemporary Educational Psychology9, 185–192. doi:10.1016/0361-476X(84)90019-5
27.
McLaughlinT. F., BurgessN., & Sackville-WestL. (1982). Effects of self-recording and self-recording + matching on academic performance.Child Behavior Therapy3, 17–27.
28.
McLaughlinT. F., & TruhlickaM. (1983). Effects on academic performance of self-recording and self-recording and matching with behaviorally disordered students: A replication.Behavioral Engineering8, 69–74.
29.
MenziesH. M., LaneK., & LeeJ. (2009). Self-monitoring strategies for use in the classroom: A promising practice to support productive behavior for students with emotional or behavioral disorders.Beyond Behavior18(2), 27–35.
30.
MillerM., MillerS. R., WheelerJ., & SelingerJ. (1989). Can a single-classroom treatment approach change academic performance and behavioral characteristics in severely behaviorally disordered adolescents: An experimental inquiry.Behavioral Disorders14, 215–225.
31.
MooneyP., RyanJ. B., UhingB. M., ReidR., & EpsteinM. H. (2005). A review of self-management interventions targeting academic outcomes for students with emotional and behavioral disorders.Journal of Behavioral Education14, 203–331. doi:10.1007/s10864-005-6298-1
32.
NelsonJ. R., BennerG. J., & GonzalezJ. (2003). Learner characteristics that influence the treatment effectiveness of early literacy interventions: A meta analytic review.Learning Disabilities Research & Practice18, 255–267.
33.
NelsonJ. R., BennerG., LaneK., & SmithB. W. (2004). Academic achievement of K-12 students with emotional and behavioral disorders.Exceptional Children71, 59–73.
RiveraM. O., Al-OtaibaS., & KoorlandM. A. (2006). Reading instruction for students with emotional and behavioral disorders and at risk of antisocial behaviors in primary grades: Review of literature.Behavioral Disorders31, 323–337.
StewartR. M., BennerG. J., MartellaR. C., & Marchand-MartellaN. E. (2007). Three-tier models of reading and behavior: A research review.Journal of Positive Behavior Interventions9, 239–253.
38.
StrongA. C., WehbyJ. H., FalkK. B., & LaneK. L. (2004). The impact of a structured reading curriculum and repeated reading on the performance of junior high students with emotional and behavioral disorders.School Psychology Review33, 561–581.
39.
SwansonH. L., & ScarpatiS. (1984). Self-instruction training to increase academic performance of educationally handicapped children.Child and Family Behavior Therapy6(4), 23–39.
40.
U.S. Department of Education. (2009). What works clearinghouse intervention report on adolescent literacy: READ 180.Washington, D.C.: Institute of Education Sciences.
41.
WalkerH. M., & SeversonH. H. (1992). Systematic screening for behavior disorders (SSBD): User's guide and administration manual.Longmont, CO: Sopris West.
42.
WatkinsM. W., & PachecoM. (2001). Interobserver agreement in behavioral research: Importance and calculation.Journal of Behavioral Education10, 205–212.
43.
WehbyJ. H., FalkK. B., Barton-ArwoodS., LaneK. L., & CooleyC. (2003). The impact of comprehensive reading instruction on the academic and social behavior of students with emotional and behavioral disorders.Journal of Emotional and Behavioral Disorders11, 225–238. doi:10.1177/10634266030110040401
44.
VanderbiltA. A. (2005). Designed for teachers: how to implement self-monitoring in the classroom.Beyond Behavior15(1), 21–24.
